Answer Questions Research Articles

Endoscopic ultrasonography in the assessment of physiological cardia in esophageal achalasia

Background. Recently, to assess the physiological cardia in esophageal achalasia (EA), the method of endoscopic ultrasonography (EUS) has been used, which combines the capabilities of two studies, endoscopic and ultrasound, in addition to traditional diagnostic methods, radiography and endoscopy, and allows detecting structural changes in the esophageal wall and lower esophageal sphincter (LES). Objective: to determine the role of endoscopic ultrasonography in assessing the state of phy­siological cardia in esophageal achalasia. Materials and methods. In the Department of Digestive Surgery of the SI “Institute of Gastroenterology of the National Academy of Medical Sciences of Ukraine” in 2023–2024, according to the objectives of the study, 15 patients with EA and 20 practically healthy individuals (control group) were examined. All patients underwent X-ray and endoscopic examination of the oesophagus, stomach, duodenum, and EUS. Results. Videoesophagogastroduodenoscopy revealed changes characteristic of EA: dilation of the esophageal diameter (100.0 %), stagnant contents in the esophageal lumen (66.7 %), resistance to the passage of an endoscope through LES (86.7 %). X-ray revealed EA stage I in 13.3 % of cases by peristalsis and esophageal diameter, stage II — in 33.3 %, stage III — in 46.7 %, and stage IV — in 6.7 % of cases. When performing EUS, the esophageal hiatus was 19.29 mm (normal 23–36 mm); the eso­phageal wall thickness in the middle third was 6.76 mm (normal < 3 mm); the LES wall thickness was 6.02 mm (normal < 5 mm). To detect fibrotic changes in the esophageal and the LES wall, compression elastography was used. This method helped reveal a significant thickening of the internal circular muscle of the LES from 2.5 to 4.5 mm in 46.6 % of cases, and in 26.6 %, with EA stage III and IV, fibrotic changes were detected in the lower third of the esophageal wall. Conclusions. It has been found that EUS in EA answers questions that are not answered by traditional research methods, namely, it makes it possible to assess a number of parameters (thickness of the walls of the LES and the lower third of the esophagus, diameter of the esophageal hiatus) and identify structural changes (the presence of fibrosis), which significantly affects the choice of a method for a surgical correction of physiological cardia in EA.

Pattern of SAQ Used in MBBS First Professional Anatomy Question Papers of Public Universities of Bangladesh

Introduction: Assessment is a very important method of measurement of medical education. Anatomy is an essential part of undergraduate medical curriculum. Short answer question (SAQ) has a better content coverage as compared to long essay question. Objective: To be assess the pattern of SAQ in MBBS first professional written anatomy question papers of public universities of Bangladesh. Method: The cross-sectional study was conducted at Armed Forces Medical College in the department of Anatomy, Dhaka Cantonment. For this study, SAQ papers of anatomy of nine first professional MBBS examinations of Bangladesh University of Professionals (BUP), Dhaka University (DU) and Chittagong University (CU) from May 2017 to November 2021were collected. These were classified as parts and segments. Each segment was categorized as definition, draw and label, unique and open type. They werecalculated as number of segments as well as total weightage. Result: On analysis it was found that the percentage of weightage of definition type questions of BUP, DU and CU were 3.53±2.03, 2.43±1.42 and 2.89±1.12; draw and label type 12.84±4.44, 15.98±3.13,17.053±.65; unique type 24.16±9.88,31.33±6.14, 26.47±3.84 and for open type 56.13±4.77,60.72±5.15, 53.73+5.29. Significant difference was found in draw and label type question in between BUP and CU, in unique type question in between BUP and DU and DU and CU, in open type question in between DU and CU. Conclusion: Different types of SAQ are used to determine the level of cognitive domain. Proper distribution of types of SAQ shall ensure the proportion of these domain mentioned in the curriculum. JAFMC Bangladesh. Vol 19, No 2(December) 2023: 7-11

An Attractiveness Bias? How Women Entrepreneurs’ Physical Appearance Affects Men Investors

