Grade Level Research Articles

Classroom social hierarchy and associations between children's behavioral control and peer relationships

Our study investigated concurrent associations between classroom-level social hierarchy and preschool to third-grade children's friendship and victimization. We considered its moderating role in the associations between children's behavioral control and their friendship and victimization, and explored grade level differences. We conducted three parallel sets of analyses using three operationalizations of classroom social hierarchy: social impact, peer liking, and social preference. Results revealed the three operationalizations of classroom social hierarchy were positively associated with victimization but not friendship. In hierarchical classrooms (operationalized as social preference), children with higher behavioral control had more friends and experienced less victimization (though random slope was nonsignificant) than children with lower behavioral control. In less hierarchical classrooms, behavioral control was unrelated to friendship and victimization. Analyses using social impact or peer liking did not show significant interactions. Associations were consistent across grade levels. Findings underscore the roles of classroom social hierarchy in young children's peer relationships.

Fundamental Movement Skills in Hong Kong Kindergartens: A Grade-Level Analysis

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.

Designing Patient-Reported Measures of Fertility: Cognitive Interview Findings from Adolescents and Young Adults with Cancer.

Purpose: Fertility concerns (FC) are central to the well-being of many adolescent and young adult (AYA) cancer survivors. Clinical conversations about FC and fertility preservation are suboptimal, increasing patient distress. The goal of this project was to establish content validity and comprehensibility of self-report questions on FCs for AYAs with cancer. Methods: Following best practices, we conducted: (1) item identification, refinement, and generation; (2) translatability and reading level review; and (3) cognitive interviews. Items were reviewed by five AYAs in each round of cognitive interviews. Results: A systematic search yielded 63 measures and 873 items. Fifty items were subsequently modified to enhance clarity and relevance, representing subdomains of psychological and social/relational FC. Flesch-Kincaid analysis found 31 items written above the 6th grade level, which were subsequently revised. Translatability review resulted in the modification of 3 items. During cognitive interviews, 76% of AYAs found items easy to answer with 52% describing them as "very easy" and 24% as "somewhat easy." Sixty percent of participants indicated the items captured their experiences. The majority of those who reported items only somewhat reflected or did not reflect their experiences suggested items were simply not applicable for their particular case. Conclusion: This study is a critical step toward the foundation for an FC measurement system that is reliable, flexible, developmentally appropriate, comprehensible, translatable, and interpretable. Subsequent steps include psychometric testing to examine the construct validity and reliability of the FC items and calibration to enable the application of computer-adaptive testing and short form development. The evaluation will include potential item response bias by age range, gender identity, and race/ethnicity.

Teacher Implementation Profiles

This study examined teacher implementation practices to meet a state mandate requiring 135 minutes of student physical activity (PA) weekly. Teachers were required to implement a video-based movement integration (MI) program. Using an embedded mixed-methods design, provider characteristics of 42 teachers and the organizational capacity of six schools were developed from interviews, surveys, observations, and artifacts. Data analysis revealed three teacher profiles: (a) Dynamic Experientialists, (b) Coachable Constructivists, and (c) Cautious Behaviorists. There were also three school profiles: (a) Whole Child Approach, (b) Grade Level Champions, and (c) Back to Basics. Findings suggest that school, teacher, and student factors affect MI implementation.

High expression of HM13 correlates with poor prognosis in hepatocellular carcinoma.

Hepatocellular carcinoma (HCC) has a high mortality rate, and the identification of early prognostic markers is crucial for improving patient outcomes. This study aimed to investigate the correlation between the expression of Histocompatibility Minor 13 (HM13) and the prognosis of HCC patients. HM13 protein expression was assessed in HCC tissues and cells through immunohistochemistry (IHC), quantitative reverse transcription PCR (qRT-PCR), and western blot. The relationship between HM13 expression and clinicopathological data of HCC was evaluated. Bioinformatics analyses, including Gene Expression Omnibus (GEO) database, Gene Expression Profiling Interactive Analysis (GEPIA), and Kaplan-Meier plotter (K-M plotter), were employed to analyze HM13 expression and its association with patient survival. HM13 was significantly overexpressed in HCC tissues and cells compared to normal controls. IHC revealed that HM13 protein was primarily localized in the cytoplasm and highly expressed in HCC tissues. Interestingly, patients with high HM13 expression had significantly poorer overall survival (OS), progression-free survival (PFS), recurrence-free survival (RFS), and disease-specific survival (DSS) than those with low expression. HM13 expression was associated with Edmondson grade, metastasis, microvascular invasion, and alpha-fetoprotein (AFP) levels. Multivariate analysis identified HM13 as an independent prognostic factor for poor OS in HCC. HM13 was markedly overexpressed in HCC and correlated with poor prognosis, suggesting its potential as a promising biomarker for early prognostic detection in HCC patients.

