Proportion Of Correct Responses Research Articles

Is ChatGPT reliable and accurate in answering pharmacotherapy-related inquiries in both Turkish and English?

IntroductionArtificial intelligence (AI), particularly ChatGPT, is becoming more and more prevalent in the healthcare field for tasks such as disease diagnosis and medical record analysis. The objective of this study is to evaluate the proficiency and accuracy of ChatGPT in different domains of clinical pharmacy cases and queries. MethodsThe study NAPLEX® Review Questions, 4th edition, pertaining to 10 different chronic conditions compared ChatGPT's responses to pharmacotherapy cases and questions obtained from McGraw Hill's, alongside the answers provided by the book's authors. The proportion of correct responses was collected and analyzed using the Statistical Package for the Social Sciences (SPSS) version 29. ResultsWhen tested in English, ChatGPT had substantially higher mean scores than when tested in Turkish. The average accurate score for English and Turkish was 0.41 ± 0.49 and 0.32 ± 0.46, respectively, p = 0.18. Responses to queries beginning with “Which of the following is correct?” are considerably more precise than those beginning with “Mark all the incorrect answers?” 0.66 ± 0.47 as opposed to 0.16 ± 0.36; p = 0.01 in English language and 0.50 ± 0.50 as opposed to 0.14 ± 0.34; p < 0.05in Turkish language. ConclusionChatGPT displayed a moderate level of accuracy while responding to English inquiries, but it displayed a slight level of accuracy when responding to Turkish inquiries, contingent upon the question format. Improving the accuracy of ChatGPT in languages other than English requires the incorporation of several components. The integration of the English version of ChatGPT into clinical practice has the potential to improve the effectiveness, precision, and standard of patient care provision by supplementing personal expertise and professional judgment. However, it is crucial to utilize technology as an adjunct and not a replacement for human decision-making and critical thinking.

Neurophysiology of creativity in conditions of competitive social interaction: data of EEG hyperscanning study

Brain activity changes significantly across various social interaction conditions. However, the impact of social interaction context on neurophysiological correlates of cognitive and creative activity per se remains insufficiently explored [1]. Two distinct types of interactions can be identified when it comes to resolving tasks: cooperation or competition. The aim of this study was to evaluate how competition conditions affect the amplitudes of event-related potentials (ERP) when solving creative and non-creative problems. Subjects (26 men and 18 women) performed two types of tasks both individually and in pairs of the same gender. The tasks consisted of creative and non-creative activities. In the creative tasks, participants were asked to describe unusual uses of everyday objects, such as a brick, newspaper, or paper clip. In the non-creative tasks, participants were requested to list items from various proposed categories, such as transport, furniture, or sports. A total of over one hundred samples of each type were provided for both individual and joint performance. The order of task performance, whether individual or joint, was randomized between pairs of participants. When tasks were performed in pairs, the first responding participant’s answer created competitive conditions and was considered the first response. During the tasks, we recorded EEG/ERP data synchronously using a Mitsar-202 electroencephalograph (LLC Mitsar, St. Petersburg) and the WinEEG software package (Ponomarev V.A., Kropotov Yu.D., No. State Registration 2001610516 dated 08.05.2001). The recording was monopolar from 15 leads with a referent — combined ear electrode. We modified the 10/20 system with a sampling rate of 500 Hz, and a recording band of 0.53–150 Hz. We analyzed the data using a band of 1.6–30 Hz and a 50 Hz cutoff filter. ERPs for each task (creative or non-creative) were compared between the competition and individual performance conditions by conducting a repeated-measures ANOVA for the STATE factor (individual performance/competition conditions) and STATExZONE factor interaction (15 EEG leads) in the selected time intervals showing differences. Competition conditions resulted in decreased amplitudes of both sensory components, P1 and P2, and semantic components with N400 and P600 latency in both creative and non-creative activities. This suggests the presence of difficulty in finding an answer. The proportion of correct responses was significantly lower in the competitive conditions than during individual task performance. The median correct response rate was 45% (31–55) compared to 56% (49–74) in the creative task, and 87% (82–93) compared to 66% (60–76) in the non-creative task, during competition and individual performance, respectively. Probably, a significant portion of the resources used when performing the task in social interaction conditions were aimed at evaluating the partner’s reactions and responses. This assessment was reflected in the reduction of earlier components associated with attention (P1, P2) as well as later components associated with semantic processing of stimuli (N400, P600). The conditions of the competition had a more noticeable impact on the ERP in the creative task as compared to the non-creative task.

