Seeing and Understanding Data

Visual displays of data are commonly used today in media reports online or in print. For example, data visualizations are sometimes used as a marketing tool to convince people to purchase a certain product, or they are displayed in articles or magazines as a way to graphically display data to emphasize a certain point. In general, it is hard to imagine the majority of disciplines in science and mathematics not using data visualizations. However, before standard data visualization techniques were developed (and accepted by the community), mathematicians and scientists very rarely used graphical displays or pictures to represent empirical data

Seeing and Understanding Data: A Mini-Primary Source Project for Students of Statistics

Mathematicians and scientists included drawings in their work before the first statistical graphs were invented. However, their illustrations were meant to depict quantifiable relationships rather than exposing statistical variability. The uses of pictorial representations or charts to convey trends among variable measurements dates back to at least the late 10th century. However, this means of communication did not gain the widespread appreciation it enjoys today until technological advances in the 21st century stimulated the growth of a new field, data visualization. The mini-Primary Source Project (PSP) Seeing and Understanding Data provides students the opportunity to explore the evolution of statistical graphs and visual displays across time and to think critically about how data are displayed and interpreted

Cognitive Load in Asynchronous Discussions of an Online Undergraduate Stem Course

Purpose – As online course enrollments increase; it is important to understand how common course features influence students’ behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors’ engagement often demonstrates social or teaching presence. Students’ engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions. Design/methodology/approach – This study presents the validation of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions in an introductory physics course. Findings – The instrument demonstrated reliability for a model with four subscales for all five discrete tasks. This study is foundational for future work that aims at testing the efficacy of interventions and reducing extraneous cognitive load in asynchronous online discussions. Research limitations/implications – Nonresponse error due to the unincentivized, voluntary nature of the survey introduces a sample-related limitation. Practical implications – This study provides a strong foundation for future research focused on testing the effects of interventions aimed at reducing extraneous cognitive load in asynchronous online discussions. Originality/value – This is a novel application of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions

The Utility of Peer-to-Peer Practice for Teaching Speech-Language Pathology Students Transnasal Endoscopy

Introduction: Transnasal flexible endoscopy (TNFE) is necessary for multiple assessments in speech-language pathology (SLP), but it is generally considered an advanced practice technique to be learned during clinical practice. As such, there is no standardized way that it is taught in training programs, leading to a substantial knowledge gap for new graduates. Though peer-to-peer practice has been discussed as an important step in training, it is not clear whether it confers additional benefits above and beyond simulation. This study sought to answer that question in the areas of student confidence, endoscopy speed, and motivation to pursue further TNFE experiences. Methods: Thirty-six SLP graduate students completed TNFE training and one of two practice conditions: simulation only or simulation with additional peer-to-peer practice. Outcome measures included confidence and comfort surveys, intrinsic motivation to complete an additional TNFE experience, and speed of TNFE. Results: No significant differences were found between the two groups for any measure, and consistently low effect sizes indicated there was little difference between groups. Conclusions: These results indicate that teaching TNFE through simulation may provide similar outcomes to peer-to-peer practice during the initial training that an SLP graduate program can provide. This adds to the literature indicating that TNFE simulation is a worthwhile addition to SLP programs

Evaluating Communication and Collaboration Among Healthcare Students

The purpose of this pilot study was to determine if the Interprofessional Collaborator Assessment Rubric (ICAR): Communication and Collaboration Dimensions would demonstrate good inter-rater reliability and be a useful and efficient tool to evaluate professional communication and collaboration between occupational therapy (OT) and physician assistant (PA) students. An additional aim of this study was to assess students’ thoughts, perceptions, and perceived value regarding these types of interprofessional opportunities. A sequential explanatory mixed methods design was used. An interclass correlation coefficient (ICC) examined the inter-rater reliability of the instrument for both faculty raters (n = 7) and standardized patient (SP) raters (n =5). Qualitative data was gathered from focus groups to assess the utility of the ICAR: Communication and Collaboration. Quantitative and qualitative data were also gathered from a convenience sample of student participants (n =19) to investigate the perceived value of this interprofessional experience. Quantitative data revealed that there was moderate inter-rater reliability for four out of five of the subscales. Three themes emerged from the rater and student focus groups. Students found the interprofessional education (IPE) opportunity to be valuable. They also felt that it enhanced their understanding of the OT/PA profession, as well as their comfort and ability to collaborate and communicate with other professionals. The results of this study suggest that the ICAR: Communication and Collaboration Dimensions has the potential to maintain inter-rater reliability among healthcare students. The results of this study also indicate that healthcare students view IPE events as being highly valuable and beneficial

