Are YouTube videos a useful source of information on avoidant/restrictive food intake disorder?
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Background: Social media platforms are widely used to share health information via videos. Avoidant/restrictive food intake disorder (ARFID) is a new eating disorder term that is one of the most searched topics online. This study aims to determine the quality and content of videos about ARFID on YouTube. Methods: On May 6, 2024, the term “Avoidant/restrictive food intake disorder and/or ARFID” was searched on YouTube. The videos’ quality was assessed using three scoring systems: DISCERN, Global Quality Score (GQS), and the Journal of the American Medical Association (JAMA). DISCERN scores defined the top 25% of videos as the most reliable and top-quality (Q1). Results: Videos (N = 295) were assessed, and 192 videos met our inclusion criteria. The most common video topic was the symptoms and diagnoses of ARFID (64.6%). Videos associated with ARFID were fair to poor quality according to DISCERN (90.6%) and GQS (79.7%). 80.2% of the videos targeted patients, and they had lower quality scores than those targeting healthcare providers. 68.42% of videos for healthcare providers were high-quality (Q1), while only 14.29% of videos targeting patients were Q1. The GQS and JAMA scores showed a negative correlation with the viewer interaction scores of the videos. Conclusions: Our findings underline the low quality of YouTube videos about ARFID. It is concerning to find that viewer interaction with the videos increases as video quality decreases. The present study highlights the risk of spreading poor-quality information via YouTube videos to the public, particularly patients.Purpose Most diagnostic errors involve faulty diagnostic reasoning. Consequently, the authors assessed the effect of querying initial hypotheses on diagnostic performance. Method In 2007, the authors randomly assigned 67 first-year medical students from the University of Calgary to two groups and asked them to diagnose eight common problems. The authors presented the same primary data to both groups and asked students for their initial diagnosis. Then, after presenting secondary data that were either discordant or concordant with the primary data, they asked students for a final diagnosis. The authors noted changes in students' diagnoses and the accuracy of initial and final diagnoses for discordant and concordant cases. Results For concordant cases, students retained 84.2% of their initial diagnoses and were equally likely to move toward a correct as incorrect final diagnosis (6.9% versus 8.9%, P = .3); no difference existed in the accuracy of initial and final diagnoses: 85.9% versus 84.0% (P = .4). By contrast, for discordant cases, students retained only 23.3% of initial diagnoses, change was almost invariably from incorrect to correct (76.3% versus 0.4%, P < .001), and final diagnoses were more accurate than initial diagnoses: 80.7% versus 4.8% (P < .001). Overall, no difference existed in the accuracy of final diagnoses for concordant and discordant cases (P = .18). Conclusions These data suggest that querying an initial diagnostic hypothesis does not harm a correct diagnosis but instead allows students to rectify an incorrect diagnosis. Whether querying initial diagnoses reduces diagnostic error in clinical practice remains unknown.
Concordance
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The reliability of medical record information is of fundamental importance to the certainty with which a diagnosis can be made. 40 patients were chosen at random and each was examined by four clinicians. The information and a tentative diagnosis were written on a special record form. The results were judged by means of the coefficient kappa. The clinicians disagreed more on symptoms than on diagnoses. The diagnoses made by an automatic diagnosis system showed lower precision and lower accuracy than the clinicians’ diagnoses. The results of the study might explain why computer assistance in diagnostics is of limited value.
Cohen's kappa
Medical record
Medical History
Kappa
Acute abdominal pain
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Although making accurate diagnoses is a critical clinical skill, putting accurate diagnoses on the face sheet of a medical record does not have the same priority for most physicians. Even those who see recording a correct principal diagnosis as an important part of good clinical thinking are unlikely to be perfectionists regarding additional diagnoses because it is hard to see that they will have any effect on patient care. See also p 2197. In the last few years, however, major journals have published a growing number of articles in which recorded additional diagnoses play an important part in analysis, either to establish a clinical point or to assess additional diagnoses as a measure of clinical severity of illness. Investigators seek to secure information from additional diagnoses, which would otherwise require costly manual abstraction, about the occurrence of adverse events and the risk of outcomes such as death. In addition, hospital
Medical record
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Background: Uncoded diagnoses in health insurance claims (HICs) may introduce bias into Japanese health statistics dependent on computerized HICs. This study's aim was to identify the causes and characteristics of uncoded diagnoses.Methods: Uncoded diagnoses from computerized HICs (outpatient, inpatient, and the diagnosis procedure-combination per-diem payment system [DPC/PDPS]) submitted to the National Health Insurance Organization of Kumamoto Prefecture in May 2010 were analyzed. The text documentation accompanying the uncoded diagnoses was used to classify diagnoses in accordance with the International Classification of Diseases-10 (ICD-10). The text documentation was also classified into four categories using the standard descriptions of diagnoses defined in the master files of the computerized HIC system: 1) standard descriptions of diagnoses, 2) standard descriptions with a modifier, 3) non-standard descriptions of diagnoses, and 4) unclassifiable text documentation. Using these classifications, the proportions of uncoded diagnoses by ICD-10 disease category were calculated.Results: Of the uncoded diagnoses analyzed (n = 363 753), non-standard descriptions of diagnoses for outpatient, inpatient, and DPC/PDPS HICs comprised 12.1%, 14.6%, and 1.0% of uncoded diagnoses, respectively. The proportion of uncoded diagnoses with standard descriptions with a modifier for Diseases of the eye and adnexa was significantly higher than the overall proportion of uncoded diagnoses among every HIC type.Conclusions: The pattern of uncoded diagnoses differed by HIC type and disease category. Evaluating the proportion of uncoded diagnoses in all medical facilities and developing effective coding methods for diagnoses with modifiers, prefixes, and suffixes should reduce number of uncoded diagnoses in computerized HICs and improve the quality of HIC databases.
