Average College Research Articles

337 Bridging the Literacy Gap for Surgical Consents: An AI-Human Expert Collaborative Approach

INTRODUCTION: Despite the importance of informed consent in healthcare, the readability and specificity of consent forms often impedes patients’ comprehension. Health literacy is linked to patient outcomes, making it essential to address these issues. METHODS: Consent forms from multiple institutions were assessed for readability and simplified using GPT-4, with pre- and post-simplification readability metrics compared using nonparametric tests. Independent reviews by medical authors and a malpractice defense attorney were conducted. Finally, GPT-4's potential for generating de novo procedure-specific consent forms was assessed, with forms evaluated using a validated 8-item rubric and expert subspecialty surgeon review. RESULTS: Analysis of 15 academic medical centers' consent forms revealed significant reductions in average reading time, word rarity, and passive sentence frequency (all P < 0.05) following GPT-4-faciliated simplification. Readability improved from an average college freshman to an 8th-grade level (P = 0.004), matching the average American's reading level. Medical and legal sufficiency consistency was confirmed. GPT-4 generated procedure-specific consent forms for five varied surgical procedures at an average 6th-grade reading level. These forms received perfect scores on a standardized consent form rubric and withstood scrutiny upon expert subspeciality surgeon review. CONCLUSIONS: This study demonstrates the first AI-human expert collaboration to enhance surgical consent forms, significantly improving readability without sacrificing clinical detail. Moreover, the framework we utilize here can be employed broadly to improve the accessibility of all patient-facing literature in medicine, emphasizing clear communication and mitigating disparities related to health literacy barriers. Ensuring AI technologies are safely incorporated into clinical practice is crucial to reach a wide range of patients, including the most vulnerable.

Bridging the literacy gap for surgical consents: an AI-human expert collaborative approach

Despite the importance of informed consent in healthcare, the readability and specificity of consent forms often impede patients’ comprehension. This study investigates the use of GPT-4 to simplify surgical consent forms and introduces an AI-human expert collaborative approach to validate content appropriateness. Consent forms from multiple institutions were assessed for readability and simplified using GPT-4, with pre- and post-simplification readability metrics compared using nonparametric tests. Independent reviews by medical authors and a malpractice defense attorney were conducted. Finally, GPT-4’s potential for generating de novo procedure-specific consent forms was assessed, with forms evaluated using a validated 8-item rubric and expert subspecialty surgeon review. Analysis of 15 academic medical centers’ consent forms revealed significant reductions in average reading time, word rarity, and passive sentence frequency (all P < 0.05) following GPT-4-faciliated simplification. Readability improved from an average college freshman to an 8th-grade level (P = 0.004), matching the average American’s reading level. Medical and legal sufficiency consistency was confirmed. GPT-4 generated procedure-specific consent forms for five varied surgical procedures at an average 6th-grade reading level. These forms received perfect scores on a standardized consent form rubric and withstood scrutiny upon expert subspeciality surgeon review. This study demonstrates the first AI-human expert collaboration to enhance surgical consent forms, significantly improving readability without sacrificing clinical detail. Our framework could be extended to other patient communication materials, emphasizing clear communication and mitigating disparities related to health literacy barriers.

대학생의 우울과 대학생활적응과의 관계에서 대인관계 만족도의 매개효과

Objectives The purpose of this study was to identify the mediating effect of interpersonal satisfaction in the relationship between depression and college life adjustment in college students, and to provide basic data for the development of programs to improve college students' adjustment to college life.&#x0D; Methods This study collected data from 210 university students in regions located in A and D between June 2022 and August 2022. To analyze the data, differences between variables according to the subjects' general characteristics were analyzed using t-tests and ANOVA, while the correlation between variables was analyzed using Pearson's Correlation Coefficient. To analyze the mediating effect of interpersonal satisfaction in the relationship between depression and college life adjustment, hierarchical multiple regression analysis was performed.&#x0D; Results The average depression score was 0.45, the average interpersonal satisfaction score was 3.73, and the average college life score was 3.34. Depression significantly varied in terms of grade(F=5.252, p=.006), self-rated health(t=-3.664, p&lt;.001) and residence type(F=3.171, p=.025). Interpersonal satisfaction in the relationship was significantly different in terms of age(t=2.755, p=.006), self-rated health(t=3.953, p&lt;.001), residence type(F= 7.640, p&lt;.001). Adjustment to college life significantly different varied in terms of age(t=3.362, p=.001), self-rated health(t=4.080, p&lt;.001), academic performance(F=9.642, p&lt;.001), and smoking status(t=2.384, p=.018). The subject's adjustment to college life was significantly correlated with depression (r=-0.314, p&lt;.001) and interpersonal satisfaction (r=-0.447, p&lt;.001). Interpersonal satisfaction was found to have a complete mediating effect on the relationship between depression and college life adjustment.&#x0D; Conclusions It is important to prioritize strategies that aim to reduce depression and improve interpersonal satisfaction as factors that influence college students' adjustment to college life.

