Multi2Claim: Generating Scientific Claims from Multi-Choice Questions for Scientific Fact-Checking

In automated scientific fact-checking, machine learning models are trained to verify scientific claims given evidence. A major bottleneck of this task is the availability of large-scale training datasets on different domains, due to the required domain expertise for data annotation. However, multiple-choice question-answering datasets are readily available across many different domains, thanks to the modern online education and assessment systems. As one of the first steps towards addressing the fact-checking dataset scarcity problem in scientific domains, we propose a pipeline for automatically converting multiple-choice questions into fact-checking data, which we call Multi2Claim. By applying the proposed pipeline, we generated two large-scale datasets for scientific-fact-checking: Med-Fact and Gsci-Fact for the medical and general science domains, respectively. These two datasets are among the first examples of large-scale scientific-fact-checking datasets. We developed baseline models for the verdict prediction task using each dataset. Additionally, we demonstrated that the datasets could be used to improve performance measured by weighted F1 on existing fact-checking datasets such as SciFact, HEALTHVER, COVID-Fact, and CLIMATE-FEVER. In some cases, the improvement in performance was up to a 26% increase. The generated datasets are publicly available. © 2023 Association for Computational Linguistics.

Comparison of Methods of Assessment and Results of Traditional Osce with Electronic-Osce

Introduction: The onset and rise of COVID-19 and its sudden progression to a worldwide pandemic lead medical and dental institutes to change their way of teaching and conducting assessments to distance learning as compared to the previously applied conventional approaches. Teaching and assessment during this era have changed vastly, earlier it was solely traditional/live Objective Structured Clinical Examination (OSCE) but due to the current circumstances electronic/online OSCE (E-OSCE) method was introduced. In Pakistan also, Pakistan Medical Council (PMC) and the College of Physicians and Surgeons of Pakistan (CPSP) conducted online exams so that the scheduled exams do not get delayed. Aim(s): The main objective of this paper is to measure the reliability of an E-OSCE and to compare it with the traditional OSCE. Methodology: This was a cross-sectional study which got conducted at the Rawal Institute of Health Sciences, Islamabad. Traditional OSCEs and E-OSCEs were conducted with 71 participants including final year students and house officers. Each OSCEs had 10 stations, including one interactive station in traditional OSCE. Students' scores in both the OSCEs were collected and paired t-test was used to compare the mean scores at p<0.05. Result(s): Total number of house officers were 27 and final year students were 44. The scores of 71 participants were collected. The difference between mean scores of house officers' traditional OSCE and E-OSCE was statistically significant (p=0.000). The difference between final year students traditional OSCE and E-OSCE was also statistically significant (p=0.020). Finally, the overall difference between traditional OSCE and E-OSCE was also statistically significant (p=0.000) Practical implication: The main objective of this study was to assess the reliability of an E-OSCE and to compare whether the electronic method of conducting OSCE is more reliable than the traditional method of conducting OSCE. Conclusion(s): Despite limitations and the biases, the results of E-OSCE proved to be better than traditional OSCE. Further research needs to be conducted on E-OSCE to control the factors causing biases and limitations.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.

Improvement of the Quality of Question Papers for Online Examinations Toward Simultaneous Enhancement of Students', Learning

The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for malpractice. It is difficult to set a question paper for any technical course with great novelty. Under these circumstances, safeguarding academic integrity has become a challenge for HEIs. This study is aimed at improving the quality of questions for online exams to increase the accountability of HEIs by proper evaluation of their students. A detailed procedure with suggestions for setting the questions for technical courses, in the format of assertion and reason, matching, multiple select types, etc., has been discussed with adequate examples. It deals with a strategy for ensuring that all the students are held to the standards that are reflected in their grades. The proposed evaluation method has been implemented on a test batch and presented the results along with a comparison with that of traditional question papers. It is witnessed that there is a simultaneous enhancement of students'learning as an additional benefit of implementing the proposed learning-oriented assessment method. IEEE

Analysis of evaluative instruments used in science during the pandemic: multiple selection, indicators and performance