Women founders frequently appear to encounter varied and often negatively biased decisions from investors. Our study builds on the theoretical and practical interest in understanding whether and how biases against women entrepreneurs are attributed to men investors’ cognitive and physiological (i.e., hormonal) responses to the women’s physical appearance. Using a cross-sectional research design, we recruited 106 experienced investors and randomly assigned them to one of two versions of a prerecorded pitch to test the effect of a woman entrepreneur’s physical attractiveness. The versions were identical in content and form but were delivered by different actresses, one of whom was considered highly attractive. We asked participants to observe the pitch and answer questions on related topics, including how likely they believed the business described would successfully progress through the screening stage of the investment process. In contrast to our hypothesis, we find that a woman entrepreneur’s attractiveness positively influences men investors’ assessments of her competence. These competence assessments lead to evaluations that the entrepreneur’s proposal would progress through the investment screening stage. We also theorize and find that men investors have a marked increase in cortisol levels when presented with an attractive woman entrepreneur. This increased cortisol leads to evaluations that the entrepreneur’s proposal would progress through the screening stage. Identifying the role physiological mechanisms play in investment evaluations underscores the importance of adopting proactive measures to ensure equitable and fair investment practices alongside fostering introspection within the investment community.

AI-Powered Legal Documentation Assistant

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Chatbots in neurology and neuroscience: Interactions with students, patients and neurologists

Chatbots, also known as conversational agents, can guide customers in navigating websites, answer questions or act as personal assistants. They have recently entered the neuroscientific arena and can potentially revolutionise neurology and neuroscience. In this manuscript, we explore what chatbots can and cannot do in their interactions with students, patients and neurologists, and we analyse their potentialities and limitations.

Comparative analysis of ChatGPT-4.0’s management of six gastrointestinal cancers according to the NCCN guidelines.

e13654 Background: The integration of Natural Language Processing (NLP) into healthcare holds tremendous promise. ChatGPT-4.0 (OpenAI, San Francisco, CA) is a widely recognized large language model that can comprehend and generate text, answer questions, and perform other language-related tasks. However, pitfalls and errors have been described in its clinical application. We explored the ability of ChatGPT-4.0 (ChatGPT) to guide clinical decision-making in 6 gastrointestinal cancers using the National Comprehensive Cancer Network (NCCN) Clinical Practice Guidelines as a framework. Methods: We reviewed the NCCN Guidelines for Anal Squamous Cell Carcinoma (AN), Small Bowel Adenocarcinoma (SB), Ampullary Adenocarcinoma (AA), Biliary Tract Cancers (BT), Pancreatic Adenocarcinoma (PN), and Gastric Cancer (GA). Up to 2 clinical questions were designed for each decision-making page. Questions were categorized by type ( Wo rkup, Treatment, Surveillance, Diagnostics, or References). ChatGPT was queried in a reproducible fashion. To account for variable prompt engineering of our non-validated assessment tool, up to 3 follow-up questions were allowed. Responses were rated on a Likert scale: 5) Correct; 4) Correct, with missing information requiring clarification; 3) Correct, but unable to complete answer; 2) Partially incorrect; 1) Absolutely incorrect. Subgroup analysis was conducted on Correctness (defined as scores 1-2 vs 3-5) and Accuracy (scores 1-3 vs 4-5). Variance between ChatGPT responses to each cancer was analyzed. Descriptive statistics were used, and significance was tested with binary logistic regression. Results: A total of 270 questions were generated (range per cancer 32-68). The score frequency distribution was: 5) 45.2%; 4) 19.3%; 3) 13.3%; 2) 13.7%; and 1) 8.5%. On subgroup analysis, Correctness was seen in 210 (77.8%) of questions, and Accuracy with 174 (64.4%). The difference in Correctness scores between cancers was not statistically significant, and there was no statistically significant difference in scores by question type. There was a statistically significant difference in the Accuracy of ChatGPT between cancers (Table). Conclusions: ChatGPT was significantly more likely to provide accurate responses to questions regarding GA and PN versus AN or SB. It demonstrates a limited capacity to assist with complex clinical decision-making in 6 gastrointestinal cancers. However, the Accuracy level is below the acceptable threshold for implementation into clinical use. Further analysis of the expanding capabilities of ChatGPT and other NLP-based tools is warranted in this rapidly evolving domain. Future studies would benefit from a validating grading instrument. [Table: see text]