The Effects of Mindfulness Meditation on Nursing Students' Stress and Anxiety Levels.

The aim of this study was to evaluate the effects of a virtual mindfulness meditation intervention on stress and anxiety levels of 145 nursing students. Because of the twin demands of classroom and clinical workloads, nursing students experience greater amounts of stress and anxiety than the average college student. Mindfulness meditation is a promising method to alleviate stress and anxiety. A pretest-posttest randomized controlled design was used. Participants received either weekly mindfulness meditation recordings or recordings on nursing information. Participants completed the Perceived Stress Scale and the Generalized Anxiety Disorder-7 Scale. A two-way mixed analysis of variance and follow-up simple main effects tests revealed that participants in the experimental group, who received meditation recordings, experienced significantly lower levels of stress and anxiety on posttest surveys than the control group. Mindfulness meditation can reduce stress and anxiety levels in nursing students. This can improve students' overall mental and physical well-being.

Reasonable Motivations and Barriers for College Students to Effectively Sort Household Waste

The amount of trash generated by college students on campus is enormous, with the average college student generating up to 640 pounds of trash per year, most of which accumulates at the end of the year when they move out of school. It has become a very wasteful annual tradition for many students to choose not to sort their trash and simply concentrate on throwing away most of their personal items and start over the next year to repurchase them. This waste is largely avoidable, as much of it can still be used. If the promotion of student waste sorting is to be successful, it is important to understand the motivations and barriers to students not sorting their waste. This paper examines this by constructing a Nash equilibrium model of the MSU student-school game and by conducting semi-structured interviews with students. It is found that there are several very focused reasons for students' motivations and barriers for not sorting garbage. Although college students have begun their higher education, the scope of their education is frequently limited, and many of them still lack common-sense knowledge about garbage sorting. College students often prefer to spend their time on social, athletic, and academic activities, which gives most students an excuse for being pressed for time and believing they do not have the time to do the tedious task of sorting garbage. At the same time, many students believe that everything they do will have a substantial gain for them; socializing will increase their popularity, and studying is the obvious direct gain of knowledge, compared to which sorting garbage does not seem to be so outstanding. On the other hand, there are problems with the school's management. Many students report that the school lacks garbage cans to sort garbage. These hindrances often limit the motivation of college students to sort their garbage.

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.

Understanding spillover of peer parental education: Randomization evidence and mechanisms

AbstractThe educational background of peer parents is more than a proxy for peer quality. We utilize random classroom assignments in China middle schools to study the spillover of peer parental education on the student test score. Analyzing the China Education Panel Survey, we find a causal relationship between the average college attainment of classmates' mothers and a student's test score. Besides peer quality and teacher response, we identify the change in the mother's parenting style as a mediating factor. The parental responses (time, money, and parenting style) also differ by family background, leading to heterogeneous spillover on the test score.

Application of Biographical Data in Student’s Major Selection

The research studies describe that students utilize Information and Communication Technology (ICT) widely to improve their academic performance. In the classroom, students use ICT assistive technologies via laptops and smartphones for academic and non-academic activities. The ICT tool interactions are applied to developing an effective learning environment that is used to support the student’s learning and understanding in a specific context. The utilization of ICT motivates the students to utilize the technologies in the classroom environment. The ICT training policies help resolve the fundamental issues that students come across, particularly high school students going to college. However, most students do not know enough about their major tendencies and feel lost when deciding on a major. Our study aimed to apply ICT biographical data as a tool for major selection. Based on the rationale of psychometrics and valuable evidence, some studies show that the average high school score is the best predictor of the average college score. The biographical data prediction method is the pre-university life history of students of different majors. Compiling questionnaires takes the college academic performance of students as the studying criterion and weights projects on the biographical data table to develop college students’ biographical information blank and its norm system to provide services for student’s choice of major. Various results show that biographical information blank items are diverse, and the impurity of the content may lead to low internal reliability (α coefficient is usually between 0.60 and 0.80) but a high test–retest validity coefficient (usually between 0 and 0.90). In contrast, its validity has predictive validity because it is independent of each score. Furthermore, since biographical information blanks comprise verifiable and unverifiable items, the ideal subjects answered more reliably because they were accountable for their responses. Studies show that the description of individual life history was moderately associated with the results recorded by the psychologist.