Evaluating Multi-Jurisdictional Enteric Illness Outbreak Messaging in Canada: A Content Analysis of Public Health Notices

ABSTRACT Effective risk communication during enteric illness outbreaks requires the provision of clear and consistent information to diverse audiences to reduce risk of exposure, inform behavior changes, and prevent illness. Most enteric illnesses are caused by pathogens transmitted through consumption of contaminated food or water, contact with animals, or person-to-person contact. When multi-jurisdictional outbreaks occur, the Public Health Agency of Canada posts web-based Public Health Notices (PHNs) to inform Canadians. This study evaluated the comprehensibility of PHNs to optimize federal risk communication approaches. Publicly available web-based PHNs (n = 42) from 2014–2022 were obtained. A codebook was developed using the Centers for Disease Control and Prevention’s (CDC) Clear Communication Index (CCI) and Health Belief Model (HBM) and systematically applied. A SMOG readability calculator was used to determine reading grade level. Descriptive statistics were calculated to summarize coded data. The average reading grade level was above Grade 12 (13.9 ± 1.1). PHNs communicated the nature of the risk (100%) and behavioral recommendations (96.5%) clearly. An active voice was sometimes used (61.9%), but numerical information was less commonly presented using best practices (38.1%). The HBM was fully incorporated in seven PHNs, with most PHNs using five of six constructs (66.7%). PHNs shared similar information in a consistent order (75.0%). Aligning PHNs to best practices in risk communication is recommended, including writing content at a reading grade level that supports comprehension by diverse audiences, following the CCI to increase clarity, including all HBM constructs to promote behavior change, and maintaining message consistency.

Development, validation, user testing of patient information leaflet to improve awareness of metabolic side effects in patients on atypical antipsychotics

BackgroundMetabolic adverse effects of second-generation antipsychotics (SGAs) have been well-documented in literature. This study aimed to develop, validate, and evaluate the usefulness of patient information leaflet (PIL) by user testing method to improve metabolic monitoring for psychiatric patients prescribed with SGAs. MethodsThe study included out-patients above 18 years of age diagnosed with schizophrenia, schizoaffective, bipolar disorders prescribed with SGAs. Database such as micromedex, guidelines on developing PIL and factsheets on antipsychotics were used to prepare the content of the leaflet and was given to experts for validation. The PIL covered information on definition of antipsychotic and its types, metabolic syndrome and its prevention such as lifestyle modifications and regular monitoring. Readability of the PIL was assessed using Flesch reading ease (FRE), Flesch Kincaid grade level (FK-GL) and user testing in 20 similar patient population. ResultsThe BALD scores on layout and design of the PILs was found to be 29. The FRE readability test score was found to be 63.5 and FKGL test score was found to be 7.6. Among the 20 patients, 5 of them favoured English PILs, while 15 chose Kannada PILs. The overall pre and post user-testing mean scores for knowledge assessment significantly increased from 60.62 ± 23.39 to 91.25 ± 11.54. Overall, about 85 % of patients gave the PIL leaflets a good rating. ConclusionPatient education materials of high quality that are created with pictures may aid in a better knowledge of the treatment for psychiatric patients who are on long term SGA therapy.

Advancing Dyslexia Assessment in Children through Computerized Testing.

