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PubMed1999

Relationship between sport knowledge, sport performance and academic ability: empirical evidence from GCSE Physical Education. General Certificate of Secondary Education.

The literature concerning links between sport knowledge, sport performance and academic ability is reviewed and related to empirical evidence obtained from a GCSE examination in Physical Education, together with GCSE Mathematics and GCSE English grades. For most sports examined, there was a small but significant positive correlation between sport performance and GCSE Mathematics and English grades, confirming the findings of most previous research. Using a multilevel multivariate model, average sport performance, academic ability and sex were important explanatory variables for sport knowledge, yet only academic ability was an important explanatory variable for the concept of physical education knowledge. Ability in game sports, rather than athletics, were related to sport knowledge. Males scored higher for sport knowledge than females, after taking into account sport performance and academic ability. The effects of sport performance and academic ability on sport knowledge were stable across schools, but there was some evidence that the effect of sex varied across schools. These findings support theories of a role for sport knowledge in sport performance; that such a role should be greater in game sports; that academic ability is important for gaining such knowledge; and they highlight differences in sport knowledge between the sexes.

Achievement↗
PubMed1979

Knowledge and belief in nutrition.

In a nutrition questionnaire, subjects have been given the options of answering questions with yes, no, or don't know. From these responses it has been possible to calculate the levels of their "correct knowledge," their "perceived knowledge" (that is the knowledge that each subject believed he had) and the "accuracy of knowledge". Questions about common nutritional problems were given to physicians, medical students, nurses, and theology students. All groups had a high level of "perceived knowledge," generally greater than 80% for the questions asked, but the accuracy of the knowledge was alarmingly low. The highest level was in physicians, in whom 79% of the perceived knowledge was accurate, but in theology students only 36% of the perceived knowledge was accurate. Two thirds of the "knowledge" of nutrition held by theology students was therefore false by current scientific standards. These findings have implications for future nutrition education.

Educational Measurement↗
PubMed1996

An international comparison of knowledge levels of medical students: the Maastricht Progress Test.

The increasing international mobility of medical students has inspired the search for an international assessment format. As one step along this line, kinetics of knowledge acquisition and final cognitive levels of students were compared among one Dutch, one German and four Italian medical faculties. For this comparison, the Maastricht Progress Test (MPT) was used. For four out of the six participating faculties, it was possible to compare the level of knowledge of sixth-year students. These data showed no significant differences on the test as a whole. On the other hand, as judged from cross-sectional data on students from all study years, the kinetics of knowledge acquisition showed different trends. In one school applying problem-based learning, acquisition of knowledge by students occurred almost linearly. In another school, over the first 2 years, acquisition of knowledge occurred only in the basic sciences but not in clinical or public health/behavioural sciences. In two other schools over that same period, students seemed to gain no knowledge at all. In some faculties, a marked boost in knowledge was noted with third- or fourth-year students. These findings may be explained by peculiarities of the respective curricula, selection of students during their studies, and national or local assessment procedures. It is preliminarily concluded that the different educational approaches and assessment systems in medical education in Europe seem to have only limited influence on the final level of knowledge of the graduates. On the other hand, these differences may influence the kinetics of knowledge acquisition, especially in distinct domains like basic or clinical sciences. Therefore, the MPT may not be suitabe to solve the problem of assessment of individual international exchange students, but it may be helpful in identifying corresponding cognitive levels on, for example, basic sciences for students in different curricula.

Clinical Competence↗
PubMed1997

Does knowledge of drug prescribing predict drug management of standardized patients in office practice?

