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5,141 results for “Educators”
Data from: Randomized study of the impact of a therapeutic education program on patients suffering from chronic low-back pain who are treated with transcutaneous electrical nerve stimulation
Background: Transcutaneous electrical nerve stimulation (TENS) is often used for the treatment of low-back pain (LBP). However, its effectiveness is controversial. Objective: To determine the efficacy of TENS in the treatment LBP when associated to a therapeutic education program (TEP). Design: Open randomized monocentric study. Setting: University hospital between 2010 and 2014. Patients: A total of 97 patients suffering from LBP. Interventions: Routine care (TENS group) or routine care plus a therapeutic education program (TENS-TEP group) based on consultation support by a pain resource nurse Main outcome measures: EIFEL and Dallas Pain Questionnaire scores. Results: Twenty-two patients (44%) were still assessable at the end-of-study visit, whereas 33 (70%) were assessable at the same time point in the TENS-TEP group (P = 0.013). The EIFEL score and the Dallas score had a similar evolution over time between groups (p = 0.18 and p = 0.50 respectively). Similarly, there were no significant differences between the groups with respect to resting pain scores (p = 0.94 for back pain and p = 0.16 for leg pain) and movement pain scores (p = 0.52 for back pain and p = 0.56 for leg pain). At Month 6, there was no significant difference between the groups (p = 0.85) with regard to analgesics and social impact. Two patients presented a serious adverse event during the study (one in each group) but non-attributable to the treatment studied. Conclusion: This study does not support the use of TENS in the treatment of patients with chronic LBP even though patients benefited from a therapeutic education program by a pain resource nurse. However, the higher number of premature withdrawals in the TENS group may be due to early withdrawal of patients who did not experience improvement of their symptoms.
Data from: Identifying the effects of education on the ability to cope with a disability among individuals with disabilities
The literature on disability has suggested that an educated individual with a disability is more likely to better cope with her/his disability than those without education. However, few published studies explore whether the relationship between education and ability to cope with a disability is anything more than an association. Using data on disability and accommodation from a large Danish survey from 2012–13 and exploiting a major Danish schooling reform as a natural experiment, we identified a potential causal effect of education on both economic (holding a job) as well as social (cultural activities, visiting clubs/associations, etc.) dimensions of coping among individuals with a disability, controlling for background factors, functioning, and disability characteristics. We found that endogeneity bias was only present in the case of economic participation and more educated individuals with a disability indeed had higher levels of both economic and social coping. To some extent, having more knowledge of public support systems and higher motivation explained the better coping among the group of individuals with disabilities who were educated. Our results indicated, however, that a large part of the effect of education on the ability to cope with a disability among individuals with disabilities was suggestive of a causal relationship.
Data from: Are all rivers equal? The role of education in attitudes towards temporary and perennial rivers
Temporary rivers (TRs) are prevalent, biodiverse ecosystems yet often overlooked and underprotected. This may be because inadequate understanding of their ecosystem services leaves them undervalued by society. However, evidence of negative attitudes towards TRs is scant. We investigated the strength and extent of negative attitudes by surveying undergraduate students from Australia, UK, and USA on their agreement (positive attitude) or disagreement (negative attitude) with statements about the ecosystem services, moral consideration, and protection of perennial and TRs. Students were surveyed at the start and end of teaching units covering environmental topics. Disagreement with statements was uncommon (17% across all statements and surveys) and attitudes towards TRs were mostly positive. However, attitudes towards perennial rivers were more positive, particularly in comparison with non‐flowing TRs and with regard to their aesthetic value and recreational amenity. There were no significant differences in attitudes towards perennial and TRs in one teaching unit in Australia, and responses were more often more positive at the end of teaching units in the UK. Our study indicates education can change attitudes. The overall positive response to statements may reflect underlying environmental awareness and pre‐existing interest of participants enrolled in environmental and biology degrees, but not necessarily specific knowledge of TRs. General environmental education across the wider community could improve attitudes towards TRs, particularly when they are not flowing or in regions where they are uncommon or inconspicuous, and could support positive protection measures and innovative, inclusive management.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
Interprofessional education in geriatric medicine: towards best practice. A controlled before-after study of medical and nursing student attitudes
<p>Objectives To investigate nursing and medical students' readiness for interprofessional learning before and after implementing geriatric Interprofessional education (IPE), based on interactive case scenarios Problem Based Learning (PBL). To determine optimal number of geriatric IPE sessions, the size and the ratio of participants in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students' concerns about joint learning, perception of roles of the "other" profession and students choice of topic.</p> <p>The strength:</p> <p>• This is a novel evidence regarding good practice for geriatric undergraduate Interprofessional education derived from a large unselected (inclusive) cohort of medical and nursing students</p> <p>• A controlled before-after study, with students randomly assigned to the intervention and control groups</p> <p>The limitations:</p> <p>• The overall number of nursing students was smaller, so the control group consisted of only medical students</p> <p>• The nursing students had more clinical experience than the medical students at the time of the geriatric IPE</p> <p>• Not all students returned the feedback forms, complaining that completing both questionnaires was time-consuming</p>
Data from: Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis.
