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Natasa Milic - One of the best experts on this subject based on the ideXlab platform.
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the importance of medical students attitudes regarding Cognitive Competence for teaching applied statistics multi site study and meta analysis
2016Co-Authors: Natasa Milic, Srdjan Masic, Jelena Milinlazovic, Goran Trajkovic, Zoran Bukumiric, Marko Savic, Andja Cirkovic, Milan GajicAbstract:Background The scientific community increasingly is recognizing the need to bolster standards of data analysis given the widespread concern that basic mistakes in data analysis are contributing to the irreproducibility of many published research findings. The aim of this study was to investigate students’ attitudes towards statistics within a multi-site medical educational context, monitor their changes and impact on student achievement. In addition, we performed a systematic review to better support our future pedagogical decisions in teaching applied statistics to medical students. Methods A validated Serbian Survey of Attitudes Towards Statistics (SATS-36) questionnaire was administered to medical students attending obligatory introductory courses in biostatistics from three medical universities in the Western Balkans. A systematic review of peer-reviewed publications was performed through searches of Scopus, Web of Science, Science Direct, Medline, and APA databases through 1994. A meta-analysis was performed for the correlation coefficients between SATS component scores and statistics achievement. Pooled estimates were calculated using random effects models. Results SATS-36 was completed by 461 medical students. Most of the students held positive attitudes towards statistics. Ability in mathematics and grade point average were associated in a multivariate regression model with the Cognitive Competence score, after adjusting for age, gender and computer ability. The results of 90 paired data showed that Affect, Cognitive Competence, and Effort scores demonstrated significant positive changes. The Cognitive Competence score showed the largest increase (M = 0.48, SD = 0.95). The positive correlation found between the Cognitive Competence score and students’ achievement (r = 0.41; p<0.001), was also shown in the meta-analysis (r = 0.37; 95% CI 0.32–0.41). Conclusion Students' subjective attitudes regarding Cognitive Competence at the beginning of the biostatistics course, which were directly linked to mathematical knowledge, affected their attitudes at the end of the course that, in turn, influenced students' performance. This indicates the importance of positively changing not only students’ Cognitive competency, but also their perceptions of gained competency during the biostatistics course.
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assessing attitudes towards statistics among medical students psychometric properties of the serbian version of the survey of attitudes towards statistics sats
2014Co-Authors: Dejana Stanisavljevic, Goran Trajkovic, Zoran Bukumiric, Andja Cirkovic, Jelena Marinkovic, Natasa MilicAbstract:Background Medical statistics has become important and relevant for future doctors, enabling them to practice evidence based medicine. Recent studies report that students’ attitudes towards statistics play an important role in their statistics achievements. The aim of the study was to test the psychometric properties of the Serbian version of the Survey of Attitudes Towards Statistics (SATS) in order to acquire a valid instrument to measure attitudes inside the Serbian educational context. Methods The validation study was performed on a cohort of 417 medical students who were enrolled in an obligatory introductory statistics course. The SATS adaptation was based on an internationally accepted methodology for translation and cultural adaptation. Psychometric properties of the Serbian version of the SATS were analyzed through the examination of factorial structure and internal consistency. Results Most medical students held positive attitudes towards statistics. The average total SATS score was above neutral (4.3±0.8), and varied from 1.9 to 6.2. Confirmatory factor analysis validated the six-factor structure of the questionnaire (Affect, Cognitive Competence, Value, Difficulty, Interest and Effort). Values for fit indices TLI (0.940) and CFI (0.961) were above the cut-off of ≥0.90. The RMSEA value of 0.064 (0.051–0.078) was below the suggested value of ≤0.08. Cronbach’s alpha of the entire scale was 0.90, indicating scale reliability. In a multivariate regression model, self-rating of ability in mathematics and current grade point average were significantly associated with the total SATS score after adjusting for age and gender. Conclusion Present study provided the evidence for the appropriate metric properties of the Serbian version of SATS. Confirmatory factor analysis validated the six-factor structure of the scale. The SATS might be reliable and a valid instrument for identifying medical students’ attitudes towards statistics in the Serbian educational context.
