Structured reporting platform improves CAD-RADS assessment.

BACKGROUND: Structured reporting in cardiac imaging is strongly encouraged to improve quality through consistency. The Coronary Artery Disease - Reporting and Data System (CAD-RADS) was recently introduced to facilitate interdisciplinary communication of coronary CT angiography (CTA) results. We aimed to assess the agreement between manual and automated CAD-RADS classification using a structured reporting platform. METHODS: Five readers prospectively interpreted 500 coronary CT angiographies using a structured reporting platform that automatically calculates the CAD-RADS score based on stenosis and plaque parameters manually entered by the reader. In addition, all readers manually assessed CAD-RADS blinded to the automatically derived results, which was used as the reference standard. We evaluated factors influencing reader performance including CAD-RADS training, clinical load, time of the day and level of expertise. RESULTS: Total agreement between manual and automated classification was 80.2%. Agreement in stenosis categories was 86.7%, whereas the agreement in modifiers was 95.8% for "N", 96.8% for "S", 95.6% for "V" and 99.4% for "G". Agreement for V improved after CAD-RADS training (p = 0.047). Time of the day and clinical load did not influence reader performance (p > 0.05 both). Less experienced readers had a higher total agreement as compared to more experienced readers (87.0% vs 78.0%, respectively; p = 0.011). CONCLUSIONS: Even though automated CAD-RADS classification uses data filled in by the readers, it outperforms manual classification by preventing human errors. Structured reporting platforms with automated calculation of the CAD-RADS score might improve data quality and support standardization of clinical decision making

Identifying the \u27aboutness\u27 of highly structured expository documents

The increases in commercial documentation over the past 50 years and the permeation of computers into all areas of business has led to a major increase in the individual\u27s reading load. This thesis proposes a method of writing procedural documentation to enable rapid appreciation of the \u27aboutness\u27 of such material, thus making the reading task more efficient. The method is derived from a document structure which is used as a basis for the development of rules to construct a hierarchy of in-text headings which encapsulates the \u27aboutness\u27 of the text. Reading efficiency is achieved through needing to only interpret the headings to understand what the document is about. The method was tested by having control and experimental groups complete the same series of questions, answers to which were derived from a set of documents. The set used by participants in the experimental group contained headings structured according to the proposed method; the set used by participants in the control group contained headings which were not structured according to the proposed method. All variables other than headings were negated or neutralised. Answer accuracy and completion times of the groups were compared. On average the experimental group, who used documents containing headings structured according to the proposed method, had 7.5% better accuracy and completed the questions in 13.5% less time overall. These improvements are assumed to be due to the differences in heading effects

El Mustang, April 9, 1963

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/2112/thumbnail.jp

A Common Protocol for Agent-Based Social Simulation

Traditional (i.e. analytical) modelling practices in the social sciences rely on a very well established, although implicit, methodological protocol, both with respect to the way models are presented and to the kinds of analysis that are performed. Unfortunately, computer-simulated models often lack such a reference to an accepted methodological standard. This is one of the main reasons for the scepticism among mainstream social scientists that results in low acceptance of papers with agent-based methodology in the top journals. We identify some methodological pitfalls that, according to us, are common in papers employing agent-based simulations, and propose appropriate solutions. We discuss each issue with reference to a general characterization of dynamic micro models, which encompasses both analytical and simulation models. In the way, we also clarify some confusing terminology. We then propose a three-stage process that could lead to the establishment of methodological standards in social and economic simulations.Agent-Based, Simulations, Methodology, Calibration, Validation, Sensitivity Analysis

Spartan Daily, February 27, 1976

Volume 66, Issue 18https://scholarworks.sjsu.edu/spartandaily/6049/thumbnail.jp

How Reading Teachers Select and Use Evidence-Based, Culturally Responsive Strategies to Support Black Students

Literacy researchers have found that using evidence-based intervention strategies with students receiving response to intervention Tier 2 services impacted the support they receive. The problem was that researchers had not examined how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. This basic qualitative study aimed to understand how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive strategies to support Black students receiving Tier 2 services. Bartlett\u27s schema theory was the framework used in the study. The study used a basic qualitative approach. Data analysis was thematic coding of 10 reading intervention teachers\u27 open-ended, semistructured interview questions. Findings suggested district resources guided the decision-making and implementation of reading strategies for Black students receiving Tier 2 services. Findings also purport no consideration of culture when deciding how to use effective evidence-based reading strategies. At the same time, teachers did not receive professional development to support them in this process. The implications for positive social change address the disparities between races and achievement and may help close the achievement gap and impact high school graduation rates