Objectives It remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence amongst medical students and residents. Design This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data sources Electronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes of articles identified by the search. Eligibility criteria Studies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents. Data extraction and synthesis Two reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis. Results In all studies, CAI was compared to face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, sub-analyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence. Conclusion CAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning. PROSPERO registration number CRD42017067054
Data from: Reference data for the Ruff Figural Fluency Test stratified by age and educational level
The Ruff Figural Fluency Test (RFFT) was developed to avoid the difficulties that were encountered in earlier tests of figural fluency. Although the test characteristics of the RFFT seem to be good and it is a valuable addition to neuropsychological assessments, reference data are still scarce. To this aim, we required 2,404 community dwelling persons in Groningen, The Netherlands to perform the RFFT. All 1,651 persons with a complete RFFT and known educational level formed the reference sample. Their age ranged from 35 to 82 years and their educational level from primary school to university grade. Ninety-six percent of the persons were of Western European descent. All tests were analyzed by two independent examiners and subsequently three measures were calculated: number of unique designs, number of perseverative errors and error ratio. The main finding was that performance on the RFFT was dependent on age and educational level. This was not only observed in older persons but also in young and middle-aged persons. Reference data for the three RFFT measures are presented in groups of five years of age ranging from 35-39 years to 75 years or older.
Dataset of ICITS'24 - article "Ethics and AI in Higher Education: A Study on Students' Perceptions"
<p>This dataset encompasses responses from first-year undergraduate students enrolled in an ICT program at Fluminense Federal University. The survey was completed by 61 students via an online platform between June 28th and July 4th, 2023. The findings were subsequently published in an article titled "<strong>Ethics and AI in Higher Education: A Study on Students' Perceptions</strong>" presented at the ICITS'24 conference.</p> <p> </p> <p><strong>Article abstract</strong>:This initial study investigates the complex ethical concerns surrounding the integration of artificial intelligence (AI) in education, with a particular focus on undergraduate students' perceptions of AI tools in their academic efforts. A notable issue is the educational application of these tools, coupled with a pressing need for comprehensive public policies that ensure ethics and privacy are protected. Through qualitative research involving 61 students in an Information and Communication Technology (ICT) course, we explored the teaching of ethics related to the use of AI tools in an academic context. Our findings reveal a tendency among students to favor commercial AI tools that are not tailored for educational use, pointing to a potential shortfall in the educational AI domain. This study underscores the importance of promoting critical thinking and the responsible use of AI tools in academic settings. However, it is crucial to conduct further research with university students and instructors to refine and improve educational frameworks utilizing AI tools.</p>
Dataset - Education regime and creativity
<p>The dataset can be used to calculate the effects of the paper "Education regime and creativity: the Eastern Confucian and the Western Enlightenment types of learning in the PISA test".</p>
Benchmarking of Apps for Early Childhood: Comparing Public and Educators' Evaluation
<p>Children frequently encounter content that may not be developmentally appropriate or are exposed to commercials that incite a desire to acquire superfluous products. Therefore, it is advantageous to use safety filters on personal devices in order to curate age-appropriate content and, in all circumstances, to closely monitor children's usage of these technologies. In this particular context, it is crucial to ascertain the calibre of early childhood applications and the extent to which parents and education professionals contribute to facilitating children's understanding of the digital realm. Some ideas include looking into how useful educational apps for babies and toddlers really are and what could go wrong if they are used in the wrong way, especially when it comes to safety, privacy, and ethical concerns.</p><p>This record introduces a sample of thirty applications commonly used by families, which are available for download on the 'Google Play' store. The primary objective of the study carried out over this data was to elucidate intriguing perspectives on the notions of quality, privacy, and the correlation between children and technology. The benchmarking tool utilised in this study was developed under the framework of the DataChild Map project. Its purpose was to assess several attributes of mobile applications, including the examination of their privacy policies.</p><p>The record is composed of three main elements:</p><p>1. The instrument adopted, English and Italian Version</p><p>2: The R script used to carry out the analysis</p><p>3: The dataset</p>
Dataset for Citizen Science as a Relevant Approach to the Challenges of Complex Thinking Development in Higher Education
<p>Dataset with questions and analysis for the article Citizen Science as a Relevant Approach to the Challenges of Complex Thinking Development in Higher Education: Mapping and Bibliometric Analysis</p>
The Fourth International Scientific – Practical Virtual Conference in "Green Energy: New Conceptual Vision and Multiplicative Effects" Organizers of the conference: MTÜ. The International Center for Research Education & Training. (Estonia Tallinn)
<p>The Fourth International Scientific – Practical Virtual Conference in "Green Energy: New Conceptual Vision and Multiplicative Effects" Organizers of the conference: MTÜ. The International Center for Research Education & Training. (Estonia Tallinn</p>
Supplementary data for: "Global growth, green goals: Shaping sustainable futures in international business education and research" published at BAR - Brazilian Administration Review
Open the record for dataset details and reuse information.