The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. Consequently, it is unsurprising that many children grapple with maintaining proficiency at the grade level, particularly when confronted with challenges spanning multiple abilities across both domains, as observed in individuals with reading difficulties. Strikingly, despite reading difficulties being among the most prevalent neurodevelopmental disorders affecting school-aged children, the majority of available diagnostic tools lack a comprehensive framework for assessing the full spectrum of cognitive skills linked to dyslexia, with minimal computerized options. Notably, there are currently limited tools with these features available for Spanish-speaking children. The aim of this study was to delineate the protocol for diagnosing Spanish-speaking children with reading difficulties using the Sicole-R multimedia battery. This tool for elementary grades focuses on evaluating cognitive skills that are associated with dyslexia as prescribed by the scientific literature. Specifically, it concentrates on assessing a range of cognitive abilities that studies have demonstrated to be linked to dyslexia. This focus is based on the observation that individuals with dyslexia typically exhibit deficits in several of the cognitive areas evaluated by this digital tool. The robust internal consistency and multidimensional internal structure of the battery were demonstrated. This multimedia battery has proven to be a fitting tool for diagnosing children with reading difficulties in primary education, offering a comprehensive cognitive profile that is valuable not only for diagnostic purposes but also for tailoring individualized instructional plans.

Assessment of readability, reliability, and quality of ChatGPT®, BARD®, Gemini®, Copilot®, Perplexity® responses on palliative care.

There is no study that comprehensively evaluates data on the readability and quality of "palliative care" information provided by artificial intelligence (AI) chatbots ChatGPT®, Bard®, Gemini®, Copilot®, Perplexity®. Our study is an observational and cross-sectional original research study. In our study, AI chatbots ChatGPT®, Bard®, Gemini®, Copilot®, and Perplexity® were asked to present the answers of the 100 questions most frequently asked by patients about palliative care. Responses from each 5 AI chatbots were analyzed separately. This study did not involve any human participants. Study results revealed significant differences between the readability assessments of responses from all 5 AI chatbots (P < .05). According to the results of our study, when different readability indexes were evaluated holistically, the readability of AI chatbot responses was evaluated as Bard®, Copilot®, Perplexity®, ChatGPT®, Gemini®, from easy to difficult (P < .05). In our study, the median readability indexes of each of the 5 AI chatbots Bard®, Copilot®, Perplexity®, ChatGPT®, Gemini® responses were compared to the "recommended" 6th grade reading level. According to the results of our study answers of all 5 AI chatbots were compared with the 6th grade reading level, statistically significant differences were observed in the all formulas (P < .001). The answers of all 5 artificial intelligence robots were determined to be at an educational level well above the 6th grade level. The modified DISCERN and Journal of American Medical Association scores was found to be the highest in Perplexity® (P < .001). Gemini® responses were found to have the highest Global Quality Scale score (P < .001). It is emphasized that patient education materials should have a readability level of 6th grade level. Of the 5 AI chatbots whose answers about palliative care were evaluated, Bard®, Copilot®, Perplexity®, ChatGPT®, Gemini®, their current answers were found to be well above the recommended levels in terms of readability of text content. Text content quality assessment scores are also low. Both the quality and readability of texts should be brought to appropriate recommended limits.

Travel mode choice tolerance (TMC tolerance): Exploring elementary school students' perceived ability to switch commuting modes

BackgroundAs an essential outdoor activity for children, the school commute has received repeated attention in the existing literature. Nevertheless, prior studies on the travel mode choice for school commutes have predominantly focused on the preferred commuting mode, overlooking the exploration of students' travel mode alternative behaviors. In this context, research is crucial to capture students' propensity and perceived ability to shift their travel mode from car to public and active transport. MethodsTo address this gap, our study introduces a definition of ‘Travel Mode Choice tolerance’ (TMC tolerance) to explore alternative mode behaviors during school commutes for elementary school students. The latest data from the Beijing Student Commuting Survey are adopted to analyze student populations with varying TMC tolerance levels. The chi-squared test is also employed to examine the impact of different influencing factors on TMC tolerance. ResultsBased on the empirical results derived from this definition, it is observed that students with a strong tolerance for modal shifts constitute more than half of the student population. Factors such as grade level, mode of escort, and distance were identified as significant influencers on children's TMC tolerances. Particularly noteworthy is that the percentage of students with a strong TMC tolerance significantly increases when the travel distance exceeds 2.25 km. Among students traveling alone, a higher proportion exhibits low tolerance than those with high tolerance. Additionally, the proportion of students with strong TMC tolerance increases with grade level (age). ConclusionsOperationalizing TMC tolerance as preference and ability variation can capture the collective impact of complex factors shaping commuting decisions, both observed and unobserved. According to the findings, four policy suggestions are proposed, including optimizing school site selection, establishing school buses or children-concerned transit systems, enhancing healthy travel education, and planning active travel routes.