Medical record
Gold standard (test)
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Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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In this reflective piece the author focuses on the meaning that he made of inclusion in a book that was published almost twenty years ago. He then reflects on the meaning he makes of the current situation. He explores the problematic nature of the concept of inclusion, whether labels actually enable inclusion, research‐informed implications of inclusion for those who do not experience SEND and the damaging impact of hyperaccountability and marketisation. He proposes that we may find future solutions by embracing complexities and educating for diversities.
Inclusion–exclusion principle
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Abstract This study compared survey responses of teachers from a reform‐based programme focused on promoting inclusion‐based classrooms, namely Project WINS (Winning Ideas Network for Schools) schools, with teachers from non‐Project WINS schools with regard to their attitude about inclusion in the classroom. Surprisingly, the results of this study revealed no differences between the two groups of teachers on most facets of inclusion. The one significant difference found a greater preference for inclusion by non‐Project WINS teachers with regard to classroom climate. The study also revealed a higher preference for inclusion for teachers with higher self‐reported expertise in special education regardless of what group the teacher was surveyed from. Findings from this study indicate the need for further research and improvements in training methods for Project WINS and similar programmes that attempt to change teachers’ attitudes towards inclusion as an important first step in improving practice in inclusion‐based classrooms. As the movement for more inclusion in schools increases, administrators, special educators and teachers are caught in the midst of the tide. Proponents of inclusion believe change is needed now, but those not in favour of such changes recommend not implementing inclusion without further research ( Snyder, 1999 ). In addition, schools need assistance in developing and implementing policies and practices that will lead to an effective inclusion experience for all parties involved ( Johnson, 2000 ). The primary purpose of this study was to further this research by examining attitudes related to inclusion of teachers participating in a programme implemented in middle schools with the explicit goal of fostering effective inclusion‐based classrooms. Second, we tested the relationship between perceived expertise in special education and attitudes towards inclusion. Below we briefly describe some of the factors that research has shown to influence teachers’ level of acceptance of inclusion‐based classrooms.
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A number of researchers from Johns Hopkins Hospital report that 40%-80% of chronic pain patients are misdiagnosed. Previous reports indicate an on-line questionnaire, The Diagnostic Paradigm and Treatment Algorithm, provides diagnoses with a 96.3% correlation with diagnoses of Johns Hopkins Hospital staff members, in patients with chronic back, neck or limb pain. This research was undertaken to determine if diagnoses generated by the Diagnostic Paradigm and Treatment Algorithm could be confirmed by irrefutable indications of pathology, i.e. intra-operative findings. Prior to surgery, the Diagnostic Paradigm and Treatment Algorithm was administered to ten patients. The Diagnostic Paradigm predicted 61/61 (100%) diagnoses which were confirmed intra-operatively. The Diagnostic Paradigm had 71 false positive diagnoses, but these were part of the differential diagnoses of the correct diagnoses. These differential diagnoses were refined by medical testing.
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The nationally-recognized Susquehanna
Chorale will delight audiences of all
ages with a diverse mix of classic and
contemporary pieces. The ChoraleAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂs
performances have been described
as AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂemotionally unfiltered, honest
music making, successful in their
aim to make the audience feel,
to be moved, to be part of the
performance - and all this while
working at an extremely high
musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
singing that will take you to new
heights!
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Fostering inclusion among employees has become increasingly important to organizations in light of evidence that inclusion leads to positive outcomes for both employees and organizations. However, although organizationally driven programs and policies of inclusion are increasing, it is unclear whether these programs actually make individuals feel included. This is because inclusion literature has mainly taken a universalistic approach to inclusion, assuming that all individuals feel inclusion in the same way. To challenge this assumption, this paper explores how individualized views of inclusion may cause individuals to seek out and experience inclusion in unique ways.
Optimal distinctiveness theory
Inclusion–exclusion principle
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