Introduction: Multiple-choice assessments are the instrument widely used in science to assess students, how-ever, the recent pandemic required adapting this type of instrument to the virtual environment. This context required evaluating the quality of the instruments through discrimination indices, internal consistency and relating it to academic performance. Objective: Evaluate the evaluation instruments used in online mode during the COVID-19 pandemic and the performance of students in health sciences. Method: The revision of the 5 instruments of the Structure and Function subject formed by 290 banks of random questions was carried out to evaluate each content in first-year students during 2020 in the school of health sciences at the Viña del Mar University. The data obtained from the virtual platform and the indices of discrimination, facility, discriminative efficiency, internal consistency and academic performance were interpreted through a report that was shared with the teachers to identify the parame-ters of quality and validity. Results: Of the total number of question banks evaluated, 70.2% of the questions presented adequate discrimination and only 5.6% should be eliminated. Contest two obtained the lowest average performance 3.9 ± 0.99, however, it presented the highest internal consistency 81%. When comparing all the instruments, a gradual im-provement in the formulation was observed, reflected in the final exam, in which the academic performance also agrees with the average of the semester 4.2 ± 0.92. Conclusions: Academic performance must be weighed in relation to the quality of the formulated instrument, in which, at a lower ease index, there is greater internal consistency, represented by the greater discriminative efficiency of the questions. The design and formulation process must take care of and examine these guidelines to safeguard quality criteria. © 2023, Universidad Nacional Autonoma de Mexico. All rights reserved.

COVID-19 Isolation: impact on mental health and eating behaviors.

Introduction: The fear and uncertainty in the face of the unknown, as well as the fear of contagion by the virus, was added to the stress that can cause a mandatory isolation that arose due to the COVID-19 pandemic, which generated changes in mental health and eating behaviors. Objective(s): To characterize the impact of COVID-19 isolation on mental health and food consumption behaviors. Method(s): An exploratory cross-sectional research was conducted, with the application of a previously validated online instrument, consisting of 18 multiple-choice questions related to mental health and eating behaviors during COVID-19 isolation. 1305 surveys that were answered with the prior consent of the participants were collected. The statistical package SPSS version 22 was applied to associate the variables of interest and tests of the chi-squared for nominal scale indicators. Result(s): The confinement situation due to COVID-19 caused sleep disturbances (41.4%), irritability (79.6%), anxiety (71%), fear (87.3%), arguments at home (62.7%), with negative effects on changes in diet (p = .000), generating poor nutrition (48%). The problem was mainly found in women (p = 0.000), young people and young adults (p = 0.000), from urban areas, who live in apartments without access to green areas. Conclusion(s): There are emotional alterations as a result of isolation, which have an impact on eating behaviors. For this reason, it is necessary to work on public health policies that propose strategies for managing stress and associated emotions during a situation of isolation.Copyright © 2023, Editorial Ciencias Medicas. All rights reserved.

Evaluation of Various Designs of Online Assignments: Gender Wise Perception of Medical Students

Introduction and Background: The Corona virus Disease-19 (COVID-19) outbreak has rapidly transitioned into a pandemic affecting every field of life. There is a drastic transition also in field of teaching many challenges are faced by students and faculty, also regarding assessments. The present study was done to evaluate the gender wise perception of various modes of online assignments. Methodology: This study was conducted online on 100 first year medical students at the Army College of Medical Sciences, Delhi Cantt, New Delhi, India. A cross-sectional online survey was done using a pretested, self administered questionnaire. Result(s): Out of the sample group of 100 participants 98(53F,45M) responded. The most preferred mode of assessment was multiple choice questions. A significantly higher percentage of male students disliked seminar discussions and hand written assignments. Conclusion(s): A statistically significant dislike for seminars and handwritten assignments by male students could be attributed to their being from rural area and lesser accessibility. The present study conducted over a larger sample group would help medical educators in a better learning and teaching practice in the present scenario and for the future.Copyright © 2020 Ubiquity Press. All rights reserved.