Drug prescribing for the elderly is an important area of medical knowledge since inappropriate prescribing may lead to significant adverse drug events. The objective of this study was to evaluate the association between knowledge of drug use and quality of drug management by general practitioners in practice. A cross-sectional study design was used to evaluate a sample of 37 GPs in practice. A set of common musculoskeletal problems was chosen to evaluate doctors' knowledge of non-steroidal anti-inflammatory drug use, while performance in practice was assessed using elderly standardized patients. The reliability of knowledge test scores was evaluated using measures of internal consistency. The relationship between knowledge of drug use and quality of therapeutic management in practice was evaluated by rank order and linear correlation analysis. Demographic characteristics of participating and non-participating doctors were similar. The reliability of the knowledge test was 0.55. The reliability of performance scores was 0.66. The correlation between overall performance on the standardized patient cases and total knowledge test score was 0.22 (95% confidence interval = 0-0.63). Knowledge test scores were poorly correlated with quality of therapeutic management in office practice. This indicates that knowledge tests alone cannot predict quality of performance with regard to drug prescribing for the elderly in primary care office practice.

Clinical Competence↗
PubMedDate not supplied

Attitudes, knowledge and blood glucose control.

The hypothesis that management-related diabetes knowledge and attitudes may be more directly related to diabetic control than general knowledge of or general attitude towards diabetes is examined. Sixty Type 1 diabetic patients were studied using an itemized knowledge questionnaire and an attitude scale measuring a general attitude to diabetes but containing a previously defined subgroup of items concerned with attitudes to management. A significant linear correlation was found between management-related knowledge (r = -0.39; p less than 0.01) and HbA1c. However, knowledge of insulin, diet, footcare, and glucose monitoring were not significantly correlated with HbA1c, poor control being associated with both very low and very high knowledge status. A significant linear correlation was found between management-related attitudes (but not general attitude) and HbA1c (r = -0.47; p less than 0.01). The multiple regression correlation between HbA1c and both management knowledge and attitudes was -0.51. Most (63%) of the association between knowledge and HbA1c was attributable to attitude. This study provides support for education strategies based upon achieving improved patient attitudes and motivation rather than comprehensive knowledge as the most effective way of improving patient diabetic control.

Adolescent↗
PubMed1991

Oral health knowledge and habits of senior elementary school students.

Despite improvements in children's dental health, and significant resource allocation to health education programs, few recent studies have investigated the associations of oral health knowledge, behaviors, and status. This study of 11-year-old children (N = 6,329) in northeastern Ontario used a supervised self-complete questionnaire and a clinical examination to gather baseline data on, and test associations of, caries and periodontal knowledge, self-reported oral health behaviors and source of knowledge, and oral health status. Results show the children had poor knowledge of caries preventive measures such as water fluoridation, dental sealants, and choice of snack foods. Periodontal knowledge was better, but children confused plaque and calculus. Respondents claimed good oral health habits, with 73 percent claiming to brush at least twice daily, 88 percent claiming to use toothpaste, 42 percent claim to floss at least twice weekly, and 84 percent claiming an annual dental visit. Children with the best knowledge claimed dentist and school as the sources. High knowledge was associated with good oral health habits (P less than .001) and low DMFT score (P less than .001). Good habits were not related to DMFT score (P = .1095). Logistic regression showed high knowledge was associated with English cultural status, urban school area, good habits, having a dental sealant, and attending a fluoride-rinse school (P less than .05). Findings suggest a need to reinforce caries preventive teaching, to investigate the effect of cultural status, dental experience, and residence status on oral health knowledge, and to further test the efficacy of different oral health education programs delivered by different sources.

Analysis of Variance↗
PubMedDate not supplied

Trends in students' knowledge, opinions, and experience regarding dental informatics and computer applications.