Evaluation of the Quality and Readability of Web-Based Information Regarding Foreign Bodies of the Ear, Nose, and Throat: Qualitative Content Analysis.

Foreign body (FB) inhalation, ingestion, and insertion account for 11% of emergency admissions for ear, nose, and throat conditions. Children are disproportionately affected, and urgent intervention may be needed to maintain airway patency and prevent blood vessel occlusion. High-quality, readable online information could help reduce poor outcomes from FBs. We aim to evaluate the quality and readability of available online health information relating to FBs. In total, 6 search phrases were queried using the Google search engine. For each search term, the first 30 results were captured. Websites in the English language and displaying health information were included. The provider and country of origin were recorded. The modified 36-item Ensuring Quality Information for Patients tool was used to assess information quality. Readability was assessed using a combination of tools: Flesch Reading Ease score, Flesch-Kincaid Grade Level, Gunning-Fog Index, and Simple Measure of Gobbledygook. After the removal of duplicates, 73 websites were assessed, with the majority originating from the United States (n=46, 63%). Overall, the quality of the content was of moderate quality, with a median Ensuring Quality Information for Patients score of 21 (IQR 18-25, maximum 29) out of a maximum possible score of 36. Precautionary measures were not mentioned on 41% (n=30) of websites and 30% (n=22) did not identify disk batteries as a risky FB. Red flags necessitating urgent care were identified on 95% (n=69) of websites, with 89% (n=65) advising patients to seek medical attention and 38% (n=28) advising on safe FB removal. Readability scores (Flesch Reading Ease score=12.4, Flesch-Kincaid Grade Level=6.2, Gunning-Fog Index=6.5, and Simple Measure of Gobbledygook=5.9 years) showed most websites (56%) were below the recommended sixth-grade level. The current quality and readability of information regarding FBs is inadequate. More than half of the websites were above the recommended sixth-grade reading level, and important information regarding high-risk FBs such as disk batteries and magnets was frequently excluded. Strategies should be developed to improve access to high-quality information that informs patients and parents about risks and when to seek medical help. Strategies to promote high-quality websites in search results also have the potential to improve outcomes.

Toward More Equitable Care: A Closer Look at Autism Clinic Intake Practices and Paperwork.

To describe intake requirements among autism clinics and to assess how well intake paperwork aligns with national standards for enhancing language and literacy accessibility. This was a survey of 126 autism clinics in the Children's Hospital Association, assessing intake processes and intake paperwork readability conducted between November 2021 and August 2022. Descriptive analyses characterized intake requirements and paperwork components. Free-text responses about intake support strategies were categorized into themes. Logistic regression models examined associations between clinic patient demographics and odds of requiring intake paperwork. Intake packet length, content, and reading grade level were examined. Of the invited clinics, 73% completed the survey. Among the participating clinics, 55% required intake paperwork before scheduling appointments, 34% offered English forms only, and 89% had no plain language forms. Clinic patient demographics were not associated with intake paperwork requirements. Analyzed intake packets (n = 67) averaged 11 pages long, and most were written above the fifth-grade reading level. Most packets solicited medical, developmental, and educational/therapy history. Many also requested psychoeducational evaluations and teacher rating forms. Reported intake support strategies for families with language or literacy needs included making ad hoc exceptions to the usual process, task shifting to outside organizations, providing support at family's request, and delegating to support staff. Many autism clinics nationwide require intake paperwork before diagnostic evaluation. Many clinics offer intake paperwork in English only, and paperwork often does not meet health literacy standards. Reducing paperwork requirements and providing more routine and robust intake support may facilitate equitable access to autism diagnostic evaluations.