Arctic Tectonics and Volcanism: a multi-scale, multidisciplinary educational approach (Petrel and GPlates data package)
<p>The dataset includes pre-loaded and integrated data sets used in teaching the AGx51 course on Arctic Tectonics and Volcanism at the University Centre in Svalbard. </p><p>The dataset includes:</p><ul><li>a Petrel 2020 project with pre-loaded cultural, map, subsurface and borehole data from Svalbard</li><li>a GPlates project with relevant circum-Arctic datasets, exercises and plate tectonic models</li></ul><p>The data package is related to a manuscript currently in review for Geoscience Communication. </p>
Assessing Challenges to Virtual Education (FACVE) in Emergency Remote Teaching Situations
Open the record for dataset details and reuse information.
Academia as a Driver of Change: A Bibliometric Analysis of Pro-Environmental Behavior in Higher Education Institutions
<p>Web of Science dataset</p>
Presenting the Organizational Mentoring Model with the Talent Management Approach in the Ministry of Education
<p><span>This research, which was conducted to provide an organizational mentoring model with a talent management approach in the Ministry of Education and Culture, is an exploratory type considered developmental and practical in terms of its purpose. In terms of data collection, it is of mixed type (qualitative and quantitative); in terms of data collection, it is descriptive-survey type. The statistical population of this research in the qualitative part includes all experts in the field of public administration and administrative affairs and senior managers and human resources in the Ministry of Education, 20 of whom were selected by judgmental and purposeful sampling. In the quantitative part, experts working in the Ministry of Education, have been selected as a statistical sample using Cochran's formula, using stratified random method according to the volume. The measuring tool of the research in the qualitative part was a semi-structured interview and in the quantitative part, it was a standard questionnaire, which was used to measure the validity of the questionnaires using the form and content method and to determine its reliability, Cronbach's alpha was calculated, and its value was estimated to be 0.974. Data analysis was done in the qualitative part by phenomenological method and in the quantitative part by using SPSS26 and SMART PLS4 software. The research results in the qualitative part led to a structural model. The results in the quantitative part also showed that in the education department, organizational culture plays a mediating role in the relationship between managers' support, organization strategy, talent conflict management, succession planning with individual factors of talent management, and organizational factors of talent management.</span></p>
Experimental dataset on the effects of guidelines in experimental studies of educational chatbots
<p>This dataset comprises materials and collected data from an experiment to understand the effects of the use of guidelines for mitigating<br>threats in experimental studies of educational. The materials include characterization forms, experimentation guidelines, presentation slides, Informed Consent Forms (ICFs), experimental design templates, and activity descriptions for participants. The collected data encompass experimentation results, participant feedback, and analyses on the efficacy of the guidelines in enhancing the design and performance of educational chatbots.</p>
Maternal educational attainment in pregnancy and epigenome-wide DNA methylation changes in the offspring from birth until adolescence
<p>Choudhary, P., Monasso, G. S., Karhunen, V., Ronkainen, J., Mancano, G., Howe, C. G., Niu, Z., Zeng, X., Guan, W., Dou, J., Feinberg, J. I., Mordaunt, C., Pesce, G., Baïz, N., Alfano, R., Martens, D. S., Wang, C., Isaevska, E., Keikkala, E., Mustaniemi, S., … Sebert, S. (2023). <a href="https://pubmed.ncbi.nlm.nih.gov/38052982/">Maternal educational attainment in pregnancy and epigenome-wide DNA methylation changes in the offspring from birth until adolescence.</a> Molecular psychiatry, 10.1038/s41380-023-02331-5. Advance online publication. https://doi.org/10.1038/s41380-023-02331-5</p> <p>Maternal educational attainment (MEA) shapes offspring health through multiple potential pathways. Differential DNA methylation may provide a mechanistic understanding of these long-term associations. We aimed to quantify the associations of MEA with offspring DNA methylation levels at birth, in childhood and in adolescence. Using 37 studies from high-income countries, we performed meta-analysis of epigenome-wide association studies (EWAS) to quantify the associations of completed years of MEA at the time of pregnancy with offspring DNA methylation levels at birth (n = 9 881), in childhood (n = 2 017), and adolescence (n = 2 740), adjusting for relevant covariates. MEA was found to be associated with DNA methylation at 473 cytosine-phosphate-guanine sites at birth, one in childhood, and four in adolescence. We observed enrichment for findings from previous EWAS on maternal folate, vitamin-B12 concentrations, maternal smoking, and pre-pregnancy BMI. The associations were directionally consistent with MEA being inversely associated with behaviours including smoking and BMI. Our findings form a bridge between socio-economic factors and biology and highlight potential pathways underlying effects of maternal education. The results broaden our understanding of bio-social associations linked to differential DNA methylation in multiple early stages of life. The data generated also offers an important resource to help a more precise understanding of the social determinants of health.</p>
Borrowing Constraints and Demand for Remedial Education: Evidence from Tanzania
<p>Replication package for “Borrowing Constraints and Demand for Remedial Education: Evidence from Tanzania” by Konrad Burchardi, Jonathan de Quidt, Selim Gulesci, and Munshi Sulaiman.</p>
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Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.