Comparing two picture naming tasks in Primary Progressive Aphasia: insights from behavioural and neural results

AbstractBackgroundPicture naming tests are widely used to evaluate language impairments, especially in Primary Progressive Aphasia (PPA). The available instruments differ for type of stimuli and their psycholinguistic properties, known to affect the performance. We aim to identify the most appropriate naming test to be used on PPA, based on clinical and research demands.MethodWe investigated the behavioural characteristics (proportion of correct responses, error type) and the neural correlates of CaGi (Catricalà et al., 2013) and SAND (Catricalà et al., 2017) naming tests, administered to 84 healthy controls and 52 PPA (15 semantic, svPPA; 20 logopenic, lv‐PPA; 7 non fluent, nfv‐PPA; 10 mixed PPA), the latter also undergoing an FDG‐PET scan. We analyzed the ability of the tests in distinguishing PPA versus controls and between PPA variants, considering the psycholinguistic variables affecting the performance. We explored the brain metabolic correlates of the behavioural performance.ResultSAND, differently from CaGi, had response time limit and less frequent and later acquired items. A greater difficulty to name SAND items compared to CaGi ones was found. While semantic errors predominated in CaGi, both anomic and semantic errors were equally frequent in SAND. Both tests distinguished PPA from controls, but SAND outperformed CaGi in discriminating among PPA variants. FDG‐PET imaging revealed a shared metabolic involvement of the temporal areas, including the anterior fusiform gyrus, the temporal pole, and extending to the posterior fusiform gyrus in sv‐PPA, associated with lexico‐semantic processing.ConclusionA naming test with response time limits and more difficult items (as SAND) better highlights subtle distinctions between PPA variants, improving the diagnosis. Conversely, a naming test devoid of response time limits (as CaGi), may be more suited for an in‐depth characterization of the impairment and for guiding rehabilitation.

Donor call simulation: A novel medical education tool to evaluate trainees' clinical decision-making in transplant infectious disease.

Evaluating organ suitability for transplantation based on infection risk is a core competency in transplant infectious disease (TID). It is unclear if trainees have opportunities to practice during training. We created a simulation curriculum to develop and evaluate this skill among infectious disease (ID) trainees. We created six simulation questions about organ suitability for transplant based on infection risk. During trainees' TID rotations, faculty texted or paged the simulation cases posing as the transplant coordinator.Trainees had 15 min to ask questions before deciding the suitability of the organ and explained their clinical reasoning in a survey. Trainees completed a post-simulation survey to evaluate its effectiveness. ID trainees, including residents and fellows on rotation, from seven centers participated. Eighty-seven percent (13/15) of trainees felt the simulation was effective in teaching them this concept, and 80% (12/15) felt prepared for clinical practice. The proportion of correct responses was generally high among the six different cases (43%-100%); correct responses increased for some cases in the post-activity survey. Of the 100 clinical reasoning decisions made during the activity, 19% were discordant, where the trainee correctly identified suitable organs for incorrect reasons. Our simulation was effective in teaching when to accept or reject an organ for transplant and was a valuable educational tool. By evaluating clinical reasoning for decisions our simulation provides educators with nuanced insight and allows for targeted coaching. This study demonstrates a critical need for further educational tools in TID.

Collagen peptide supplementation before bedtime reduces sleep fragmentation and improves cognitive function in physically active males with sleep complaints