Stephen J Ceci - One of the best experts on this subject based on the ideXlab platform.
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educational policy and country outcomes in international Cognitive Competence studies
2009Co-Authors: Heiner Rindermann, Stephen J CeciAbstract:Prior studies of studentsqqaposxx and adultsqqaposxx Cognitive Competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level Cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student Competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high-stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international diff...
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educational policy and country outcomes in international Cognitive Competence studies
2009Co-Authors: Heiner Rindermann, Stephen J CeciAbstract:Prior studies of studentsqqaposxx and adultsqqaposxx Cognitive Competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences s...
Heiner Rindermann - One of the best experts on this subject based on the ideXlab platform.
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Cognitive capitalism the effect of Cognitive ability on wealth as mediated through scientific achievement and economic freedom
2011Co-Authors: Heiner Rindermann, James ThompsonAbstract:Traditional economic theories stress the relevance of political, institutional, geographic, and historical factors for economic growth. In contrast, human-capital theories suggest that peoples’ Competences, mediated by technological progress, are the deciding factor in a nation’s wealth. Using three large-scale assessments, we calculated Cognitive-Competence sums for the mean and for upper- and lower-level groups for 90 countries and compared the influence of each group’s intellectual ability on gross domestic product. In our cross-national analyses, we applied different statistical methods (path analyses, bootstrapping) and measures developed by different research groups to various country samples and historical periods. Our results underscore the decisive relevance of Cognitive ability—particularly of an intellectual class with high Cognitive ability and accomplishments in science, technology, engineering, and math—for national wealth. Furthermore, this group’s Cognitive ability predicts the quality of economic and political institutions, which further determines the economic affluence of the nation. Cognitive resources enable the evolution of capitalism and the rise of wealth.
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educational policy and country outcomes in international Cognitive Competence studies
2009Co-Authors: Heiner Rindermann, Stephen J CeciAbstract:Prior studies of studentsqqaposxx and adultsqqaposxx Cognitive Competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level Cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student Competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high-stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international diff...
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educational policy and country outcomes in international Cognitive Competence studies
2009Co-Authors: Heiner Rindermann, Stephen J CeciAbstract:Prior studies of studentsqqaposxx and adultsqqaposxx Cognitive Competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences s...
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the impact of smart fractions Cognitive ability of politicians and average Competence of peoples on social development
2009Co-Authors: Heiner Rindermann, Michael Sailer, James ThompsonAbstract:Smart fraction theory supposes that gifted and talented persons are especially relevant for societal development. Using results for the 95 th percentile from TIMSS 1995- 2007, PISA 2000-2006 and PIRLS 2001-2006 we calculated an ability sum value (N=90 countries) for the upper level group (equivalent to a within country IQ-threshold of 125 or a student assessment score of 667) and compared its influence with the mean ability and the 5 th percentile ability on wealth (GDP), patent rates, Nobel Prizes, numbers of scientists, political variables (government effectiveness, democracy, rule of law, political liberty), HIV, AIDS and homicide. Additionally, using information on school and professional education, we estimated the Cognitive Competence of political leaders in N=90 countries. Results of correlations, regression and path analyses generally show a larger impact of the smart fractions' ability on positively valued outcomes than of the mean result or the 5 th percentile fraction. The influence of the 5 th percentile fraction on HIV, AIDS and homicide, however, was stronger. The intelligence of politicians was less important, a longitudinal cross- lagged analysis could show a positive influence on the Cognitive development of nations.
Sachin Wani - One of the best experts on this subject based on the ideXlab platform.