Acceptance and usability testing of a visual care-navigation tool for patients, survivors, caregivers, nurses, and oncologists.

e13064 Background: Breast cancer patients (BCP) and family caregivers (CG) describe their experience as a difficult hike, without access to a map, relevant gear, or a guide. The shrinking oncologist workforce has ~24 minutes per patient to communicate the condition, treatment plan and answer questions. Many use hand-drawn visuals – analogous to a map or process flow diagrams. 97% of BCP use Dr. Google™, which results in “Cancer Information Overload” and non-evidence-based activities. A team of survivors, cartographers, and oncologists developed an interactive cancer map and self-management platform to coach BCP to navigate treatment. Using equitable design, features include: (a) 7th grade reading level; (b) written content and audio/video assets; (c) supporting the user from diagnosis through survivorship to make the platform accessible to a diverse population. After acceptance testing showed high willingness to use & recommend (ASCO Quality 2023;552), we tested the platform’s usability through observed use and task-analysis. Methods: A convenience sample of BCP, CG and oncology HCP [including advanced practice providers (APP)] underwent a usability test in two waves. We defined a set of tasks the users should be able to accomplish. We observed the users during a 30-minute virtual session and recorded the session, noted the task accomplishments, and any issues. Issues from wave 1 were addressed and incorporated into the test for wave 2. Results: We tested two waves of users between November 30, 2023 and February 1, 2024. The results are shown in the table. After wave 1, we modified the platform and tested the maps with wave 2 users. Two core usability features were added between waves: (a) user drill down to access a more detailed level of the map; (b) a product tour guiding the user through the tool, which addressed qualitative user observations that showed initial confusion as to how to begin navigation. Conclusions: Cartographically represented maps of the cancer journey and the self-management tools are acceptable to BCP, survivors, and CG and are usable. Per the ASCO Quality 2023;552 poster, the platform is acceptable to HCPs and not perceived to increase work, and APPs found value in the platform to enable education. Features have been added to ensure a diverse population can easily use the platform including guided walk through and welcome videos. [Table: see text]

The structure of academic cancer service lines: Results of an Association of American Cancer Institutes survey.

e13566 Background: An integrated cancer service line (CSL) in academic medical centers provides a patient-centered approach with the goals of improving the patient experience and clinical outcomes; managing financial operations; increasing access to clinical research; and decreasing health disparities. The Association of American Cancer Institutes (AACI) Physician Clinical Leadership Initiative Steering Committee sought to evaluate the current state of cancer services lines among the membership of AACI to identify common areas of organizational structure and function and potential areas for enhancing integration. Methods: A 29-question, mixed-methods, descriptive survey with multiple choice and short answer questions addressing the characteristics of the center’s CSL, was sent electronically to the cancer center directors and administrators at 107 academic centers on July 31, 2023, and again on August 24, 2023. Descriptive statistics were used to summarize the survey data. Results: Of 107 centers, 75 (70%) responded to the survey. Of the 68 respondents with clinical services, 58 centers (85%) had a defined CSL. Twenty-three centers (40%) noted that they did not have a formal charter defining governance and structure; 11 (48%) of the 23 are National Cancer Institute (NCI)-Designated Cancer Centers. Twenty-six (45%) reported a defined funds flow. Fifty (86%) cancer centers have a physician as a primary leader and the majority have a leadership team of two or more individuals (55, 95%). While hematology and medical oncology, radiation oncology, and surgical specialties were part of every CSL, pathology (31, 53%) and radiology (28, 48%) were included in only half of the centers. Center respondents noted that quality and safety were a primary focus (48, 83%), with regional growth (45, 78%), ambulatory operations (44, 76%), and budgeting and margin management (43, 74%) as additional responsibilities. Key performance metrics tracked by the CSL included the number of new patients (57, 98%), time to first appointment (55, 95%), and accrual to clinical trials (47, 81%), while 48% (28) tracked palliative care referrals within 90 days of death. Most CSL services, inclusive of records collection (86%), billing (86%), and coding (81%) are centralized within the center’s health system. Conclusions: There is widespread variability in the structure of academic CSLs with 40% and 55% of respondents not having a formal charter or funds flow, respectively. Leadership, key responsibilities, and metrics differed across centers. These results can serve as a tool for centers to refine their existing CSL or as a guide for CSL development. Our survey highlights a potential to evaluate CSL structures, which are inclusive of a broader series of departments and services, to determine the optimal approach for a multidisciplinary patient-centered care model. Efforts to obtain outcome data on CSL structures are warranted.