PurposeThe primary aim of this study was to examine whether a glycine-rich collagen peptides (CP) supplement could enhance sleep quality in physically active men with self-reported sleep complaints.MethodsIn a randomized, crossover design, 13 athletic males (age: 24 ± 4 years; training volume; 7 ± 3 h·wk1) with sleep complaints (Athens Insomnia Scale, 9 ± 2) consumed CP (15 g·day1) or a placebo control (CON) 1 h before bedtime for 7 nights. Sleep quality was measured with subjective sleep diaries and actigraphy for 7 nights; polysomnographic sleep and core temperature were recorded on night 7. Cognition, inflammation, and endocrine function were measured on night 7 and the following morning. Subjective sleepiness and fatigue were measured on all 7 nights. The intervention trials were separated by ≥ 7 days and preceded by a 7-night familiarisation trial.ResultsPolysomnography showed less awakenings with CP than CON (21.3 ± 9.7 vs. 29.3 ± 13.8 counts, respectively; P = 0.028). The 7-day average for subjective awakenings were less with CP vs. CON (1.3 ± 1.5 vs. 1.9 ± 0.6 counts, respectively; P = 0.023). The proportion of correct responses on the baseline Stroop cognitive test were higher with CP than CON (1.00 ± 0.00 vs. 0.97 ± 0.05 AU, respectively; P = 0.009) the morning after night 7. There were no trial differences in core temperature, endocrine function, inflammation, subjective sleepiness, fatigue and sleep quality, or other measures of cognitive function or sleep (P > 0.05).ConclusionCP supplementation did not influence sleep quantity, latency, or efficiency, but reduced awakenings and improved cognitive function in physically active males with sleep complaints.

Task-based assessment of digital mammography microcalcification detection with deep learning denoising algorithmss using in silico and physical phantom studies.

Recent research suggests that image quality degradation with reduced radiation exposure in mammography can be mitigated by postprocessing mammograms with denoising algorithms based on convolutional neural networks. Breast microcalcifications, along with extended soft-tissue lesions, are the primary breast cancer biomarkers in a clinical x-ray examination, with the former being more sensitive to quantum noise. We test one such publicly available denoising method to observe if an improvement in detection of small microcalcifications can be achieved when deep learning-based denoising is applied to half-dose phantom scans. An existing denoiser model (that was previously trained on clinical data) was applied to mammograms of an anthropomorphic physical phantom with hydroxyapatite microcalcifications. In addition, another model trained and tested using all synthetic (Monte Carlo) data was applied to a similar digital compressed breast phantom. Human reader studies were conducted to assess and compare image quality in a set of binary signal detection 4-AFC experiments, with proportion of correct responses used as a performance metric. In both physical phantom/clinical system and simulation studies, we saw no apparent improvement in small microcalcification signal detection in denoised half-dose mammograms. However, in a Monte Carlo study, we observed a noticeable jump in 4-AFC scores, when readers analyzed denoised half-dose images processed by the neural network trained on a dataset composed of 50% signal-present (SP) and 50% signal-absent regions of interest (ROIs). Our findings conjecture that deep-learning denoising algorithms may benefit from enriching training datasets with SP ROIs, at least in cases with clusters of 5 to 10 microcalcifications, each of size .

Knowledge assessment on cleft lip and palate among recently graduated dentists: a cross-sectional study

BackgroundThe complex presentation, associated co-morbidities and multi-disciplinary requirements dictate the requirement for in-depth knowledge in order to effectively manage patients with cleft lip and palate (CLP). We aimed to develop a validated questionnaire for cleft lip and palate knowledge assessment and to evaluate the knowledge of cleft lip and palate among a group of recently-graduated dentists.Materials and methodsA multiple-site, cross-sectional questionnaire-based study was conducted. The study population included recently graduated dentists involved in a dental internship program. A bespoke questionnaire was developed and validated, with internal consistency assessed using Cronbach’s alpha and factor analysis performed. A 47-item prototype was distilled into a 15-item questionnaire. This was distributed to the participants with a response rate of 67% obtained.ResultsThe overall proportion of correct responses among dental interns was moderate (73%). The best results were found in relation to CLP treatment including the effect of unfavorable surgical outcomes on speech (89.5%) and the impact of CLP on the occlusion (87.6%). The lowest rate of correct responses (26.7%) was identified in relation to the association between CLP and smoking.ConclusionA validated CLP questionnaire was developed, permitting evaluation of the knowledge of cleft lip and palate and its management among recently graduated dentists. There is limited appreciation among dental interns of the risk factors for CLP as well as post-surgical complications. Given that general dentists are often the gatekeepers for the management of patients with cleft lip and palate, it is important that the findings of this survey are used to inform the curriculum and teaching of cleft lip and palate.

