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195 results for “Educational Data”
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.
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.
Supplementary data for: "Global growth, green goals: Shaping sustainable futures in international business education and research" published at BAR - Brazilian Administration Review
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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>
Data from: Digital Divide: Addressing Internet Skills. Educational implications in the validation of a scale.
<p>Dataset associated with the paper "Digital Divide: Addressing Internet Skills. Educational implications in the validation of a scale.", dealing with the Italian validation of the Internet Skills Scale (ISS).</p>
Data for publication ''Interactive nutrition education is more effective in terms of improved levels of glycated hemoglobin in adolescent patients with poorly controlled type 1 diabetes – a randomized study''
<p>Data present changes in the most important clinical parameters after 3 and 6 months from the applied educational intervention in the group of children and adolescents with type 1 diabetes.</p>
Data for publication on the impact of two different nutrition education methods on the quality of life of children and adolescents with type 1 diabetes (randomized study)
<p>Data present changes in the quality of life 6 months after the educational intervention applied in the group of children and adolescents with type 1 diabetes.</p>
Extended data Integration of democratic values in natural sciences education
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Identifying continuing education resources on new data standards and technologies through an automatic crawling system
<p><span>This presentation discusses part of a project that aims to create a continuing education repository for information professionals. The presentation covers: the current challenges that information professionals face; issues in accessing continuing education resources; the design of the project and in particular its automatic crawler; and the results.</span></p>
Analysis of Padlet in the educational process on the rock cycle through Data Science
<p><strong><span>Analysis of Padlet in the educational process on the rock cycle through Data Science</span></strong></p>
West Spitsbergen Fold and Thrust Belt: a digital educational data package for teaching structural geology
<p>The following digital educational data package is provided as part of the submission of the publication Horota et al. (2022) <em>West Spitsbergen Fold and Thrust Belt: a digital educational data package for teaching structural geology</em>, considered for publication in the Journal of Structural Geology. The dataset contains a QGIS, ArcGIS Pro and a Petrel projects with all the associated data.</p>
Data from: Graduate health professions education programs as they choose to represent themselves: A website review
<p>Introduction: In an age of increasingly face-to-face, blended, and online Health Professions Education, students have more selections of where they will receive a degree. For an applicant, oftentimes, the first step is to learn more about a program through its website. Websites allow programs to convey their unique voice and to share their mission and values with others, such as applicants, researchers, and academics. Additionally, as the number of Health Professions Education programs rapidly grows, websites can share the priorities of these programs. </p> <p>Methods: In this study, we conducted a website review of 158 Health Professions Education websites to explore their geographical distributions, missions, educational concentrations, and various programmatic components.</p> <p>Results: We compiled this information and synthesized pertinent aspects, such as program similarities and differences, or highlighted the omission of critical data.</p> <p>Conclusion: Given that websites are often the first point of contact for prospective applicants, curious collaborators, and potential faculty, the digital image of HPE programs matters. We believe our findings demonstrate opportunities for growth within institutions and assist the field in identifying the priorities of HPE programs. As programs begin to shape their websites with more intentionality, they can reflect their relative divergence/convergence compared to other programs as they see fit and, therefore, attract individuals to best match this identity. Periodic reviews of the breadth of programs, such as those undergone here, are necessary to capture diversifying goals, and serve to help advance the field of Health Professions Education as a whole.</p>
Country Sign up Data from an Educational MOOC
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The Surgical Education Culture Optimization Through Targeted Interventions Based on National Comparative Data - "The SECOND Trial"
ClinicalTrials.gov study NCT03739723. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Data Health VET - Data-driven Health Promotion at Vocational Education and Training Schools
ClinicalTrials.gov study NCT05308459. IPD Sharing: NO. Countries: 1. Publications: 1.
Data from: Graduate health professions education programs as they choose to represent themselves: A website review
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Allen Brain Atlas
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Annotated Behaviour and Observability Dataset (ABODe)
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DANDI Archive for NWB datasets
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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.