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The experts of the Legal Consulting GARANT answer questions concerning tax accounting, accrual of penalties, VAT.

Development and validation of immediate self-feedback very short answer questions for medical students: practical implementation of generalizability theory to estimate reliability in formative examination designs

BackgroundVery Short Answer Questions (VSAQs) reduce cueing and simulate better real-clinical practice compared with multiple-choice questions (MCQs). While integrating them into formative exams has potential, addressing marking time and ideal occasions and items is crucial. This study gathers validity evidence of novel immediate self-feedback VSAQ (ISF-VSAQ) format and determines the optimal number of items and occasions for reliable assessment.MethodsNinety-four third-year pre-clinical students took two ten-item ISF-VSAQ exams on cardiovascular drugs. Each question comprised two sections: (1) Questions with space for student responses and (2) a list of possible correct answers offering partial-credit scores ranging from 0.00 to 1.00, along with self-marking and self-feedback options to indicate whether they fully, partially, or did not understand the possible answers. Messick’s validity framework guided the collection of validity evidence.ResultsValidity evidence included five sources: (1) Content: The expert reviewed the ISF-VSAQ format, and the question was aligned with a standard examination blueprint. (2) Response process: Before starting, students received an example and guide to the ISF-VSAQ, and the teacher detailed the steps in the initial session to aid self-assessment. Unexpected answers were comprehensively reviewed by experts. (3) Internal structure: The Cronbach alphas are good for both occasions (≥ 0.70). A generalizability study revealed Phi-coefficients of 0.60, 0.71, 0.76, and 0.79 for one to four occasions with ten items, respectively. One occasion requires twenty-five items for acceptable reliability (Phi-coefficient = 0.72). (4) Relations to other variables: Inter-rater reliability between self-marking and teacher is excellent for each item (rs(186) = 0.87–0.98,p = 0.001). (5) Consequences: Path analysis revealed that the self-reflected understanding score in the second attempt directly affected the final MCQ score (β = 0.25,p = 0.033). However, the VSAQ score did not. Regarding perceptions, over 80% of students strongly agreed/agreed that the ISF-VSAQ format enhances problem analysis, presents realistic scenarios, develops knowledge, offers feedback, and supports electronic usability.ConclusionElectronic ISF-VSAQs enhanced understanding elevates learning outcomes, rendering them suitable for formative assessments with clinical scenarios. Increasing the number of occasions effectively enhances reliability. While self-marking is reliable and may reduce grading efforts, instructors should review answers to identify common student errors.

What Constitutes a Helpful Health-Related Answer?

Given the unwieldy glut of information in online health question-answer (Q&A) service, it is essential to understand what constitutes helpful answers in the medical domain. Despite the fact that studies have examined the impacts of answer content factors on answer helpfulness, there are two gaps that need further analysis. First, the empirical results of the existing relevant studies on the effect of answer emotion are inconsistent. Second, prior studies only have examined the independent impacts of answer content factors and question content cues on answer helpfulness. To fill this gap, a research model reflecting the impacts of emotional content and question-answer congruence on answer helpfulness was developed and empirically examined. Our empirical analyses confirm that emotional content and answer helpfulness are related to one another in the form of an inverted U-shape and indicate that two types of question-answer congruence (emotional intensity congruence and linguistic style matching) positively affect answer helpfulness. Theoretical and practical implications are discussed.