The Effectiveness of Detecting Thematic Relations of Objects in 3–6 Years Old Children

In this work, the ability of preschoolers aged 3–6 to detect and understand the thematic connections of objects was assessed. Children (95 children; 53 girls and 42 boys) of four age groups of 3, 4, 5 and 6 years old (respectively, 17, 33, 18 and 27 children) solved two tasks aimed at the detection of thematic relations of objects within the framework of the standard “yes–no” procedure. In the first task, it was required to indicate whether the image of the shown object was relevant to a given context (the “object-context” task, O–C), and in the second – whether two objects were related thematically (the “object–object” task, O–O). A touch screen computer was used to present images and record motor responses. For each task, we measured the accuracy scores (the proportion of correct responses) and the delay in the motor response “yes” or “no” relative to the moment the image was presented (reaction time). Two components of the reaction time were analyzed separately: the duration of the latent phase and the duration of the overt movement towards the response button. With age, the accuracy of solving both tasks increased, and the time required to discover the thematic connection (reaction time) decreased. At the same time, the accuracy scores were lower, and the detection time was longer in the O–O task compared to the O–C. The gender of the child did not affect the accuracy value, and affected only the duration of the motor (but not the latent) phase of the motor response, and only in the O–O task. The data obtained show that (i) the O–O task is more difficult than the O–C task, and that this may be due to the necessity to activate the thematic links of two objects in the O–O task instead of just one, as in the O–C task, and (ii) the process of activation of thematic links probably does not end in the latent phase of the motor response and continues during its movement phase. The question of the extent to which the success and duration of the process of detecting the thematic links of objects can limit the success of cognitive planning in preschoolers aged 3–6 is also discussed.

New Artificial Intelligence ChatGPT Performs Poorly on the 2022 Self-assessment Study Program for Urology.

Large language models have demonstrated impressive capabilities, but application to medicine remains unclear. We seek to evaluate the use of ChatGPT on the American Urological Association Self-assessment Study Program as an educational adjunct for urology trainees and practicing physicians. One hundred fifty questions from the 2022 Self-assessment Study Program exam were screened, and those containing visual assets (n=15) were removed. The remaining items were encoded as open ended or multiple choice. ChatGPT's output was coded as correct, incorrect, or indeterminate; if indeterminate, responses were regenerated up to 2 times. Concordance, quality, and accuracy were ascertained by 3 independent researchers and reviewed by 2 physician adjudicators. A new session was started for each entry to avoid crossover learning. ChatGPT was correct on 36/135 (26.7%) open-ended and 38/135 (28.2%) multiple-choice questions. Indeterminate responses were generated in 40 (29.6%) and 4 (3.0%), respectively. Of the correct responses, 24/36 (66.7%) and 36/38 (94.7%) were on initial output, 8 (22.2%) and 1 (2.6%) on second output, and 4 (11.1%) and 1 (2.6%) on final output, respectively. Although regeneration decreased indeterminate responses, proportion of correct responses did not increase. For open-ended and multiple-choice questions, ChatGPT provided consistent justifications for incorrect answers and remained concordant between correct and incorrect answers. ChatGPT previously demonstrated promise on medical licensing exams; however, application to the 2022 Self-assessment Study Program was not demonstrated. Performance improved with multiple-choice over open-ended questions. More importantly were the persistent justifications for incorrect responses-left unchecked, utilization of ChatGPT in medicine may facilitate medical misinformation.

Comparing two picture naming tasks in primary progressive aphasia: Insights from behavioural and neural results

Picture naming tests are widely used to evaluate language impairments in neurodegenerative diseases, especially in Primary Progressive Aphasia (PPA). The available tests differ for many factors affecting the performance, e.g. format of stimuli and their psycholinguistic properties. We aim to identify the most appropriate naming test to be used on PPA according to the clinical and research demands. We investigated the behavioural characteristics, i.e. proportion of correct responses and error type, and their neural correlates in two Italian naming tests, CaGi naming (CaGi) and naming subtest of the Screening for Aphasia in NeuroDegeneration battery (SAND), administered to 52 PPA patients who underwent an FDG-PET scan. We analysed the effectiveness of the tests in distinguishing PPA versus controls and among PPA variants, considering the psycholinguistic variables affecting performance. We explored the brain metabolic correlates of behavioural performance in the tests. SAND, differently from CaGi, has time limits for the response and its items are less frequent and acquired later. SAND and CaGi differed in terms of number of correct responses and error profile, suggesting a higher difficulty to name SAND items compared to CaGi. Semantic errors predominated in CaGi, while anomic and semantic errors were equally frequent in SAND. Both tests distinguished PPA from controls, but SAND outperformed CaGi in discriminating among PPA variants. FDG-PET imaging revealed a shared metabolic involvement of temporal areas associated with lexico-semantic processing, encompassing anterior fusiform, temporal pole, and extending to posterior fusiform in sv-PPA. Concluding, a picture naming test with response time limit and items which are less frequent and acquired later in life, as SAND, may be effective at highlighting subtle distinctions between PPA variants, improving the diagnosis. Conversely, a naming test without time limit for the response, as CaGi, may be useful for a better characterization of the nature of the naming impairment at the behavioural level, eliciting more naming errors than anomia, possibly helping in the development of rehabilitation protocols.