Soluble ST2 Is a Biomarker Associated With Left Ventricular Hypertrophy and Concentric Hypertrophy in Patients With Essential Hypertension.

Elevated soluble stimulating factor 2 (sST2) level is observed in cardiovascular diseases, such as heart failure and acute coronary syndrome, which reflects myocardial fibrosis and hypertrophy, indicating adverse clinical outcomes. However, the association between sST2 and hypertensive heart disease are less understood. This study aimed to determine the relationship of sST2 with left ventricular hypertrophy (LVH) and geometric remodeling in essential hypertension (EH). We enrolled 483 patients (aged 18-80 years; 51.35% female). sST2 measurements and echocardiographic analyses were performed. Stepwise multiple linear regression analysis showed significant associations among sST2, left ventricular (LV) mass, and LV mass index. The prevalence of LVH and concentric hypertrophy (CH) increased with higher sST2 grade levels (P for trend < 0.05). Logistic regression analysis suggested that the highest tertile of sST2 was significantly associated with increased LVH risk, compared with the lowest tertile (multivariate-adjusted odds ratio [OR] of highest group: 6.61; P < 0.001). Similar results were observed in the left ventricular geometric remodeling; the highest tertile of sST2 was significantly associated with increased CH risk (multivariate-adjusted OR of highest group: 5.80; P < 0.001). The receiver operating characteristic analysis results revealed that sST2 had potential predictive value for LVH (area under the curve [AUC]: 0.752, 95% confidence interval [CI]: 0.704-0.800) and CH (AUC: 0.750, 95% CI: 0.699-0.802) in patients with EH. High sST2 level is strongly related to LVH and CH in patients with EH and can be used as a biomarker for the diagnosis and risk assessment of hypertensive heart disease. Trial Number ChiCTR2400082764.

Evaluation of Generative Language Models in Personalizing Medical Information: Instrument Validation Study.

Although uncertainties exist regarding implementation, artificial intelligence-driven generative language models (GLMs) have enormous potential in medicine. Deployment of GLMs could improve patient comprehension of clinical texts and improve low health literacy. The goal of this study is to evaluate the potential of ChatGPT-3.5 and GPT-4 to tailor the complexity of medical information to patient-specific input education level, which is crucial if it is to serve as a tool in addressing low health literacy. Input templates related to 2 prevalent chronic diseases-type II diabetes and hypertension-were designed. Each clinical vignette was adjusted for hypothetical patient education levels to evaluate output personalization. To assess the success of a GLM (GPT-3.5 and GPT-4) in tailoring output writing, the readability of pre- and posttransformation outputs were quantified using the Flesch reading ease score (FKRE) and the Flesch-Kincaid grade level (FKGL). Responses (n=80) were generated using GPT-3.5 and GPT-4 across 2 clinical vignettes. For GPT-3.5, FKRE means were 57.75 (SD 4.75), 51.28 (SD 5.14), 32.28 (SD 4.52), and 28.31 (SD 5.22) for 6th grade, 8th grade, high school, and bachelor's, respectively; FKGL mean scores were 9.08 (SD 0.90), 10.27 (SD 1.06), 13.4 (SD 0.80), and 13.74 (SD 1.18). GPT-3.5 only aligned with the prespecified education levels at the bachelor's degree. Conversely, GPT-4's FKRE mean scores were 74.54 (SD 2.6), 71.25 (SD 4.96), 47.61 (SD 6.13), and 13.71 (SD 5.77), with FKGL mean scores of 6.3 (SD 0.73), 6.7 (SD 1.11), 11.09 (SD 1.26), and 17.03 (SD 1.11) for the same respective education levels. GPT-4 met the target readability for all groups except the 6th-grade FKRE average. Both GLMs produced outputs with statistically significant differences (P<.001; 8th grade P<.001; high school P<.001; bachelors P=.003; FKGL: 6th grade P=.001; 8th grade P<.001; high school P<.001; bachelors P<.001) between mean FKRE and FKGL across input education levels. GLMs can change the structure and readability of medical text outputs according to input-specified education. However, GLMs categorize input education designation into 3 broad tiers of output readability: easy (6th and 8th grade), medium (high school), and difficult (bachelor's degree). This is the first result to suggest that there are broader boundaries in the success of GLMs in output text simplification. Future research must establish how GLMs can reliably personalize medical texts to prespecified education levels to enable a broader impact on health care literacy.