The Influence of Parental Educational Expectations on Children's Higher Education Attainment: Re-estimation Based on Instrumental Variables.

Studies show that parental educational expectations (PEEs) serve as an intermediary variable between family background and children’s educational attainment. This paper re-examines the relationship between PEEs and children’s higher educational attainment using data from the China Family Panel Studies (CFPS) 2010–2018. To address potential endogenous problems in the previous papers, we use the average College Enrolment Opportunity Index (CEOI) when the children were 10–12 years old as an instrumental variable for PEEs. The results revealed that: (1) In addition to the indirect intermediary effects, the PEEs also had a direct impact on children’s higher educational attainment independent of family background; (2) the magnitude of the effect was much larger (almost three times) than previous estimates after solving endogenous problems; (3) there was no significant gender difference in the effect of PEEs. In addition, we also found that PEEs had a greater impact on middle- and low-income families. Therefore, we argue that against the background of the “Double Reduction” policy, parents should change their conception of education and raise their expectations for their children and encourage them to strive for higher educational achievements.

Student Subjects in Research

Student Subjects in Research

Beyond the G.P.A.: Focusing on Student Well‐Being During First‐Year Professional Education

Background Nearly one-third of medical students experience significantly higher anxiety levels as compared to their non-medical counterparts. Elevated anxiety levels increase the likelihood of developing depression and result in loss of personal relationships and a lower quality of life. Specifically, in medical students, increased anxiety is correlated with decreased empathy, professionalism, and may negatively impact academic performance. Peer-support programs benefit not only student participants but also peer volunteers. Programs like these provide psychosocial support that students are otherwise without, as well as encourage professional development. We hypothesized that peer-support participants will experience decreased overall and exam-related anxiety, feel more prepared, and perform higher academically after participating in the program. Design A peer-support program was designed and implemented at the Lake Erie College of Osteopathic Medicine in Erie, PA during the Fall of 2020. Students participants were recruited from the Master's in Medical Science (M.M.S.) program to participate. First-year medical students (MS1s) who matriculated from the M.M.S. program were recruited to lead the peer support sessions. Three sessions were held throughout Fall 2020 and covered topics including goal setting, time management, and burnout and coping. The final session is scheduled for January 2021 and will cover self-reflection. M.M.S. participants were randomly assigned to one of 11 groups led by an MS1 volunteer and given 30 minutes to discuss the session topic. M.M.S. students were surveyed at five different time points by the State-Trait Anxiety Inventory (STAI) and the General Anxiety Disorder-7 (GAD-7) questionnaires. MS1 students were surveyed at two time points, using the STAI. Participant opinion was also collected using Likert scale and open-ended questions. Results A total of 67 M.M.S. students attended the first session, with 11 MS1 students volunteering to lead the sessions. Initial STAI results are consistent with that of an average college student and significantly higher than their age group, as expected. Similarly, GAD-7 results showed an expected increase in exam-related anxiety throughout the semester, specifically experiencing more restlessness and irritability. Written responses suggest students appreciated the opportunity to ask MS1 volunteers questions, discuss relevant topics, and form relationships otherwise difficult to due to curricula being entirely online. Full results are pending the final session. Conclusion Students transitioning to professional-level education find peer-support a helpful tool to improve their preparedness. Full conclusions will be drawn upon completion of the final session and analysis of the post-test STAI results.

Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted

In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a sample of 32,741 college students, those screened as gifted earned significantly higher means than students screened as twice-exceptional (2e) and the general college population on both high school and college GPA (p .05), but STEM majors had higher high school mean GPAs than those with non-STEM majors (p < .001). Additionally, 2e students screened as having a reading learning disability (LD) yielded higher mean high school and college GPAs than 2e students screened as having a math LD (p < .001). Implications for advising are discussed.