Perceptions about the Assessment in Emergency Virtual Education Due to COVID-19: A Study with University Students from Lima

The COVID-19 pandemic forced a large section of Peruvian universities to design systems for emergency virtual education. This required professors to quickly learn how to use teaching platforms, digital tools and a wide range of technological skills. In this context, it is remarkable that formative assessment may have been the pedagogical action with the greatest number of challenges, tensions and problems, due to the lack of preparation of many professors to apply performance tests and provide effective feedback. Given this, it is presumed that these insufficiencies (previously exhibited in face-to-face education) were transferred to virtual classrooms in the framework of the health emergency. A survey study was carried out on 240 students from a private university in Lima to find out their perceptions and preferences regarding the tests that their professors administered in the virtual classrooms. It was found that the students were assessed, for the most part, with multiple choice tests. In addition, it was found that the students recognized that the essay tests were the most important for their education, but they preferred multiple choice tests. Finally, it was found that law school students were mostly assessed with essay tests and psychology students with oral tests.

Technology-enhanced learning interventions on skin-ofcolour dermatology for dermatology trainees and fellows: are they effective or sustainable?

The COVID-19 pandemic diverted medical education within dermatology towards technology-enhanced learning (TEL) delivery. Concurrent societal movements also raised awareness of racial inequalities in health outcomes. This has been highlighted as a priority within dermatology research and education (Guckian J, Ingram J, Rajan N, Linos E. Dermatology is finally talking about race. Br J Dermatol 2021;185: 875-6). The British Association of Dermatology acknowledges that 'the education of undergraduate and postgraduates. . .needs to be updated to better include skin of colour' (https://www.bad. org.uk/healthcare-professionals/inclusivity-and-representation). Numerous distance courses in this domain have been piloted, but there is little published evidence regarding efficacy or sustainability. This study evaluated whether TEL methodologies can facilitate effective and sustainable ethnic dermatology education. The study explored the existing competence and confidence of a cohort of dermatology trainees towards managing dermatology conditions affecting skin of colour, specifically central centrifugal cicatricial alopecia (CCCA) and keloid scarring. The short- and long-term impact of TEL interventions upon trainees' confidence and competence of managing these conditions was investigated. A prospective cohort study was designed and included 14 dermatology registrars and regional fellows across Yorkshire. A Zoom teaching session was provided, covering keloid scarring and CCCA, supported by a 'flipped-classroom' approach via pre-reading materials. Survey methodology was used;three questionnaires were circulated: presession (survey 1), postsession (survey 2) and 6 weeks afterwards (survey 3). These featured multiple choice questions gathering data regarding participant knowledge and questioned confidence and competence. Multiple-choice questions were normed by 15 external trainees to ensure suitable difficulty. Presession, 64% participants felt that, on completion of specialty training, they would be competent in treating patients with ethnic skin. Ninety-three per cent believed that formal outcomes related to ethnic dermatology should be included in the curriculum. Postsession, 42% strongly agreed that the teaching course would change their practice. Fifty per cent felt that the teaching content was 'somewhat new'. Average knowledge scores demonstrated an initial rise then fall (survey 1: 5.67/10;survey 2: 7.83/10;survey 3: 6.36/10). Despite an innovative TEL education session, trainee knowledge did not significantly improve and improvement did not prove sustainable 6 weeks after teaching. Trainees were not confident in adopting newly acquired knowledge on skin of colour into their practice. Results show that the benefit of providing TEL education on ethnic dermatology may prove transient, and there is disparity in the perceived and actual benefit of ethnic dermatology education. Systemic solutions may be warranted, combining both education and human factors, including tackling systemic injustices and social inequalities.