OBJECTIVE: This study investigated knowledge, opinions, and experience regarding dental informatics and computers among first-year dental students (D1s) and fourth-year dental students (D4s). DESIGN: First-year (N = 95) and fourth-year (N = 91) students in 1990 and first-year (N = 97) and fourth-year (N = 91) students in 1993 at a school of dentistry were surveyed. MEASUREMENTS: Demographic characteristics and computer ownership were assessed. Knowledge was measured using an 18-item scale (range 0-18). Opinions were measured using a 13-item scale (range 13-65; alpha = 0.81). Experience was measured using a 28-item scale (range 28-140). RESULTS: Response rates were all nearly 100%. Computer ownership by the D1s increased from 17.9% to 43.8% in the three years between surveys. Knowledge and opinions of the 1990 and 1993 D1s were similar, although the latter reported more experience with hardware and software. Experience with dental informatics applications was lacking in both groups. The 1993 D4s had completed more computer courses than had the 1990 D4s (2.3 vs 0.9), and demonstrated significantly more knowledge and experience. Opinion scores were nearly identical for these groups. The D4s in 1993 who had been D1s in 1990 had increased their knowledge of and experience with informatics applications during dental school. A difference in computer knowledge between the entering D1 males and females was observed in 1990, but was essentially gone by 1993 for the same individuals. CONCLUSIONS: Entering students had more computing knowledge and skill than their predecessors. Informatics knowledge and experience increased during dental school, and knowledge disparities between genders disappeared.

Adult↗
PubMed1990

Differences in the technical and applied nutrition knowledge of older adults.

Although elder adults are much more knowledgeable about nutrition than ever before, diet behavior is not consistent with nutrition knowledge. One of the reasons for this inconsistency may be that the ability to apply technical nutrition knowledge is still inadequate. To test the hypothesis that technical nutrition knowledge is superior to applied nutrition knowledge, 96 volunteer seniors were given technical nutrition knowledge tests associated with heart disease, cancer, and high blood pressure. After the technical knowledge tests, subjects were asked to choose from among pairs the item that contained: (a) cholesterol, (b) more saturated fat, (c) more polyunsaturated fat, (d) substances that help to lower blood cholesterol, (e) more fiber, and (f) less sodium. Results support the notion that, in general, elder ability to apply nutrition knowledge is not as adequate as their technical nutrition knowledge.

Aged↗
PubMed1988

Sexuality of the aged and the attitudes and knowledge of nursing students.

Sexuality of the aged is one area of particular concern to nurse educators, because students' lack of knowledge and negative attitude can have far-reaching effects on nursing care of the elderly. This study examined the relationship of the dependent variables, attitude and knowledge, to the independent variables of ethnicity, age, experience in health care, family income, religious affiliation, religiosity, living arrangements, and level of education. One hundred fifty-eight female nursing students completed White's Aging Sexuality Attitude and Knowledge Scale. The study found that higher knowledge was related to more positive attitude scores (r = .25, P less than .004). Age was also significantly related to both positive attitude (r = .44, P less than .001) and higher knowledge (r = .54, P less than .001). Older students had a more positive attitude toward the elderly and were more knowledgeable about aged sexuality than younger students in the sample. One-way analysis of variance was used to test the significance between means of the dependent and independent variables. A statistically significant difference was found between ethnicity and attitude (f = 33.09, P less than .001) and ethnicity and knowledge (f = 18.36, P less than .001). Asian students in this study had a more negative attitude and were less knowledgeable about aged sexuality than Caucasian students. The study suggests that nurse educators need to pay special attention to the age and ethnicity of students when planning gerontological learning experiences designed not only to facilitate knowledge acquisition, but to promote positive attitudes toward the elderly.

Adult↗
PubMed1989

"Desktop knowledge": a new focus for medical education and decision support.

Physicians today are faced with "data overload" and, paradoxically, "information underload"--the inability to locate pertinent, needed knowledge in a sea of data with which they are inundated. Increasingly, the professional functions of the physician are becoming focused on the desktop workstation, in terms of its ability to provide "windows" into local databases and knowledge resources, and to serve as an access port to other networked resources. A challenge we now face is to develop means for structuring the vast potentially available knowledge resources in such a manner that access to pertinent knowledge can be facilitated, and to develop acceptable interfaces to the knowledge resources so that a user can effectively navigate through them. The complexity of this task is due to the nature of the knowledge resources--knowledge can be in a variety of forms, ranging from textual and pictorial material, to structured representations, to more dynamic embodiments in the form of procedures. In the Decision Systems Group we have focused on the development of a prototype desktop knowledge management environment known as Explorer-2, with the objective of providing a consistent interface for access to a wide variety of knowledge. Our accomplishments to date encompass the incorporation into the Explorer-2 environment of adaptations of textbook chapters and books, image data bases, simulations, and expert systems. Navigational aids are provided by a semantic net browser using both MeSH and augmented taxonomies and by a graphical overview map.(ABSTRACT TRUNCATED AT 250 WORDS)