Specific mindfulness traits protect against negative effects of trait anxiety on medical student wellbeing during high-pressure periods

Medical education is highly demanding and evidence shows that medical students are three times more susceptible to deteriorating physical and mental health than the average college student. While trait anxiety may further increase such risk, little is known about the role of trait mindfulness in mitigating these effects. Here we examine the protective role of specific mindfulness facets as mediators in pathways from trait anxiety to perceived stress, psychosomatic burden and sleep-wake quality in medical students, across repeated measurements throughout the first trimester of the school year. Preclinical medical students enrolled in the second year of the Medical School of University of Bologna completed self-report questionnaires examining personality traits as well as physical and psychological wellbeing. Data were collected at the beginning (Time 1: N = 349) and the end of the first trimester (Time 2: N = 305). As students approached the end of the trimester and upcoming exams, reported levels of perceived stress, psychosomatic problems and difficulties in wakefulness increased significantly compared to the beginning of the trimester. Mediation results showed that trait anxiety predicted such outcomes whereas the protective role of mindfulness facets in mitigating these effects was significant only at Time 2. Specific facets of Nonjudging of inner experience and Acting with awareness proved to be the most effective mediators. Findings highlight that the beneficial role of mindfulness facets in mitigating negative consequences of trait anxiety on medical student wellbeing is revealed in high-pressure periods and when self-regulation is needed the most. Cultivating awareness and nonjudgmental acceptance of one’s inner experiences is a crucial self-regulation resource that can help medical students sustain their wellbeing as they learn and throughout their high-pressure education and professional careers.

Predicting academic success based on perseverance and passion for long-term goals (grit) among nursing students: Is there a cultural context?

BackgroundThe grit concept encompasses passion, i.e., the degree in which people maintain their passion for the same goal over long periods of time, and perseverance, i.e., the degree to which people make an effort to achieve the same goal over time. Studies show that people with higher grit have better outcomes in a variety of areas, including academic achievements. ObjectivesTo examine whether grit may be used as an admission tool for predicting academic success and non-dropout among nursing students at a college, and whether it can be identified in a cultural context (Jewish and Arab students). DesignA descriptive, exploratory study was employed. SettingThe study was implemented in the Department of Nursing at a college in Israel. Participants237 nursing students in their second, third, or fourth year of studies participated in the study. ResultsGrit meant that on average, scores out of 5 were quite high (passion = 3.56; perseverance = 4.00), with students rating themselves as being highly passionate about their studies and having high academic perseverance. Out of 100, the average college grade and clinical grade were relatively high as well (M = 84.66, range 68–95; M = 91.05, range 75–100 respectively), and were positively and significantly correlated. Significant weak positive correlations were found between the average college grade, passion scores, and total grit. No relationships were found for the clinical grade. The average college grade was found to be higher among Jewish students than among Arab ones, and higher among students who were born in Israel. Higher passion and higher total grit scores were predictive of a higher average college grade. ConclusionsPassion and perseverance are qualities that may be associated with health professionals. Findings show cultural differences regarding grit. Therefore, larger studies are encouraged, in order to investigate such differences. Whether grit should be included in student assessment models remains to be determined.

Analysis and Research on the Timeliness of Virtual Reality Sports Actions in Football Scenes

In the complex and changing situation on the soccer field, players must always be aware of their teammates, opponents, and the position of the ball during the game, constantly updating and analyzing the strategic information of the opponent in order to make appropriate tactical decisions. This ability to track multiple objects at the same time is also a prerequisite for high‐level soccer players to be able to react quickly and appropriately during the game. Therefore, it is essential to examine the attentional ability of soccer players in dynamic scenarios. This study compares soccer players’ performance in 2D planar and 3D virtual reality dynamic tracking tasks in two dimensions. They are correct tracking rate and tracking speed. This paper examines the tracking performance and spatial attention allocation characteristics of soccer players in different dynamic tracking tasks and the differences with the average college students by manipulating different types of 2D dynamic tracking tasks and incorporating a point detection paradigm. It was found that there were no differences in correct tracking and detection stimulus awareness between soccer players and college students in different 2D dynamic tracking tasks, showing consistency across populations. In terms of correct tracking rates, both soccer players and university students showed the highest correct tracking rates in the location MIT task, followed by the MOT task, and the worst in the identity MIT task. This indicates that the good dynamic attention ability of soccer players was not reflected in the above 2D dynamic tracking process. However, soccer players and college students showed consistent characteristics across populations in different dynamic tracking tasks. The results of detection stimulus awareness showed that soccer players and college students had the same trend of attention allocation between dynamic tracking tasks, i.e., more attention to the blank area of the screen and the target object and less attention to the distractor. This suggests that there was a distractor suppression effect between different dynamic tracking tasks.