Performance of ChatGPT on UK Standardized Admission Tests: Insights From the BMAT, TMUA, LNAT, and TSA Examinations

Large language models, such as ChatGPT by OpenAI, have demonstrated potential in various applications, including medical education. Previous studies have assessed ChatGPT's performance in university or professional settings. However, the model's potential in the context of standardized admission tests remains unexplored. This study evaluated ChatGPT's performance on standardized admission tests in the United Kingdom, including the BioMedical Admissions Test (BMAT), Test of Mathematics for University Admission (TMUA), Law National Aptitude Test (LNAT), and Thinking Skills Assessment (TSA), to understand its potential as an innovative tool for education and test preparation. Recent public resources (2019-2022) were used to compile a data set of 509 questions from the BMAT, TMUA, LNAT, and TSA covering diverse topics in aptitude, scientific knowledge and applications, mathematical thinking and reasoning, critical thinking, problem-solving, reading comprehension, and logical reasoning. This evaluation assessed ChatGPT's performance using the legacy GPT-3.5 model, focusing on multiple-choice questions for consistency. The model's performance was analyzed based on question difficulty, the proportion of correct responses when aggregating exams from all years, and a comparison of test scores between papers of the same exam using binomial distribution and paired-sample (2-tailed) t tests. The proportion of correct responses was significantly lower than incorrect ones in BMAT section 2 (P<.001) and TMUA paper 1 (P<.001) and paper 2 (P<.001). No significant differences were observed in BMAT section 1 (P=.2), TSA section 1 (P=.7), or LNAT papers 1 and 2, section A (P=.3). ChatGPT performed better in BMAT section 1 than section 2 (P=.047), with a maximum candidate ranking of 73% compared to a minimum of 1%. In the TMUA, it engaged with questions but had limited accuracy and no performance difference between papers (P=.6), with candidate rankings below 10%. In the LNAT, it demonstrated moderate success, especially in paper 2's questions; however, student performance data were unavailable. TSA performance varied across years with generally moderate results and fluctuating candidate rankings. Similar trends were observed for easy to moderate difficulty questions (BMAT section 1, P=.3; BMAT section 2, P=.04; TMUA paper 1, P<.001; TMUA paper 2, P=.003; TSA section 1, P=.8; and LNAT papers 1 and 2, section A, P>.99) and hard to challenging ones (BMAT section 1, P=.7; BMAT section 2, P<.001; TMUA paper 1, P=.007; TMUA paper 2, P<.001; TSA section 1, P=.3; and LNAT papers 1 and 2, section A, P=.2). ChatGPT shows promise as a supplementary tool for subject areas and test formats that assess aptitude, problem-solving and critical thinking, and reading comprehension. However, its limitations in areas such as scientific and mathematical knowledge and applications highlight the need for continuous development and integration with conventional learning strategies in order to fully harness its potential.

Ordinal models to analyze strategy sophistication: Evidence from a learning trajectory efficacy study

Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We leverage data from a randomized teaching experiment with a kindergarten sample whose details are outlined in Clements et al. (2020). First, we describe our problem-solving strategy data, including how strategies were coded in ways that are amenable to analysis. Second, we explore what kinds of ordinal statistical models best fit the nature of arithmetic strategies, describe what each model implies about problem-solving behavior, and how to interpret model parameters. Third, we discuss the effect of “treatment”, operationalized as instruction aligned with an arithmetic Learning Trajectory (LT). We show that arithmetic strategy development is best described as a sequential stepwise process and that children who receive LT instruction use more sophisticated strategies at post-assessment, relative to their peers in a teach-to-target skill condition. We introduce latent strategy sophistication as an analogous metric to traditional Rasch factor scores and demonstrate a moderate correlation them (r = 0.58). Our work suggests strategy sophistication carries information that is unique from, but complimentary to traditional correctness-based Rasch scores, motivating its expanded use in intervention studies.

