Would You Share This Video? Factors Influencing Willingness to Share Online Health Misinformation. (Preprint)

2021 ◽  
Author(s):  
Alla Keselman ◽  
Catherine Arnott Smith ◽  
Gondy Leroy ◽  
David R. Kaufman
Keyword(s):  
Immune System ◽  
Information Sharing ◽  
Information Literacy ◽  
Online Survey ◽  
Science Literacy ◽  
Survey Methodology ◽  
Interpersonal Trust ◽  
The United States ◽  
Evidence Based ◽  
Information Competencies

BACKGROUND The rapidly evolving digital environment of the social media era increases the reach of both quality health information and misinformation. Platforms such as YouTube enable easy sharing of attractive, if not always evidence-based, videos with large personal networks as well as the general public. While much research has focused on characterizing health misinformation online, it has not sufficiently focused on describing and measuring individuals’ information competencies that build resilience. OBJECTIVE This study 1) assesses individuals’ willingness to share a non-evidence-based YouTube video about strengthening the immune system, 2) describes types of evidence that individuals view as supportive of the claim by the video, and 3) relates information-sharing behavior to several information competencies: information literacy, science literacy, knowledge of the immune system, interpersonal trust, and trust in health authority. METHODS The study employs an online survey methodology with 150 individuals across the United States. Participants were asked to watch a YouTube excerpt from a morning TV show featuring a wellness pharmacy representative promoting an immunity-boosting dietary supplement produced by his company; answer questions about the video and say whether they would share it with a cousin who was frequently sick; and complete instruments pertaining to the information competencies outlined in the objectives. RESULTS Most participants (105 out of 150) said that they would share the video with their cousin. Their confidence in the supplement would be further boosted by a friend’s recommendations, positive reviews on a crowdsourcing website, and statements of uncited effectiveness studies on the producer’s website. While all information literacy competencies analyzed in this study had a statistically significant relationship with the outcome, each was also highly correlated with each other. Information literacy and interpersonal trust independently predicted the largest amount of variance in the intent to share the video (17% and 16%). Interpersonal trust was negatively related to the willingness to share the video. Science literacy explained 7% of the variance. CONCLUSIONS People are vulnerable to online misinformation and are likely to propagate it online. Information literacy and science literacy are associated with lesser vulnerability to misinformation and lesser propensity to spread it. Of the two, information literacy holds the greater promise as an intervention target. Understanding the role of different kinds of trust on information sharing merits further research.

scholarly journals Students Think Science Literacy Is Important and Improves with Lifelong Learning

2021 ◽  
Vol 16 (2) ◽  
pp. 150-152
Author(s):  
Heather MacDonald
Keyword(s):  
Lifelong Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Student Attitudes ◽  
Science Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Science Students ◽  
Library Administration ◽  
Science Group

A Review of: Holden, I. I. (2010) Science literacy and lifelong learning in the classroom: A measure of attitudes among university students. Journal of Library Administration, 50:3, 265-282.  https://doi.org/10.1080/01930821003635002 Abstract Objective – Investigate student attitudes to science literacy and lifelong learning as outlined in Standard Five of the Information Literacy Standards for Science and Engineering/Technology (ILSTE): The information literate student understands that information literacy is an ongoing process and an important component of lifelong learning and recognizes the need to keep current regarding new developments in his or her field (2006). Design – Survey. Setting – A large public American R1 university. Subjects – Undergraduate students in two classes: Information Literacy in the Sciences (Science group) and Information Literacy (Non-Science group). Methods – A 13 question survey was administered to students by a colleague of the author.  Three categories of questions were asked: students' perceptions of the important of science literacy, students' assessment of their own science literacy skills and students' perceptions of lifelong learning in relation to Standard Five. Main Results – Survey participation included 13 students from the Science group and 18 students from the Non-Science group. Students agreed that science literacy is an important part of civic literacy and responsibility, and should be taught to undergraduates in the United States.  Students from the Science group frequently had more positive responses to statements than the students in the Non-Science group.  For example, 81% of Science students either agreed or strongly agreed with the statement, “Every responsible citizen should be aware of the latest scientific discoveries” compared to 61% of Non-science students.  Students felt that their science literacy skills had improved since high school.  Most students were confident in their research skills including using emerging communication technologies. Students believed that life-long learning and staying current contribute to good information literacy and science literacy. Conclusion – Students think science literacy is an important part of being a responsible citizen. They also believe being a lifelong learner improves science literacy.