Mutu Hasil Belajar Aljabar Linear melalui Pembelajaran Daring di Palcomtech Palembang

This research is a quantitative study which aims to determine the quality of college student learning outcomes during online learning in Linear Algebra courses. The subjects of this research were 50 college students of Informatics Engineering and Information Systems, STMIK and Polytechnic at Palcomtech Palembang. Data regarding college students' abilities and difficulties were obtained from test methods, documentation and observation during online learning. Online learning that is done through the zoom application and group whatsapp. Data were analyzed to determine the quality of Linear Algebra learning outcomes through online learning. Based on the data obtained from college student scores, namely 8 independent assignments, 2 quizzes, Mid-Semester Exams and Final Semester Exams during online learning in Linear Algebra courses, the average college student grade was 76.67. The value category is in a high range, which is good.

Development and Psychometric Evaluation of the Professional Integration Factors Retention Strategies Survey.

Nursing students experience higher attrition rates than average college students due to the academic rigor of nursing programs. This study examined psychometric properties of the Professional Integration Factors Retention Strategies Survey (PIF-RSS), which measured constructs of faculty advisement and helpfulness, professional events, memberships, encouragement by friends in class, peer mentoring-tutoring, and enrichment programs. The PIF-RSS survey was distributed to deans, directors, and program coordinators of traditional Bachelor's in Nursing programs. Following exploratory factor analysis, 47 items aligned within a 5-factor solution were retained. Reliability of the total instrument was .90. This study provides preliminary evidence of the psychometric properties of the PIF-RSS instrument. Additional studies are recommended to further examine instrument psychometric properties for different program types and populations.

Perceived effect of pediatric inflammatory bowel diseases on academics, college planning, and college adjustment

Objective To examine the relationship between perceived effect of inflammatory bowel diseases (IBD) on high school academics and college planning on college adjustment. Participants: Participants (N = 97) were college students with IBD. Methods: Participants completed an online survey including the Student Adaptation to College Questionnaire and study-developed questions assessing the perceived impact of their diagnosis on their high school academics and college planning. Results: Most participants reported average college adjustment across domains, except personal-emotional adjustment with 47% of participants falling within the very low to low ranges. Nearly half reported IBD impacted their choice of college (49%). The impact of IBD on college planning was most consistently associated with domains of college adjustment. Conclusions: IBD severely impacts college planning, decision-making, and adjustment in college-bound youth. Perceiving that having a chronic illness impacts college planning may result in greater difficulty with academic adjustment, attachment to the institution, and social adjustment during college.

Measuring human capital divergence in a growing economy

The stylized fact that the fraction of workers who are college graduates appears to increase more in US cities where the initial share is larger has attracted significant attention. Furthermore, more educated cities appear to grow faster. These two trends could portend the divergence of cities by skill, with low-skill workers segregated in slow-growing or declining cities. This paper compares measures of skill divergence and finds that relative measures, which have the property of scale invariance, show no divergence for the period from 1970 to 2010. In addition, the relation between skill intensity and city growth appears to be concave, so that differences in the growth rate of skill intensity across cities may diminish over time as the average college share of the country rises.

The Role of Unrealistic Optimism in College Student Risky Sexual Behavior

The purpose of this study was to investigate the association between unrealistic optimism (UO) and risky sexual behavior (RSB) and related consequences in a college student sample. Participants believed they had significantly lower personal risk of engagement in alcohol-related sexual activity, unintended pregnancy, and STIs than the average college student (ps < 0.01). Compared to national data, participants significantly underestimated likelihood of HPV and sexual engagement with four or more partners in the next year (ps < 0.01). Findings support evidence of UO relating to RSB-related consequences, indicating need for improvements in sexual health education and intervention.