Artificial Intelligence↗
PubMed1989

The relationship between knowledge and reported behavior in childhood asthma.

Numerous educational interventions have been developed and tested to improve management of childhood asthma. Most programs assume that knowledge about asthma is related to initiating and/or maintaining recommended management behaviors. Although this assumption is widely accepted, some available evidence casts doubt upon its validity. We investigated the relationship between asthma management behaviors and (1) knowledge about asthma, (2) behavioral adjustment, (3) anxiety, and (4) health locus of control. Data were collected on 91 children 7 to 12 years of age with moderately severe asthma. After adjusting for covariates, reported asthma management behavior was significantly related only to knowledge about asthma (p less than .05). The relationship between knowledge and behavior is nonlinear: accurate knowledge is related to engaging in more of the recommended behaviors, but only up to a moderate level of knowledge. Also, the relationship between knowledge and asthma management behavior was especially strong for children who scored lower on behavioral adjustment. These results suggest that children's knowledge about asthma can influence behavior, but only under certain conditions. Educational interventions for children whose knowledge is already adequate may not increase adherence to recommended practices.

Anxiety↗
PubMed1982

Cognitive and behavioral knowledge about insulin-dependent diabetes among children and parents.

Youngster's knowledge about insulin-dependent diabetes was assessed across three domains: (1) general information; (2) problem solving and (3) skill at urine testing and self-injection. These youngster's parents completed the general information and problem-solving components of the assessment battery. All test instruments were showed good reliability. The test of problem solving was more difficult than the test of general information for both parents and patients. Mothers were more knowledgeable than fathers and children. Girls performed more accurately than boys, and older children obtained better scores than did younger children. Nevertheless, more than 80% of the youngsters made significant errors on urine testing and almost 40% made serious errors in self-injection. A number of other knowledge deficits were also noted. Duration of diabetes was not related to any of the knowledge measures. Intercorrelations between scores on the assessment instruments indicated that skill at urine testing or self-injection was not highly related to other types of knowledge about diabetes. Furthermore, knowledge in one content are was not usually predictive of knowledge in another content area. The results of this study emphasize the importance of measuring knowledge from several different domains. Patient variables such as sex and age need to be given further consideration in the development and use of patient educational programs. Regular assessment of patients' and parents' knowledge of all critical aspects of diabetes home management seems essential.

Adolescent↗
PubMed1982

Knowledge of nutrition among housewives in three South African ethnic groups.

Studies on housewives and other groups in Western populations have revealed: (i) a generally high level of claimed or "perceived' knowledge of nutrition; (ii) a much lower level of accurate knowledge; and (iii) an often unsatisfactory application of correct knowledge. Since little is known of knowledge of nutrition in South African populations. White, Indian and Coloured housewives were questioned by use of a questionnaire similar to that used overseas. While the local populations had a fair knowledge of the identity of most nutritional components, their knowledge about good sources of these components and of foods commendable for body building, energy, and slimming, or of those which promote fattening, was only moderately satisfactory. Misconceptions were similar to those reported elsewhere. Factors having a bearing on inadequate or incorrect information are discussed, as is the extent to which this may affect health and disease patterns in Third World and Western populations. Factors detrimental to progress are differences of opinion among nutrition experts and insufficient knowledge on the health/ill-health patterns of those who are knowledgeable of nutrition compared with those who are less knowledgeable.

Black or African American↗
PubMed1995

[Longitudinal study of postpartum women knowledge needs--parity and time series perspectives].