scholarly journals Change management practices for adopting new technologies in the design and construction industry

2020 ◽  
Vol 25 ◽  
pp. 325-341
Author(s):  
Omar Maali ◽  
Brian Lines ◽  
Jake Smithwick ◽  
Kristen Hurtado ◽  
Kenneth Sullivan
Keyword(s):  
Change Management ◽  
Online Survey ◽  
Management Practices ◽  
Survey Methodology ◽  
New Technologies ◽  
Rank Order ◽  
The United States ◽  
Specific Change ◽  
Successful Change ◽  
Aec Industry

The architecture, engineering, and construction (AEC) industry has often been accused of being slow to adopt change. Yet the breadth of available technology solutions in the modern AEC industry continues to grow. Companies therefore must be adept at organizational change management; otherwise, the full benefits of technology solutions may never be realized when a company fails to achieve successful change adoption. The objective of this study was to identify the relationships between specific change management practices and organizational adoption of new technology solutions. An industry-wide approach was taken, wherein an online survey methodology was used to collect 167 cases of organization-wide change from AEC firms across the United States and Canada. The method of analysis included a correlation analysis between change management practices and change adoption. Reliability testing and principal components analysis were used to extract a single construct measure of change adoption. Rank-based nonparametric testing investigated if there are statistically significant differences between different groups of participants and technologies. Results include a rank-order of specific change management practices most associated with successful technology adoption. Change-agent effectiveness, measured benchmarks, realistic timeframe, and communicated benefits are the four change management practices that had the strongest association strength with successful change adoption. The discussion addresses how these leading change management practices compare with previous literature. Also, it was found that organization type and job position were correlated with the levels of change-adoption success compared to other listed factors. This study contributes an industry-wide view of change management practices within the context of technology-based change adoption and may assist practitioners to better manage technology adoptions in their organizations.

Survey of information literacy instructional practices in academic libraries

2019 ◽  
Vol 52 (4) ◽  
pp. 964-971 ◽  
Author(s):  
Noa Aharony ◽  
Heidi Julien ◽  
Noa Nadel-Kritz
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Online Survey ◽  
The United States ◽  
Shared Responsibility ◽  
Academic Librarians ◽  
Multiple Challenges

This paper reports a study of information literacy instructional practices in Israeli academic libraries, conducted to understand the methods and approaches used by academic librarians in their instructional work, and to explore whether their practices have been influenced by the ACRL Framework for Information Literacy for Higher Education. The study used an online survey to gather data, an instrument based on one used successfully in similar surveys in Canada and the United States. The survey was completed by Israeli academic librarians with instructional responsibilities. Findings show that respondents believe that information literacy instruction is a shared responsibility, and that one-on-one instruction is the most-used approach. Results reveal multiple challenges faced by respondents, as well as opportunities for improvement in their instruction.

A Survey of Speech-Language Pathologists' Understanding and Reported Use of Evidence-Based Practice

2020 ◽  
Vol 5 (4) ◽  
pp. 984-999
Author(s):  
Emma K. Thome ◽  
Susan J. Loveall ◽  
Davis E. Henderson
Keyword(s):  
Online Survey ◽  
Evidence Based Practice ◽  
The United States ◽  
Evidence Based ◽  
Clinical Practices ◽  
Speech Language Pathologists ◽  
Online Databases ◽  
Medical Libraries ◽  
Definition Of ◽  
Amount Of Knowledge