Teachers’ Well-Being and Instructional Efficacy: Basis for Professional Development Plan

This study investigates the impact of various aspects of teacher well-being on instructional efficacy, focusing on emotional aspects, work engagement, relationships with stakeholders, sense of purpose, and accomplishments. It examines how these factors influence planning and preparation, the learning environment, instructional effectiveness, and professional responsibilities. Conducted in Roosevelt County Schools, Montana, during the 2023-2024 school year, the study used a descriptive correlational approach with mixed methods, focusing on quantitative research. Data were collected via an adapted survey from 198 teachers and analyzed using statistical tools like mean, frequency, percentage, standard deviation, Spearman Correlation Test, and Kruskal-Wallis Test. The findings revealed no significant relationship between teacher well-being and demographic profiles such as age, race, years of experience, position, and grade level. However, higher educational attainment was significantly related to emotional well-being, accomplishments, and instructional efficacy in several areas. Age also influenced professional responsibilities. The study suggests that schools should prioritize well-being initiatives tailored to teachers' specific needs to enhance instructional efficacy. By promoting support systems and focusing on well-being in their planning processes, schools can create a positive and supportive learning environment that benefits both teachers and students.

Factors Affecting Academic Performance in Araling Panlipunan among Junior High School Learners of Gingoog City

This study examined factors influencing academic performance in Araling Panlipunan, considering both Learners-Related (study habits, learning attitude, subject interest, and environment) and Teacher-Related (commitment and subject knowledge) factors. It focused on students' academic performance during the 2nd and 3rd Quarters of SY 2022-2023 and assessed the correlation between these factors and academic achievement. The research employed a descriptive-correlational design and involved 204 Grade 7 to Grade 10 students from Alfonso Ang Militante Integrated School and BACKKISMI National High School South 2 District Division of Gingoog City. Sample size determination followed Slovin's formula with a 0.05 margin of error, and participants were selected proportionally by grade level. Descriptive statistics, mean, standard deviation, and Pearson Product Moment Correlation were used for analysis. Findings indicated that students perceived themselves as having strong study habits, positive attitudes toward learning, and a keen interest in the subject. The students also perceived their teachers as highly committed and knowledgeable in Araling Panlipunan. Moreover, students achieved satisfactory grades during the 2nd and 3rd quarters of SY 2022-2023. Notably, a strong positive correlation was found between student-related factors and academic performance in Araling Panlipunan, while a moderate positive correlation existed between teacher-related factors and academic performance in the subject. The study recommends that students enhance their learning strategies, including active engagement and technology utilization, while teachers should create more engaging learning environments using available technology to benefit students and foster communication with parents.

Online Intervention to Prevent Summer Learning Loss For Struggling First Grade Writers

During summer vacation, lower-achieving students experience learning loss in writing. This study investigated online summer tutoring for first grade writers. The four participants were six months to two years below grade level on at least two of written expression, spelling, and handwriting fluency. A multiple probe design with five phases was used: (1) Baseline; (2) transcription intervention; (3) mid-assessment; (4) Self-Regulated Strategy Development intervention (SRSD); and (5) post-assessment. The transcription phase increased handwriting fluency, spelling in text, and spelling of frequently misspelled words, but not handwriting legibility. The SRSD intervention produced large gains in word count, holistic text quality, and Test of Early Written Language-3 Contextual Writing. Online tutoring can prevent summer learning loss and improve written expression.