Need for formalized robotic training and curriculum in obstetrics and gynecology residency: an examination of current resident outlooks and perspectives

The objectives of this study were to evaluate current robotic surgery training methodologies for ACGME-accredited obstetrics and gynecology (OB/GYN) residency programs, better understand current resident perspectives, and explore potential areas for improvement within resident education. A cross-sectional study was done of ACGME-accredited OB/GYN residents in the 2023–2024 academic year. The study was done on a national setting via web-based survey. 75 surveys were included. The study was conducted via a 33-question survey study using a mixture of multiple choice, multiple answer, and Likert scale questions. Participants noted that 98.7% of their institutions perform robotic surgery and 90.7% have access to robotic console trainers. Outside of the operating room, slightly more than half of participants (57.3%) have formalized robotics training curriculums. A variety of training modalities were noted to be utilized by residents with the most helpful being hands-on training (67.7%) followed by dual-assist console (45.6%). The least helpful was noted to be online modules (58.7%). Most residents either strongly agree (45.3%) or agree (36.0%) that standardized robotics curriculums should be implemented for all OB/GYN residency programs. The largest barriers to completion of this training were noted to be attending comfort with resident participation in the case (74.0%), personal time (58.9%), and availability or access to trainers (42.5%). A formalized and standardized robotic training curriculum should be considered for OB/GYN residents with a multi-modal model utilizing a combination of training modalities as well as dedicated didactic hours.

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We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic tools that can reveal insights in their student text data. We background development of the tool to date, briefly describe its architecture and features, and report on a benchtest evaluation. Finally, we introduce a pilot study to evaluate the tool in classrooms at three NZ universities and one polytechnic. We conclude with options for accessing the tool and outline plans for ongoing development.

Biological activity of probiotic microorganisms depending on cultivation conditions

Metabiotics, a new generation of probiotics based on biologically active components (metabolites), are currently the subject of interest and study in the scientific community. This is a more advanced and promising form of probiotic preparations, among the properties of which high bioavailability, safety, and 'versatility in use are especially noted. The article presents a study of the antagonistic activity and biofilm formation of opportunistic strains of microorganisms under the influence of metabolites of probiotic microorganisms grown on 'various nutrient media and in different physical states. The objectives posed during the study answer questions about the biological activity of probiotic microorganisms grown on different nutrient media and in various physical states. The data obtained will form the basis for further research of active components that allow obtaining a clinical effect and will also help formulate an approach to developing the most effective ready-made forms of metabiotics. The place of research is the microbiological laboratory of the Testing Center of the Testing Laboratory Complex of the Federal State Budgetary Educational Institution of Higher Education Novosibirsk State Agrarian University.

KFEX-N : A table-text data question-answering model based on knowledge-fusion encoder and EX-N tree decoder

Answering questions about hybrid data combining tables and text is challenging. Recent research has employed encoder-tree decoder frameworks to simulate the reasoning process of arithmetic expressions for generating answers. However, this approach overlooks the inherent diversity of expressions; there might be multiple valid reasoning paths, leading to a decrease in the accuracy of inferred expression trees. Moreover, encoders, lacking rich domain knowledge, struggle to capture deep relationships between questions and supporting evidence; this limitation results in models making errors when selecting operation units. In this paper, we propose a Knowledge-Fusion encoder and EX-N tree decoder table-text data question-answering model(KFEX-N). During the encoding process, the integration of traditional encoders with cross-fusion encoders forms a knowledge-fusion encoder, endowing the model with rich domain knowledge and enhancing its understanding of the operational units required to answer questions. Additionally, we propose an EX-N tree decoder. It reduces the diversity of inference paths through a constrained structure and mitigates the occurrence of final answer errors resulting from decoding errors. We validate our model using publicly available Table-Text QA datasets (TAT-QA and Fin-QA) and achieve state-of-the-art performance.