Home Remedies, Dietary and Lifestyle Changes during Covid-19 Pandemic

December 2019 has become one of the most surprising days in the whole world in light of the flare-up of a most infectious sickness brought about by novel Covid or Severe Acute Respiratory Syndrome Corona virus 2 (SARS-CoV-2). This study is conducted to assess the benefits of the use of home remedies to prevent the cause of Covid-19 and evaluate the assessment of dietary changes and physical activity in the prevention of Covid-19. A questionnaire-based online survey is conducted using Google forms consisting of multiple-choice questions about home remedies, lifestyle and dietary changes made by the people during this pandemic. These home remedies included using different types of herbal preparations, steam inhalation, physical exercise and OTC medications for prophylaxis. Questions likewise included about being infected by Coronavirus-19(during first wave or second) and their recovery period, additionally collected their viewpoint for changes made, for example how much they are useful in the prevention of the attack and whenever encountered any undesirable impacts. Total responses were 210, among which 121(57.6%) responses were from females and 89(42.4%) from males. 65 people tested Covid positive (42 during the first wave and 23 during the second wave). 118(56.2%) of people think these changes are very beneficial. (Rated 4 and 5 out of 5 points). From our survey, we concluded that different herbal preparations of their composition, which they thought are helpful, and steam inhalations have been used. Rating regarding the use and effectiveness was also found to be average. Further studies are needed to prove and provide clear evidence about adverse and side effects associated with the use of herbal products.Copyright © 2022 Society of Pharmaceutical Sciences and Research. All rights reserved.

A Lecture Centric Automated Distractor Generation for Post-Graduate Software Engineering Courses

Critical circumstances, natural disasters or pandemics like COVID 19 gave rise to the wide applicability of E-learning into education system. Efficient and fair online assessment is very important to utilize the inevitable benefits of E-learning.. In order to make it efficient, the trend of assessment has shifted from the subjective type to the objective type assessments which is mainly based on Multiple Choice Questions (MCQs), generation of MCQs is a tedious, tiresome and time consuming task. To cater this dire need, this study proposes an automated Multiple Choice Question (MCQ) generation by utilizing state of the art transformer based model T5 for the task of question generation and a lexicon based approach Sense2vec for the task of distractor generation. It also presented a domain specific lecture text based test data for performing evaluation on the task of domain specific lecture text based MCQ generation. © 2022 IEEE.

"Emotional drinking" during quarantine by COVID-19 in Chile: the role of depressive symptoms on problematic alcohol consumption

Aim: To assess the pattern of alcohol consumption in the Chilean adult population in association with depressive symptoms in the context of the COVID-19 quarantine. Method(s): A correlational and transversal study was conducted. Alcohol consumption and depressive symptoms were measured through an online survey, including the PHQ-9 Chilean version and the item banks for alcohol use of the Patient-Reported Outcomes Measurement Information System (PROMIS). Mediational analysis models were conducted to assess whether the relationship between depressive symptoms and problematic drinking was mediated by drinking to cope with negative emotions. Result(s): 32% of the sample reported depression, 84% acknowledge having been drunk during the previous 30 days and 18% acknowledge an increase in the amount of alcohol use. The presence of depressive symptomatology positively predicts problematic alcohol consumption during the quarantine;however, when it includes analyzing the reasons for drinking alcohol, this relationship becomes negative and shows a significant mediation effect in the relationship between depressive symptomatology and problematic drinking through increased drinking to control negative emotions. Conclusion(s): The findings suggest that during quarantine, the increase in problematic drinking is related to depressive symptoms associated with an increased urge to drink to cope with negative emotions.Copyright © 2022 Taylor & Francis Group, LLC.

Sustained clinical knowledge improvements from simulation experiences with Simulation via Instant Messaging-Birmingham Advance.