Exploring the ability of ChatGPT to create quality patient education resources about kidney transplant

BackgroundChat Generative Pre-trained Transformer (ChatGPT) is a language model that may have the potential to revolutionize health care. The study purpose was to test whether ChatGPT could be used to create educational brochures about kidney transplant tailored for three target audiences: caregivers, teens and children. MethodsUsing a list of 25 educational topics, standardized prompts were employed to ensure content consistency in ChatGPT generation. An expert panel assessed the accuracy of the content by rating agreement on a Likert scale (1 = <25 % agreement; and 5 = 100 % agreement). The understandability, actionability and readability of the brochures were assessed using the Patient Education Materials Assessment Tool for printable materials (PEMAT-P) and standard readability scales. A caregiver and patient reviewed and provided written feedback. ResultsWe found mean understandability scores of 69 %, 66 %, and 73 % for caregiver, teen, and child brochures respectively, with 90.7 % of the ChatGPT generated brochures scoring 40 % on the actionability scale. Generated caregiver and teen materials achieved readability levels of grades 9–14, while child-specific brochures achieved readability levels of grades 6–11. Brochures were formatted appropriately but lacked depth. ConclusionChatGPT demonstrates potential for rapidly generating patient education materials; however, challenges remain in ensuring content specificity. We share the lessons learned to assist other healthcare providers with using this technology.

Assessment of Online Arabic Patient-Centered Knowledge About Orthognathic Surgery: An Infodemiologic Study.

Orthognathic surgery, addressing skeletal and dental irregularities, is pivotal for patients suffering from malocclusion, facial asymmetry, and related disorders. With the internet becoming a primary source of health information, the accuracy, quality, and reliability of online Arabic-language patient-centered information on orthognathic surgery necessitate thorough evaluation. This study aimed to assess the quality, reliability, and readability of Arabic online resources about orthognathic surgery to ascertain their potential as reliable patient education tools. An infodemiological approach was employed, analyzing the top 100 websites from Google, Yahoo, and Bing based on specific Arabic search terms related to orthognathic surgery. Websites were evaluated for affiliation, content specialization, and presentation and excluded based on predetermined criteria to ensure relevance and focus. Quality assessment was conducted using the DISCERN instrument, Journal of the American Medical Association (JAMA) benchmarks, and Health On the Net code evaluation. Readability was assessed using the Flesch-Kincaid Grade Level, Simplified Measure of Gobbledygook, and Flesch Reading Ease scales. Of 600 initial websites, 96 met the inclusion criteria. Most were affiliated with universities or medical centers (53.1%), followed by commercial (28.1%), and non-profit organizations (16.7%). The majority of websites (96.9%) were only partially related to orthognathic surgery. Content analysis revealed a moderate quality of information, with a median overall DISCERN quality rating of 3 out of 5. The JAMA benchmarks showed a lack of comprehensive adherence, with currency being the most achieved criterion. Readability assessments indicated the content was generally accessible yet highlighted the need for Arabic-specific readability evaluation tools. The study reveals a critical need for enhancing Arabic online resources on orthognathic surgery. Despite the available content's moderate quality and acceptable readability, there is a substantial gap in providing comprehensive, patient-centered, and easily understandable information. Future efforts should focus on developing high-quality, reliable, and readable online resources to aid Arabic-speaking patients in making informed decisions about orthognathic surgery.

Investigating Factors in Artificial Intelligence Literacy for Korean Elementary School Students

In recent years, Artificial Intelligence (AI) has rapidly evolved due to significant improvements in computing performance, increased utilization of large datasets, and algorithm advancements, leading to widespread societal changes. These developments promise innovative applications of AI across various fields but highlight the necessity of ethical use and deep understanding of AI, underscoring the importance of AI literacy. While current research on AI literacy primarily focuses on secondary and higher education, the need for education that impacts cognitive and social development at the elementary level is increasingly emphasized. Furthermore, understanding the factors influencing AI literacy is crucial for educators and policymakers in designing and implementing effective AI education programs. This study investigated how gender, grade level, experiences related to AI, interest in AI, and programming language experience affect AI literacy among elementary students, revealing that these factors significantly impact AI literacy levels. Male students showed higher AI literacy than female students, and AI literacy improved with higher grade levels. Direct and indirect experiences related to AI positively influenced literacy improvement, and high interest in AI and experience with programming languages played essential roles. These findings provide evidence for developing effective AI education strategies for elementary students, emphasizing the importance of educational programs that meet students' diverse backgrounds and needs. These factors in AI education can enhance students' literacy levels and contribute to nurturing talents equipped with the necessary technical, ethical, and problem-solving skills for future society.