Crossword Puzzles – A Fun Educational Tool to Reinforce Information

Introduction: Students-centered teaching and learning methods are the trends in medical education. Many innovative techniques are introduced and implemented to promote active learning by students, like crossword puzzles, a fun educational tool to generate interest, motivate, and enhance the critical thinking of medical students. Hence, this study was conducted to assess the perception of medical students toward crossword puzzles. Materials and Methods: This is an interventional study done on II MBBS students in the department of pathology. The crossword puzzles are created, and students are allowed to solve them for 15 min after a didactic lecture. Then, students are provided with a questionnaire to assess their perceptions toward this technique. The knowledge gained and retained was evaluated by short answer questions in comparison with topics dealt with only by traditional lectures. Descriptive and analytical statistical analysis of mean, standard deviation, and paired t-test for analysis of scores of both methods are done. Results: The majority of the students in this study perceived that crossword puzzles helped in better understanding of concepts, were fun education tools, challenging and problem-solving, emphasized the core topic, helped reinforcement of lectures, encouraged active learning, and improved overall thinking. The P value between the scores by only lecture method and that reinforced by crossword puzzles was extremely statistically significant. Thus crossword puzzles can be used to enhance retention and help in reinforcement learning. Conclusions: Crossword puzzles are an innovative learning method which promotes active learning and overall thinking of the students. This can be implemented in medical schools as a simple, creative, and effective means of holistic learning.

Learner Competence Across Cognitive Levels In Undergraduate Medical Education: An Item Response Approach.

Objective: The current study endeavors to evaluate competence of learners using item response theory approach in undergraduate medical education. Methodology: The responses of the examinees from first professional year (MBBS) were evaluated for Anatomy discipline to gauge learner competence through knowledge, understanding and application in the subject using item response theory approach (IRT) which is an effective tool to measure the validity (discrimination and difficulty index) of assessment, while KR-20 is used to gauge reliability of the items with statistical software STATA 17. The quality of question and level of examinee responses provide skill level and competence of learners. Results: The current study found that the C1 and C3 level items from the Anatomy discipline are mostly acceptable and effectively gauge learner competence while flawed C2 level items need complete restructuring. The study also identified weak areas of average learner for items in each cognitive level. Conclusion: The study found significant role of IRT in effectively estimating competence of the examinees across cognitive levels for each discipline and in building of an effective test pool through assessment of learner ability and construction of quality SBAs to achieve valid and reliable assessment tool. Keywords: Difficulty index; Discrimination index; Single best answer questions; Cognitive levels; Item characteristic curve.

Ma student,comparative linguistics and linguistic translation study

The dative case in Karakalpak corresponds to the English Nominative case with the preposition “to” or without it and usually precede dative verbs like: beriw (to give), jónetiw (to send), aytıw (to tell), uzatıw (to hand), satıw (to sell), etc. The words in the dative case indicate the direction of the subject to someone or something and answer questions: kimge? – to/for whom?, nege? – to/for what?, qayaqqa? –where? Karakalpak dative construction Olar Lauraǵa priz berdi is normally conveyed in two ways in English as in: They gave Laura a prize (without a preposition). They gave a prize to Laura (with a preposition). The dative case in Karakalpak is formed with the help of special endings: -ǵa/ge, -qa/ke, -na/ne, -a/e and their meaning is the same as the meanings of the English prepositions to and for: balaǵa – to a child, balalarǵa – to children.

Case-finding for HPV vaccination eligibility within a dental office with concurrent development of a dialogue tool