The purpose of this study was to explore the knowledge needs of postpartum women. A postpartum knowledge needs questionnaire was administered to 70 postpartum women during the 1st and 4th week postpartum. Data were analyzed by factor analysis to determine the relationships within categories of knowledge needs. Data were also analyzed by 2-factor repeated measure analysis of variance (ANOVA). The two factors included parity and time (period of measurement). The results indicated that the knowledge needs of postpartum women can be categorized as follows: (1) Knowledge of caring for the baby, (2) Knowledge of caring for one's self and (3) Knowledge of caring for other family members. The women during the 1st week postpartum reported a significantly higher need in knowledge of infant care than women during the 4th week postpartum. Multiparas showed a significantly higher need in knowledge of caring for other family members than primiparas.

Adult↗
PubMedDate not supplied

Test-retest reliability of a body knowledge instrument in school-age children.

The authors investigated the reliability of a body knowledge tool utilizing a test-retest design. Subjects were 86 children, 6-12 years old, who attended a rural elementary school in Southwestern Pennsylvania. Data consisted of children's perceptions of internal body parts as measured by responses to the Modified Gellert Body Knowledge Interview. A second set of body knowledge scores was generated when the children were retested 7 days after the original testing. A significant relationship (r = .70, p < .001) was found between the two body knowledge scores. Analysis of the body knowledge scores indicated that children's knowledge of the human body increases with age. A significant correlation was also found between grade level and body knowledge scores. Gender was unrelated to level of performance on the body knowledge instrument. The most commonly listed body parts were heart, brain, bones, veins, blood, and muscles. The reliability established for this instrument indicates that studies could be pursued to validate its effectiveness in determining school-age children's body knowledge.

Age Factors↗
PubMed1995

Enormous knowledge base of disease diagnosis criteria.

One of the problems in the development of the medical knowledge systems is the limitations of the system's knowledge. It is a common expectation to increase the number of diseases contained in a system. Using a high density knowledge representation method designed by us, we have developed the Enormous Knowledge Base of Disease Diagnosis Criteria (EKBDDC). It contains diagnostic criteria of 1,001 diagnostic entities and describes nearly 4,000 items of diagnostic indicators. It is the core of a huge medical project--the Electronic-Brain Medical Erudite (EBME). This enormous knowledge base was implemented initially on a low-cost popular microcomputer, which can aid in the prompting of typical disease and in teaching of diagnosis. The knowledge base is easy to expand. One of the main goals of EKBDDC is to increase the number of diseases included in it as far as possible using a low-cost computer with a comparatively small storage capacity. For this, we have designed a high density knowledge representation method. Criteria of various diagnostic entities are respectively stored in different records of the knowledge base. Each diagnostic entity corresponds to a diagnostic criterion data set; each data set consists of some diagnostic criterion data values (Table 1); each data is composed of two parts: integer and decimal; the integral part is the coding number of the given diagnostic information, and the decimal part is the diagnostic value of this information to the disease indicated by corresponding record number. For example, 75.02: the integer 75 is the coding number of "hemorrhagic skin rash"; the decimal 0.02 is the diagnostic value of this manifestation for diagnosing allergic purpura. TABULAR DATA, SEE PUBLISHED ABSTRACT. The algebraic sum method, a special form of the weighted summation, is adopted as mathematical model. In EKBDDC, the diagnostic values, which represent the significance of the disease manifestations for diagnosing corresponding diseases, were determined empirically. It is of a great economical, practical, and technical significance to realize enormous knowledge bases of disease diagnosis criteria on a low-cost popular microcomputer. This is beneficial for the developing countries to popularize medical informatics. To create the enormous international computer-aided diagnosis system, one may jointly develop the unified modules of disease diagnosis criteria used to "inlay" relevant computer-aided diagnosis systems. It is just like assembling a house using prefabricated panels.