A novel strategy to optimize critical information on over the counter labels for older adults.

Labels designed to communicate critical information are paramount for the safe and effective use of over-the-counter medications; in recognition of this, the content and formatting of over the counter(OTC) labels sold in interstate commerce has been regulated for decades. Yet, available studies suggest that consumers frequently rely on limited information during decision making, failing to access the information required in the Drug Facts Label.This is particularly important for older consumers, who are at greater risk for adverse reactions to medicines. In two experiments we objectively evaluate how novel label designs that employ highlighting and a warning label placed on the package's front impact older consumers' attention to, and use of, critical information. In Experiment 1, 68 OTC patients (65+) engaged with a computer-based task answering yes/no scenario-based questions about a drug's appropriateness. In Experiment 2, 63 OTC patients (65+) conducted a forced-choice task where one of two drugs presented on a computer screen was appropriate for a provided scenario while the other was not. Both tasks required participants to access and use critical label information (i.e., warnings or active ingredients) to respond correctly. Dependent variables analyzed were the proportion of correct responses and time to correct response. Highlighting or placing critical information on the front of the package significantly improved response accuracy and time to correct response in Experiment 1 as compared to responses utilizing the standard label. For Experiment 2, participants were faster and more accurate when critical information was highlighted. Results provide direct measures of the efficacy of novel labeling strategies. This information is relevant for regulations which dictate label design in ways that enhance ease and safety of use of medications for older adults.

An examination of collegiate musicians’ ability to discern conductor intent

The purpose of this two-experiment study was to examine collegiate musicians’ ability to discern conductor intent. In Experiment 1, participants ( N = 44) viewed two videos of Sir Simon Rattle conducting an ensemble performing an excerpt of the Finale to Gustav Mahler’s Symphony No. 2. One video featured the original performance, whereas the other video was synchronized with a different audio recording from a video of a performance led by Leonard Bernstein. When asked whether any of the two videos were mismatched, results indicated that the proportion of correct responses among our participants differed significantly from chance. In Experiment 2, participants ( N = 127) watched two sets of videos, either matched (unaltered) or mismatched versions of videos featuring Sir Simon Rattle and Leonard Bernstein, and were asked to rate how well the musical intent of the conductor matched the performance of the ensemble they viewed. Although we found a nonsignificant overall result ( p = .053) when comparing the matched and mismatched videos, we found a significant difference in participants’ ratings between the matched and mismatched Rattle videos, but not for those featuring Bernstein. Our findings suggest that a conductor’s visual contribution to the performance can enhance or detract from the observers’ musical experience.

Evaluation of the Effectiveness of Video-based Intervention on the Knowledge of Infant Oral Health among New Mothers.

Background and objectivesInfant oral health is the foundation upon which preventive dental health education must be built to enhance the conditions for a disease-free oral cavity. Majority of the mothers are ignorant about their oral health and also about the fact that their oral health status affects that of their babies. Educational videotapes have proved to be effective in educating mothers on various child health issues. So the objectives of this study were to educate the mothers about the need for infant oral health care, compare the level of mother's knowledge on infant oral health before and after the video presentation and assess the effectiveness of the presentation.MethodologyAn interactive educational video presentation containing evidence-based information about infant oral health care and prevention was developed. This presentation was based upon information provided by the American Academy of Pediatric Dentistry (AAPD) on anticipatory guidance. It includes the persuasive message on maternal oral health during preconception and pregnancy and its implication on birth outcomes, vertical transmission of Streptococcus mutans, infant oral health, the risk for early childhood caries (ECC), and increased caries experience on permanent teeth if primary teeth are affected. Emergency care for infant oral trauma, consequences of traumatic injuries to the primary dentition from an aspect of possible damage to the developing tooth, dietary habits, and oral hygiene behaviors. It also emphasizes the timing of the first dental visit and the periodicity of dental screenings. The survey was designed to compare the effectiveness of instructional videotaped persuasive messages by using pre- and post-questionnaires. Two hundred mothers of infants below the age of 12 months were included in the study. They were asked to fill out the questionnaires before and after the presentation on the same visit.ResultsThe results showed a highly significant improvement in knowledge (p< 0.05) as assessed by the proportion of correct responses following a single viewing of the AV-aid.ConclusionThe knowledge of new mothers on infant oral health care was inadequate, and there was an improvement in their knowledge of infant oral health care after the instructional video presentation. An instructional video presentation is an effective tool for improving the oral health knowledge of new mothers.SignificanceBy this study, we want to inculcate the habit of oral hygiene maintenance among the mothers, which indirectly affects the infant's oral health. Through this study, we educated the mothers regarding infant oral health care, which significantly improved their knowledge.How to cite this articleSingh R, Patil SS, K Madhu, et al. Evaluation of the Effectiveness of Video-based Intervention on the Knowledge of Infant Oral Health among New Mothers. Int J Clin Pediatr Dent 2022;15(3):280-286.