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Competence in endoscopic ultrasound and endoscopic retrograde cholangiopancreatography from training through independent practice
2018Co-Authors: Sachin Wani, Rajesh N Keswani, Samuel Han, Eva Aagaard, Matt Hall, Violette C Simon, Wasif M Abidi, Subhas Banerjee, Todd H Baron, Michael J BartelAbstract:Background & Aims It is unclear whether participation in competency-based fellowship programs for endoscopic ultrasound (EUS) and endoscopic retrograde cholangiopancreatography (ERCP) results in high-quality care in independent practice. We measured quality indicator (QI) adherence during the first year of independent practice among physicians who completed endoscopic training with a systematic assessment of Competence. Methods We performed a prospective multicenter cohort study of invited participants from 62 training programs. In phase 1, 24 advanced endoscopy trainees (AETs), from 20 programs, were assessed using a validated Competence assessment tool. We used a comprehensive data collection and reporting system to create learning curves using cumulative sum analysis that were shared with AETs and trainers quarterly. In phase 2, participating AETs entered data into a database pertaining to every EUS and ERCP examination during their first year of independent practice, anchored by key QIs. Results By the end of training, most AETs had achieved overall technical Competence (EUS 91.7%, ERCP 73.9%) and Cognitive Competence (EUS 91.7%, ERCP 94.1%). In phase 2 of the study, 22 AETs (91.6%) participated and completed a median of 136 EUS examinations per AET and 116 ERCP examinations per AET. Most AETs met the performance thresholds for QIs in EUS (including 94.4% diagnostic rate of adequate samples and 83.8% diagnostic yield of malignancy in pancreatic masses) and ERCP (94.9% overall cannulation rate). Conclusions In this prospective multicenter study, we found that although Competence cannot be confirmed for all AETs at the end of training, most meet QI thresholds for EUS and ERCP at the end of their first year of independent practice. This finding affirms the effectiveness of training programs. Clinicaltrials.gov ID NCT02509416 .
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a prospective multicenter study evaluating learning curves and Competence in endoscopic ultrasound and endoscopic retrograde cholangiopancreatography among advanced endoscopy trainees the rapid assessment of trainee endoscopy skills study
2017Co-Authors: Sachin Wani, Rajesh N Keswani, Matthew Hall, Samuel Han, Meer Ali, Brian C Brauer, Linda Carlin, Amitabh Chak, Dan Collins, Gregory A CoteAbstract:Background & Aims On the basis of the Next Accreditation System, trainee assessment should occur on a continuous basis with individualized feedback. We aimed to validate endoscopic ultrasound (EUS) and endoscopic retrograde cholangiopancreatography (ERCP) learning curves among advanced endoscopy trainees (AETs) by using a large national sample of training programs and to develop a centralized database that allows assessment of performance in relation to peers. Methods ASGE recognized training programs were invited to participate, and AETs were graded on ERCP and EUS exams by using a validated competency assessment tool that assesses technical and Cognitive Competence in a continuous fashion. Grading for each skill was done by using a 4-point scoring system, and a comprehensive data collection and reporting system was built to create learning curves by using cumulative sum analysis. Individual results and benchmarking to peers were shared with AETs and trainers quarterly. Results Of the 62 programs invited, 20 programs and 22 AETs participated in this study. At the end of training, median number of EUS and ERCP performed/AET was 300 (range, 155–650) and 350 (125–500), respectively. Overall, 3786 exams were graded (EUS, 1137; ERCP-biliary, 2280; ERCP-pancreatic, 369). Learning curves for individual end points and overall technical/Cognitive aspects in EUS and ERCP demonstrated substantial variability and were successfully shared with all programs. The majority of trainees achieved overall technical (EUS, 82%; ERCP, 60%) and Cognitive (EUS, 76%; ERCP, 100%) Competence at conclusion of training. Conclusions These results demonstrate the feasibility of establishing a centralized database to report individualized learning curves and confirm the substantial variability in time to achieve Competence among AETs in EUS and ERCP. ClinicalTrials.gov: NCT02509416.
Paul R Swank - One of the best experts on this subject based on the ideXlab platform.
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responsive parenting establishing early foundations for social communication and independent problem solving skills
2006Co-Authors: Susa H Landry, Kare E Smith, Paul R SwankAbstract:Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and Cognitive Competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.
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responsive parenting establishing early foundations for social communication and independent problem solving skills
2006Co-Authors: Susa H Landry, Kare E Smith, Paul R SwankAbstract:Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and Cognitive Competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.