BACKGROUND: Simulation via Instant Messaging-Birmingham Advance (SIMBA) delivers simulation-based learning through WhatsApp and Zoom, helping to sustain continuing medical education (CME) for postgraduate healthcare professionals otherwise disrupted by the coronavirus (COVID-19) pandemic. This study aimed to assess whether SIMBA helped to improve clinical knowledge and if this improvement in knowledge was sustained over time. METHODS: Two SIMBA sessions-thyroid and pituitary-were conducted in July-August 2020. Each session included simulation of various real-life cases and interactive discussion. Participants' self-reported confidence, acceptance, and knowledge were measured using surveys and multiple-choice questions pre- and post-simulation and in a 6- to 12-week follow-up period. The evaluation surveys were designed using Moore's 7 Levels of CME Outcomes Framework. RESULTS: A total of 116 participants were included in the analysis. Significant improvement was observed in participants' self-reported confidence in approach to simulated cases (thyroid, n = 37, P < .0001; pituitary, n = 79, P < .0001). Significant improvement in clinical knowledge was observed following simulation (thyroid, n = 37, P < .0001; pituitary, n = 79, P < .0001). For both sessions, retention of confidence and knowledge was seen at 6-12 weeks' follow-up. CONCLUSIONS: SIMBA increased participants' clinical knowledge on simulated cases and this improvement was retained up to 6-12 weeks after the session. Further studies are required to explore long-term retention and whether it translates to improved real-world clinical practice.

Evaluation of learning at UAH School of Pharmacy during the COVID-19 pandemic

Introduction: The problem caused by the COVID-19 pandemic led teachers to use different tools to measure the learning process of students in a socially distanced context. For this reason, during the 2019-20 academic year, the teachers at the Faculty of Pharmacy, University of Alcal, Spain, had to come up against the challenge of establishing a consistent, systematic and rigorous online evaluation system to screen which students had the competences and skills demanded by current regulations. Method(s): A survey was designed using Google forms and addressed, from the Dean's office, to professors and lecturers of the five undergraduate courses, concerning the type of evaluation tools that they were going to use with the students in order to proceed with a sound evaluation, taking into account that data protection regulations had to be respected, rigorously. Result(s): Doubts were raised about integrity and ethics when carrying out the different online evaluation tests. News appeared in the media and social networks about how to know the correct answers in a questionnaire through its source code, by hiring experts who solve the exams, or doing the activities together using the versatility of social networks that allow simultaneous collective interaction, etc. In this survey, in addition to indicating the number of tests to be performed, the teachers informed the authors about the tools available for use: short answer questions, multiple choice tests, essay or interrelated concepts questions with clear evaluation rubrics, reflection on practical cases, open-book exams. Conclusion(s): All teachers learned and adapted quickly to the different assessment tools available on the Blackboard platform according to the characteristics of the course and considered that the pandemic has opened a critical window for innovative technology based-assessment methodologies.

Effect of Online Quizzes on Music Theory Achievement of Freshman Music Teaching Students

This research examined the effects of online quizzes on the music theory achievement of freshman music teaching students. For this purpose, the students who took the Western Music Theory and Practice I course were determined as the study group and experimental research was conducted. A pre-assessment test was given to determine students' knowledge level about music theory and the median value of the test was determined as the cut-off point. The cut-off point was established as the experimental group, while the cut-off point was established as the control group. In the semester, four online quizzes were given to the experimental group apart from the midterm and final exams. Finally, a final test was applied to whether there was a significant difference between the groups. Consequently, there was no significant difference between the two groups. However, it was seen that the experimental group scores are slightly higher than the control group scores, thus the experimental group achieved the success of the control group. When it was compared to the pre-assessment test scores, it shows that the students in the experimental group achieved a remarkable positive difference in the process. The discussion includes recommendations about the use of online quizzes.

Improving Intercultural Pragmatic Competencies in Online L2 Spanish Classrooms through Task-Supported Learning

Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students, however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.

A novel virtual simulation training improves providers' knowledge and confidence to manage obstetric emergencies