Student Pharmacist Led International E-Learning Collaborative and Educational Experience: Understanding the Role of Pharmacists and Pharmacy Curriculum in Mexico and USA

Background: Pharmacy students in Mexico are exposed to United States’ pharmacy community services in hopes to adopt the services for their own pharmacy program.&#x0D; Objectives: This study aims to assess the effectiveness of a strictly online-based teaching method to improve student knowledge on the role of pharmacists and the pharmacy curriculum in Mexico and the United States.&#x0D; Methods: This was a prospective study of pharmacy students attending the University of California, San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences (UCSD SSPPS) and Facultad de Quimic-Pharmaco-Biologia de la Universidad Michoacana San Nicolas de Hidalgo (UMSNH) during the 2015-2016 academic year who enrolled in the E-Learning Collaborative and Educational Experience Independent Study.&#x0D; Results: The e-learning course had 25 students total from both the United States and Mexico enrolled. Out of the 25 students, 4 students from the United States and 11 students from Mexico agreed to participate in the study. In the familiarity/confidence section of survey, there was a significant increase in 4 out of 5 questions in the Mexico group and 2 out of 5 in the U.S. groups. In the survey section regarding students’ perspective of e-learning and likelihood of community involvement, there was no statistical difference in the U.S. group and only one in the Mexico group.&#x0D; Conclusion: Despite the lack of statistical significance, the increase in median scores and proportion of correct responses in addition to the feedback provided by students suggest a positive learning experience to supports continuation of this study.

Abstract PO-068: Cervical cancer and HPV knowledge and awareness: An educational intervention among college students in Guam

Abstract The incidence of cervical cancer (CCA) in Guam, a U.S. territory in the Western Pacific, is six times higher among Micronesians and over three times higher for CHamorus (Guam's indigenous people) and Caucasians living in Guam than the U.S. population. Educational interventions among college students who can still get the HPV vaccine, particularly among women below and about the age for initial CCA screening, is crucial. Our team designed and delivered a 20-30 minute presentation to college students in a classroom setting. Pre- and post-tests measured changes in knowledge and attitudes about CCA. Summary variables were computed for CCA and HPV Knowledge and Awareness. McNemar's test was used to compare knowledge and attitudes before and after the presentation. A total of 108 students completed the survey. Most participants were female (63.0%), juniors (44.4%), and identified as either CHamoru (36.1%) or Filipino (26.9%). A majority had a regular source of healthcare (77.8%), a primary physician (56.5%), and private health insurance (52.8%). Results show male and female students had similar pre- and posttest scores. Among ethnic groups, Caucasians had the highest pretest scores and non-CHamoru Pacific Islanders had the lowest. All ethnic groups had statistically significant increases in CCA Knowledge and Awareness scores after the presentation. Three individual one-way ANOVAs with gender, ethnicity and class level as the factors were performed using the different total scores of the CCA and HPV Knowledge and Awareness as the dependent variables. There was no significant difference interaction between gender (F=0.498, p=0.482), class level (F=0.371, p=0.774), or ethnicity (F=0.398, p=0.810). However, the results showed a significant main effect of Time on CCA Knowledge and Awareness (p&amp;lt;0.001). There was a significant increase for all independent variables in CCA and HPV Knowledge and Awareness from pre- to post-test. The McNemar test shows that there are significant positive differences in the proportion of correct responses to most of the questions between the pre- and posttest. The percentage of correct answers to questions related to symptoms and causes of CCA, the increased risk caused by HPV, and the prevention of CCA through routine screening was already high at pretest so the difference was not significant. Overall, study participants perceived the presentation an effective tool to educate individuals about CCA. Before the presentation, 63.9% rated their general knowledge about CC as neutral or unknowledgeable. After the presentation, this decreased to 11.1%. This type of educational intervention for CCA is critical for this age group, since most can still get the HPV vaccine and women are at the age of initial CCA screening. This study shows that the college setting is an appropriate venue to increase CCA and HPV awareness and potentially impact HPV vaccination for females. Future studies should test presentation paired with opportunities for HPV vaccination via college or public health services. Citation Format: Lilnabeth P. Somera, Tressa P. Diaz, Angelina Mummert, Jaeyung Choi, Kristian Ayson, Grazyna Badowski. Cervical cancer and HPV knowledge and awareness: An educational intervention among college students in Guam [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-068.