Artificial Intelligence↗
PubMed2025

BioMedGraphica: An All-in-One Platform for Joint Textual Biomedical Prior Knowledge and Numeric Graph Generation.

Multi-omic data analysis is essential for scientific discovery in precision medicine. However, translating statistical results of omic data analysis into novel scientific hypothesis remains a significant challenge. Human experts must manually review analysis results and generate new hypothesis based on extensive and inter-connected biomedical prior knowledge, which is subjective and not scalable. While large language models (LLMs) can accelerate the discovery, their reasoning improves when grounded in structured, auditable and comprehensive biomedical prior knowledge. Biomedical knowledge, however, is scattered across heterogeneous databases that use diverse and inconsistent nomenclature systems, making it difficult to integrate resources into a unified format for scalable analysis. This fragmentation limits the ability of AI systems to fully leverage biomedical data for scientific discovery. To address these challenges, we developed BioMedGraphica , an all-in-one platform that harmonizes fragmented biomedical resources by integrating 11 entity types and 30 relation types from 43 databases into a unified knowledge graph containing 2,306,921 entities and 27,232,091 relations. In addition, to the best of our knowledge, this is the first work to propose a novel Textual-Numeric Graph (TNG) data-structure for multi-omics data analysis. In TNG, textual information captures prior biological knowledge (e.g., transcription start sites, functions, mechanisms), while numeric values represent quantitative biomedical features, and the integrated relations can help uncover mechanisms. By bridging prior knowledge with user-specific data, TNG is a novel and ideal data-structure for the development of graph foundation models, with the potential to improve prediction performance and interpretability, while also augmenting LLMs by supplying graph-structured mechanistic context to strengthen reasoning. The details for BioMedGraphica code can be accessed by github link: https://github.com/FuhaiLiAiLab/BioMedGraphica and BioMedGraphica knowledge graph data can be downloaded from huggingface dataset: https://huggingface.co/datasets/FuhaiLiAiLab/BioMedGraphica.

biomedical knowledge graph↗
PubMed1998

Effect of educational leaflets and questions on knowledge of contraception in women taking the combined contraceptive pill: randomised controlled trial.

OBJECTIVE: To assess whether provision of educational leaflets or questions on contraception improves knowledge of contraception in women taking the combined contraceptive pill. DESIGN: Randomisation of women into three groups according to type of educational leaflet on contraceptive information. These groups were subdivided into two on the basis of questions on contraception asked by the doctor or practice nurse. The women were followed up by postal questionnaire 3 months later. SETTING: 15 general practices in South and West region. SUBJECTS: 636 women attending check up appointment for repeat prescription of the combined contraceptive pill. MAIN OUTCOME MEASURES: Knowledge of: factors causing pill failure, subsequent action, emergency contraception, and all the rules (pill rules) that apply to the contraceptive pill. RESULTS: 523 women returned completed questionnaires (response rate 82%). Knowledge of contraception with no intervention was low with only 10 (12%) women knowing all the pill rules. Educational intervention had a highly significant effect on knowledge of: factors causing pill failure (likelihood ratio chi2=22); subsequent action (21); emergency contraception (24); and all the pill rules (22) (P<0.01 in all cases). Improvement in knowledge of all the pill rules occurred with provision of the summary leaflet (28% knew all the rules, adjusted odds ratio 4.04, 95% confidence interval 1.68 to 9.75), the Family Planning Association's leaflet (27%, 3.43, 1.45 to 8.09), and asking questions (26%, 3.03, 1.30 to 7.00). Asking questions in addition to provision of leaflets improved knowledge of contraception further for the summary leaflet (39%, 6.81, 2.85 to 16.27) but not for the Family Planning Association leaflet (21%, 2.58, 1.07 to 6.18). CONCLUSION: Women attending check ups for repeat prescriptions of the contraceptive pill should be provided with educational leaflets on contraception or asked relevant questions to help improve their knowledge of contraception. Asking questions in addition to providing a summary leaflet is time consuming, but results in the most knowledge gained.

Adolescent↗