Objective: Maternal mortality in the United States (US) is rising and many deaths are preventable. We sought to determine the efficacy of virtual simulation training to optimize management of obstetric emergencies within low and moderate volume delivery hospitals that are disproportionately affected by adverse maternal outcomes. Study Design: The educational platform was designed and deployed within urban non-teaching and rural hospitals, with low and moderate delivery volumes, in the US during the COVID-19 pandemic. Self-paced, interactive, online didactics on postpartum hemorrhage and hypertensive disorders of pregnancy were followed by two, 2-hour live virtual simulation trainings and debriefings. In this innovative simulation modality, participants verbalized actions to their co-participants and the simulation faculty as scenarios evolved with images, vitals and videos displayed on a PowerPoint. Participants completed multiple-choice questionnaires and confidence and attitude surveys prior to, immediately after and 3-months post-training. The multiple-choice questions were evidence-based using information from published guidelines and were validated by local experts. Paired t-tests were performed to asses for changes in knowledge and confidence. Result(s): From December 2021 to March 2022, four hospitals received training (Table 1). Participants (n=22) were comprised of nurses (59%), certified nurse midwives (14%) and attending physicians (23%) in Obstetrics, Family Practice or Anesthesiology. The survey response rate was 59%. The mean difference in knowledge and confidence scores significantly improved immediately post-training compared to baseline (P < 0.05 for all, Table 2). This improvement was maintained 3 months following the training. Participants reported their preferred training format was hybrid (43%), virtual (35.7%) or in-person (21.4%). Conclusion(s): Virtual obstetric simulation is feasible and improves knowledge and confidence, which can be retained over time. This educational modality is sustainable, scalable and an accessible format to enhance education and training. [Formula presented] [Formula presented] Copyright © 2022

Ophthalmology Virtual Learning During COVID-19 Pandemic: Undergraduate Students' Perspective

Aim: Our study aims at analysing the undergraduate students' perspective of online ophthalmology classes during the Covid 19 pandemic. Settings and Design: The study is a descriptive cross-sectional observational analysis conducted in the month of June 2021 at Medical College, Karnataka, India. Material(s) and Method(s): An online self-completion questionnaire containing 13 questions was sent through Google forms. 346 medical students of third and final year, who have completed or undergoing online ophthalmology classes were included in the study. Most of the questions were semi open question. Link to the questionnaire was sent through the WhatsApp group and was available to them for a period of two weeks. Result(s): The online survey questionnaire was responded by 237 students.166 students (70%) did not have any online learning experience before the pandemic. Majority of the students preferred problem-based learning 92 (27.62%) over other methods. Benefit of reading the study material at own pace was perceived as the prime advantage of online classes. Poor internet connectivity was opted as the major hurdle (170-35%) of the online classes. Multiple choice questions were the most preferred method of online assessment (150 -41.32%). 105 students (44.3%) felt that the ophthalmological clinical skills were learnt better by attending clinical postings. Majority of the students (166-70%) favoured classroom teaching over online classes for fruitful learning. Conclusion(s): The COVID-19 pandemic has introduced newer teaching methods in ophthalmology. Most students, even in the era of the internet showed a preference to classroom teaching and clinical postings for a better learning experience. Copyright © 2022 Ubiquity Press. All rights reserved.

Developing A Smartphone-Based Application for the Behavioral Cognitive Therapy of Panic Disorder

Introduction: Even though cognitive behavior therapy is proven to be an effective treatment for panic disorder, the scarcity of psychiatrists cause many patients not to get a sufficient therapy. E-mental health applications are being developed to address this shortage, especially after the COVID-19 pandemic. However, none of the e-mental health applications developed so far has offered a structured cognitive behavioral therapy. Objective(s): We are developing a mobile application which will integrate with psychiatric interventions that aims to make cognitive behavioral therapy more accessible. Method(s): Our algorithm consists of multiple choice questions and answers to determine the progression of the algorithm. The first three sessions consist of psycho-education of the application and the cognitive therapy model of panic mostly. During the psychoeducation sessions, patients' symptoms during panic attacks and their catastrophic thoughts will be questioned to be used in following sessions. After the panic log has been introduced in the third session, patients will enter the details of their panic attacks right after they experience it and this information will be investigated in the following sessions. Progress for the cognitive restructuring will be monitored as the sessions proceed. Later session will also include in-session symptom induction exercises. Result(s): We are still on the development phase of the mobile application. Hence we do not have any data to present at the moment. Conclusion(s): Our main purpose is to develop a mobile application which will integrate with structured cognitive behavioral therapy process, reduce the workload of the therapist and is easily accessible through the smart phones.