Scholarly knowledge graphs through structuring scholarly communication: a review.

The necessity for scholarly knowledge mining and management has grown significantly as academic literature and its linkages to authors produce enormously. Information extraction, ontology matching, and accessing academic components with relations have become more critical than ever. Therefore, with the advancement of scientific literature, scholarly knowledge graphs have become critical to various applications where semantics can impart meanings to concepts. The objective of study is to report a literature review regarding knowledge graph construction, refinement and utilization in scholarly domain. Based on scholarly literature, the study presents a complete assessment of current state-of-the-art techniques. We presented an analytical methodology to investigate the existing status of scholarly knowledge graphs (SKG) by structuring scholarly communication. This review paper investigates the field of applying machine learning, rule-based learning, and natural language processing tools and approaches to construct SKG. It further presents the review of knowledge graph utilization and refinement to provide a view of current research efforts. In addition, we offer existing applications and challenges across the board in construction, refinement and utilization collectively. This research will help to identify frontier trends of SKG which will motivate future researchers to carry forward their work.

Effect of teaching motivational interviewing via communication coaching on clinician and patient satisfaction in primary care and pediatric obesity-focused offices.

OBJECTIVE: Studies indicate needed improvement in clinician communication and patient satisfaction. Motivational interviewing (MI) helps promote patient behavior change and improves satisfaction. In this pilot study, we tested a coaching intervention to teach MI to all clinic staff to improve clinician and patient satisfaction. METHODS: We included four clinics (n=29 staff members). In the intervention clinics (one primary care and one pediatric obesity-focused), we trained all clinic staff in MI through meetings as a group seven times, directly observing clinicians in practice 4-10 times, and providing real-time feedback on MI techniques. In all clinics, we assessed patient satisfaction via anonymous surveys and also assessed clinician burnout and self-rated MI skills. RESULTS: Clinicians in the intervention clinics reported improvements in burnout scores, self-rated MI skills, and perceived cohesion whereas clinicians in the control clinic reported worse scores. Patient satisfaction improved in the intervention clinics more than in the control clinics. CONCLUSION: This is the first study to find some benefit of training an entire clinic staff in MI via a coaching model. PRACTICE IMPLICATIONS: It might help to train staff in MI to improve clinician satisfaction, team cohesion, perceived skills, and patient satisfaction.