Picking up the pieces: Sex differences in mechanisms of curve tracing.

This study examined potential sex differences in the application of models of curve tracing, namely the pixel-by-pixel model, the bipartite model, and the zoom lens model. The purpose of this study was therefore to determine whether sex differences existed in terms of reliance on a particular model or whether the results of each sex could be best explained by one model. This was done by examining the combined data obtained by Voyer and MacPherson (2020), consisting of 420 participants, with 194 men and 226 women. We examined only the curve-tracing task data from that study and compared the fit of the different models as well as a possible interaction with sex of participants on the proportion of correct responses and response time. Overall, sex was a significant factor, with men showing better average accuracy and faster performance than women. On accuracy, we found that the pixel-by-pixel model provided the best fit for women, whereas the zoom lens model produced the best fit for men. On response time, the zoom model was the best predictor of response time for both sexes. The discussion elaborates on an account of these findings and on how our results might generalize to other visual-spatial tasks where a performance advantage for men is found. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Insights into the reversal error from a study with South African and Spanish prospective primary teachers

This study, using a quantitative approach, examined Spanish and South African pre-service teachers’ responses to translating word problems based on direct proportionality into equations. The participants were 79 South African and 211 Spanish prospective primary school teachers who were in their second year of a Bachelor of Education degree. The study’s general objective was to compare the students’ proficiency in expressing direct proportionality word problems as equations, with a particular focus on the extent of the reversal error among the students’ responses. Furthermore, the study sought to test the explanatory power of word order matching and the static comparison as causes of the reversal error in the two contexts. The study found that South African students had a higher proportion of correct responses across all the items. While nearly all the errors made by Spanish students were reversals, the South African group barely committed reversal errors. However, a subgroup of the South African students made errors consisting of equations that do not make sense in the situation, suggesting that they had poor foundational knowledge of the multiplicative comparison relation and did not understand the functioning of the algebraic language. The study also found that the word order matching strategy has some explanatory power for the reversal error in both contexts. However, the static comparison strategy offers explanatory power only in the Spanish context, suggesting that there may be a difference in curriculum and instructional approaches in the middle and secondary years of schooling, which is when equations are taught.

An assessment of knowledge of basic research methods among primary health care workers in Riyadh region

Background: The knowledge of and attitude towards medical research among health care staff is an important factor in delivering health care services. We aimed to assess the knowledge of basic research methods and the attitude towards medical research among health care professionals.Methods: A cross-sectional study was conducted among the health care professionals working in primary care (including physicians, nursing staff, public health professionals and other paramedical staff). A pre designed, structured, closed ended, self-administered questionnaire was used to collect the data.Results: A great majority (80%) showed interest in participating in a research if offered opportunity. Most of the attitude items had the highest proportion (&gt;80%) of positive response whereas the knowledge items ranged from as low as 14% (awareness of reference management) to as high as 56% (correct knowledge of consent). Although the proportion of correct responses among the physicians was higher in almost all the knowledge items, as compared to nursing and other heath staff but this difference was not observed to be statistically significant (p&gt;0.05).Conclusions: While majority of the participants had good attitude towards medical research, their knowledge was found to be low in basic research methodology.