Investigating Levels of Graphical Comprehension Using the LOCUS Assessments

Statistical literacy refers to two interrelated components: people’s ability to interpret and critically evaluate statistical information, and their ability to discuss or communicate their reactions to statistical information. The ability to read and interpret graphical displays is part of statistical literacy because much of the statistical information people encounter in their everyday lives are graphical displays or tables of data. The purpose of this study was to investigate college-level students’ graphical comprehension. Students’ graphical comprehension was assessed using items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessments. Much can be learned about students’ graphical comprehension based on this study. Results from this study can be used to highlight the importance of incorporating graphical comprehension and/or data visualization into introductory statistics courses

Investigating Levels of Graphical Comprehension Using the LOCUS Assessments

Statistical literacy refers to two interrelated components: people’s ability to interpret and critically evaluate statistical information, and their ability to discuss or communicate their reactions to statistical information. The ability to read and interpret graphical displays is part of statistical literacy because much of the statistical information people encounter in their everyday lives are graphical displays or tables of data. The purpose of this study was to investigate college-level students’ graphical comprehension. Students’ graphical comprehension was assessed using items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessments. Much can be learned about students’ graphical comprehension based on this study. Results from this study can be used to highlight the importance of incorporating graphical comprehension and/or data visualization into introductory statistics courses

Identification of risk factors associated with acute kidney injury in patients taking sodium-glucose cotransporter-2 inhibitors

Introduction:Studies have demonstrated that sodium-glucose cotransporter-2 (SGLT2) inhibitors are kidney protective; however, their ability to cause hemodynamic changes may predispose patients to acute kidney injury (AKI). A United States Food and Drug Administration warning recommends evaluating for factors that predispose patients to AKI before initiating a SGLT2 inhibitor. Objective:To identify risk factors that may predispose persons with diabetes to AKI when initiating SGLT2 inhibitor therapy. Methods:This was a multi-center retrospective cohort chart review of patients with type 2 diabetes prescribed a SGLT2 inhibitor from January 2013 to September 2019. Patients were included if they were receiving care at Advocate Medical Group and were confirmed to have taken one of the four SGLT2 inhibitors available at the time of study approval, canagliflozin, dapagliflozin, empagliflozin, or ertugliflozin, for at least 7 days. Patients were excluded if they did not have a basic metabolic panel or comprehensive metabolic panel recorded 1 year prior to or 6 months after SGLT2 inhibitor therapy initiation. Results:Data extraction from the electronic medical record identified 6425 patients receiving a SGLT2 inhibitor, of which 1962 met inclusion criteria and were included for analysis. Thirty-five (1.8%) patients experienced an AKI after SGLT2 inhibitor therapy initiation. There was no statistically significant difference between groups based on background medication use (p = 0.325). At baseline, patients experiencing an AKI after SGLT2 inhibitor initiation were more likely to be older in age (p=0.010), have a higher serum potassium (p\u3c 0.001), blood glucose (p=0.018), SCr (p=0.009) and UACR (p\u3c0.001), and a lower eGFR (p=0.028) compared to those who did not experience AKI. Conclusions:The transient eGFR decline with SGLT2 inhibitor initiation should be expected and is generally not an indication to discontinue therapy. Future initiatives should be directed at increasing knowledge of monitoring recommendations for these agents