BackgroundHuman papillomavirus (HPV) immunization can prevent cancers, but uptake has been incomplete (and worse with the COVID-19 pandemic). Dental clinicians already screen for oral cancers, many of which are caused by HPV, and could identify vaccination candidates, but this requires a case-finding strategy. ObjectiveThe purpose of this study was (1) to develop and test a case-finding approach to identify patients who were candidates for HPV vaccinations, (2) to test an HPV vaccination intervention by dental professionals on vaccination uptake. MethodsDesign: Prospective, non-randomized feasibility case finding study with a 4-week enrollment period and a 6 week follow up period in general dental offices.Setting: Two general and non-commercial dentistry offices in Edmonton, Alberta Canada.Subjects: Consecutive scheduled (non-emergent) patients who met the Health Canada criteria for HPV vaccination: immunocompetent males and females aged 9–45 years and those who are immunocompromised. Consent for the discussion was obtained from each subject or parent.Intervention: Scheduled dental patients meeting the inclusion criteria were flagged by a research assistant who reviewed the appointment schedule each week for 4 weeks. For these subjects, dental clinicians (dentists and dental hygienists) used our Dental Dialogue Tool to discuss HPV vaccination and answer questions. Participating patients who consented to receive the HPV vaccine were given a prescription by the attending dentist and were directed to follow-up with a local pharmacy to have the vaccine administered. Each participant that was provided with an HPV prescription was contacted after 6 weeks to identify if they received the first dose of vaccine.Outcomes: Yield of our case-finding strategy and receipt of a patient’s first HPV vaccine dose during 6 weeks post vaccine prescription. ResultsOur case-finding strategy assessed 656 scheduled patients over 4 weeks. From this screening,179 (a case-finding yield of 20.4 %), were candidates for HPV vaccine discussion. Forty-three of these 179 patients (24 %) were already vaccinated.. Two patients (1.1 %) did not consent to be spoken with and 134 (74.8 %) consented to the HPV vaccine discussion.. Forty-eight of 134 patients (35.8 %) of patients accepted a prescription from the dentist after speaking with the dental clinician. Ultimately, 8/48 (16 %) (patients received their first dose of the HPV vaccine by the 6 week of follow-up call. However, this is only 4.5 % (8/177) of those patients who did consent for the discussion of HPV cancers and vaccination from their dentist. ConclusionWe demonstrated that case-finding for HPV vaccine candidates in general dental offices was feasible, with a reasonable yield. While the dental dialogue tool was described as a great resource to explain the facts and answer questions, very few patients were vaccinated after 6 weeks of follow-up. Further work is necessary to sharpen the intervention, perhaps including follow-up discussions with the dental clinicians.

The impact of ChatGPT on academia: A comprehensive analysis of AI policies across UT system academic institutions

Since ChatGPT was released by OpenAI, an American company, in 2022 for the public, ChatGPT has become the talk of every town, as evident by its over 180 million users worldwide. This chatbot's ability to engage in human-like conversations, answer questions, and generate diverse content has sparked widespread debates across various fields, including education. In response to the growing rise and influence of ChatGPT, educators have contrasting opinions; some view ChatGPT as an opportunity, whereas others regard it as a challenge that needs to be addressed on time. In order to deal with the complexities caused by ChatGPT in the field of education, universities have formulated their policies on AI. Guided by the research question, "How does universities' policy on AI reflect academia's view toward ChatGPT?" this study attempts to review the AI policy of the nine academic institutions under the UT system of the United States. The primary goal is to understand the extent to which universities have adapted their policies in response to the challenges and opportunities posed by ChatGPT and how these policies reflect the broader sentiments within academia. To achieve this, this study reviews the universities' policies regarding AI using a qualitative data analysis methodology. The primary data sources include official policies, statements, and guidelines developed by the universities in response to the challenges and opportunities presented by ChatGPT. While reviewing the policies, the study determines whether ChatGPT is banned and why. Or embraced, and if so, in what ways? By examining these policies, the study aims to uncover the various approaches universities have taken to integrate or regulate the use of ChatGPT within academic environments. The thesis of this study is twofold. First, it seeks to provide a comprehensive overview of how US universities have responded to ChatGPT in the educational landscape. This involves identifying common themes, concerns, and strategies institutions employ to deal with the complexities introduced by this generative language model. Second, the study aims to contribute to existing scholarship by offering insights into how academia adapts to the influence of AI technologies like ChatGPT. This study examines the intersection of AI and education and the evolving nature of educational norms in the digital age by uncovering the diverse perspectives and approaches within university policies.