Purpose The purpose of this study was to assess speech-language pathologists' (SLPs) understanding and self-reported use of evidence-based practice (EBP). The study also investigated SLPs' opinions toward and barriers to EBP. Method SLPs ( n = 176) from across the United States participated in an online survey designed to assess their understanding and self-reported use of EBP. Participants were recruited via each state's speech-language-hearing association. Results A majority of participants were able to identify part of the American Speech-Language-Hearing Association's definition of EBP, but only a small percentage was able to accurately identify the complete, three-part definition. Similarly, most participants could discern between high and low levels of evidence but could not accurately rank all levels. Of a variety of listed sources, participants self-reported the least amount of knowledge for accessing college, university, public, and medical libraries, including online databases through these libraries. American Speech-Language-Hearing Association resources were reported as the most frequently accessed source. Participants self-reported that EBP is beneficial and important but that engaging in EBP can be difficult. The largest barrier to engaging in EBP was lack of time during the workday to stay up-to-date on research. Finally, although participants self-reported a lack of employer-led training in EBP, a majority also self-reported that employers value EBP in the workplace. Conclusion Results suggest SLPs may benefit from increased training on EBP and more time during the workday to engage in EBP. Employers, administrators, and supervisors should consider providing increased training on how to access and utilize peer-reviewed databases. The use of EBP will allow SLPs to improve their clinical practices and provide higher quality treatment to their clients.

scholarly journals An Assessment of Mental Health Outcomes During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Edward Magalhaes ◽  
Alexis Stoner ◽  
Joshua Palmer ◽  
Robert Schranze ◽  
Savannah Grandy ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Outcomes ◽  
Online Survey ◽  
Survey Methodology ◽  
Adult Population ◽  
The United States ◽  
Mental Health Outcomes ◽  
Cross Sectional ◽  
First Case ◽  
Significant Difference

AbstractIn late 2019, the first case of COVID-19 was reported in Wuhan, China. Soon after, cases began to spread globally. This study aimed to examine the psychological impact of the COVID-19 pandemic on the adult population in the United States. We conducted an exploratory cross-sectional study using an anonymous online survey methodology distributed to participants across 13 states. The data collected included demographical information and outcomes from validated mental health screeners (GAD-7, PHQ-9, and IES-R) to assess levels of anxiety, depression, and stress. A total of 1356 participants completed the survey. GAD-7, PHQ-9, and IES-R levels differed significantly (p < 0.05) according to age, gender, and educational level. There was also significant difference between GAD-7 level as well as IES-R level between healthcare and non-healthcare workers (p = 0.02 and p = 0.028). Overall, this study has helped to garner a better understanding of COVID-19’s impact on mental health outcomes.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

440: Barriers to the Practice of Evidence Based Urology in the United States

2007 ◽  
Vol 177 (4S) ◽  
pp. 147-148
Author(s):  
Philipp Dahm ◽  
Hubert R. Kuebler ◽  
Susan F. Fesperman ◽  
Roger L. Sur ◽  
Charles D. Scales ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Evidence Based

Refining Evidence-Based Treatments for Late-Life Depression

GeroPsych ◽  
2015 ◽  
Vol 28 (2) ◽  
pp. 67-76
Author(s):  
Grace C. Niu ◽  
Patricia A. Arean
Keyword(s):  
Older Adults ◽  
Mental Illness ◽  
Brain Plasticity ◽  
Late Life ◽  
Aging Population ◽  
The United States ◽  
Future Research ◽  
Evidence Based ◽  
Late Life Depression ◽  
Evidence Based Treatments

The recent increase in the aging population, specifically in the United States, has raised concerns regarding treatment for mental illness among older adults. Late-life depression (LLD) is a complex condition that has become widespread among the aging population. Despite the availability of behavioral interventions and psychotherapies, few depressed older adults actually receive treatment. In this paper we review the research on refining treatments for LLD. We first identify evidence-based treatments (EBTs) for LLD and the problems associated with efficacy and dissemination, then review approaches to conceptualizing mental illness, specifically concepts related to brain plasticity and the Research Domain Criteria (RDoc). Finally, we introduce ENGAGE as a streamlined treatment for LLD and discuss implications for future research.

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