diff --git a/README.md b/README.md
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--- a/README.md
+++ b/README.md
@@ -1,5 +1,7 @@
## Graph Literacy of medical students
-This is a template repo for generating a manuscript from Quarto that accompanies the tutorial at: [Quarto Manuscripts: RStudio](https://quarto.org/docs/manuscripts/authoring/rstudio.html)
+Graph literacy, the ability to understand and interpret graphical data, is a crucial skill in the medical field. This skill is vital for various aspects such as data analysis, clinical decision-making, effective communication with patients, and ongoing professional development.
-I would like to use it as a template for scientific manuscripts in Medical Education.
\ No newline at end of file
+Graph literacy is not just an academic requirement but a practical necessity in the medical profession. It enables medical students and professionals to interpret and utilize data effectively, which is fundamental to providing high-quality patient care and advancing medical knowledge. Notably, existing research on graph literacy primarily focuses on patients or the capability of doctors to decipher graphical representations.
+
+This study is designed to find out how well medical students can understand and use graphs. We aim to learn how extensive these skills are and how they grow.
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diff --git a/_freeze/index/execute-results/html.json b/_freeze/index/execute-results/html.json
index 8354e0c6cac93ebaa237d1a99d18fad482e8a6fb..302658e990d052b23806b9b1f5dd25b3330a285a 100644
--- a/_freeze/index/execute-results/html.json
+++ b/_freeze/index/execute-results/html.json
@@ -1,8 +1,8 @@
{
- "hash": "c711427344633e1a3992ba242b9eae3c",
+ "hash": "d8732ddcda7700ffc21b497e420d3fd5",
"result": {
"engine": "knitr",
- "markdown": "---\ntitle: Assessment of graph literacy among German medical students -- a cross-sectional study to assess graph interpretation skills\nsubtitle: Draft of the manuscript\ntitle-block-banner: true # \"#145F7D\" als Fakultäts-Farbe\n# title-block-banner-color: \"#F0F0F0\" als weisse Schrift\ntheme:\n light: flatly\n dark: darkly\nmetadata-files: \n - _authordata.yml # vor der finalen Online-Veröffentlichung noch hierhin kopieren\n - _plain-language-summary.md # die Gedankenstruktur des Manuskripts: siehe NOTIZ\nfilters:\n - authors-block # um den Autoren-Block auch im Word-Dokument zu haben\n - abstract-section # um den Abstract im normalen Text und nicht im YAML-Header zu schreiben\n - color-text.lua # Schriftfarben\n - webr # interaktiver R-Code\nengine: knitr\nwebr: \n show-startup-message: true\n packages: ['ggplot2']\nkeywords: \n - Medical Education\n - Artificial Intelligence\ndescription: |\n Eine allgemeine Beschreibung des Projekts, das hinter dem Manuskript steht.\nkey-points:\n - Medizinische Ausbildung ist ein Querschnittsfach aus den Bereichen Medizin, Pädagogik und Psychologie.\n - Medical education is a multidisciplinary field of medicine, education, and psychology.\ndate: last-modified\nciteproc: true\nbibliography: references.bib\ncsl: bmc-medicine.csl # https://www.zotero.org/styles/bmc-medicine\ncitation-location: margin\nnumber-sections: false\nappendix-style: default\nlightbox: auto\nfunding: \n statement: \"Der/die Autor*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.\"\nlang: de\neditor:\n markdown:\n canonical: true\n---\n\n\n## Abstract\n\n**Background / Hintergrund**: ...\n\n**Methods / Methoden**: ...\n\n**Results / Ergebnisse**: ...\n\n**Conclusio / Schlussfolgerungen**: ...\n\n------------------------------------------------------------------------\n\n::: {.callout-caution title=\"IN PROGRESS ...\"}\nThis manuscript is a work in progress. However, thank you for your interest. Please feel free to visit this web site again at a later date.\n\n[*Dieses Manuskript ist noch in Arbeit. Wir danken Ihnen jedoch für Ihr Interesse. Bitte besuchen Sie diese Website zu einem späteren Zeitpunkt noch einmal ...*]{color=\"grey\"}\n:::\n\n::: {.callout-tip title=\"STRUKTUR DES MANUSKRIPTS\" collapse=\"true\"}\n[{{< meta plain-language-summary >}}]{color=\"grey\"}\n:::\n\n## Background / Hintergrund\n\n### Broad problem / Allgemeineres Problem\n\nHealth literacy depends on diverse aspects of skills in processing information. To adequately understand medical reports, treatments and study results a set of abilities is needed. Thinking of future physicians one can imagine a multitude of situations where a high health literacy is required: whenever talking with patients about medical data, consenting in treatments and educating patients about diseases, making clinical decisions depending on laboratory results, imaging and study results, understanding evidence, interpretation of epidemiological data and communication in medical teams.\n\n### Theoretical and/or empirical focus of the problem / Theoretische und/oder empirische Fokussierung des Problems\n\nOne important aspect of health literacy is graph literacy, meaning the reading and understanding of graphs. This process is depending on decoding and interpreting signs and symbols and known as semiotic activity. Thus, the ability to understand graphs should not be considered isolatioted from other forms of literacy. It is an integral part of the ability to process and communicate information effectively in a world that is increasingly dependent on data and its visual representation.\n\nProcessing those visual representations is essential for understanding scientific and statistical data [@friel2001making] and particularly relevant in areas such as medical research where graphs and data visualizations are frequently used to convey complex information. A personal understanding of the representations is essential when preparing data for communication in order to ensure adequate knowledge transfer to others (Cooper et al, 2002). But misleading representations (either through deliberate manipulation or unintentionally through errors or incompleteness) can also have a significant influence on the reception of information by the recipient (Melnik-Leroy, 2023).\n\nIn summary it ca be said that graph literacy, as a form of semiotic activity, is a crucial component of overall literacy (Roth, 2002). It can have an impact on risk comprehension (Okan, 2013), suggesting that a higher graph literacy may be associated with a better decision-making performance. However, studies of graph literacy mainly refer to patients (Durand et al, 2020) or the ability of doctors (Caverly et al, 2015) to interpret graphical representations.\n\n### Focused problem statement / Fokussiertes Problem-Statement: Gap und möglicher Fortschritt\n\nEspecially for those advising and informing people with less health and graph literacy, it is important to achieve high competence in graph literacy themselves. But lack of understanding of visual representations can significantly impact decision making for patients and for (future) medical doctors.\n\nWhen providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.\n\n### Statement of study intent / Fokussierte Forschungsfrage/n\n\nWe performed a study of medical students to investigate the following questions:\n\n1. What is ...\n2. Why are ...\n\nWir haben eine Studie mit Medizinstudierenden durchgeführt, um die folgenden Fragen zu untersuchen:\n\n1. Was ist ...\n2. Warum sind ...\n\n## Methods / Methoden\n\n### Setting and subjects / Setting und Probanden\n\nOur study was conducted at Medical School ...\n\nUnsere Studie wurde an der Medizinischen Fakultät der ... durchgeführt.\n\nIt takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students' clinical experience, they are rotated in various hospital departments during their final year (\"clinical/practical\" year). ...\n\nDas Medizinstudium in Deutschland dauert sechs Jahre, wobei die Studierenden direkt von den weiterführenden Schulen aufgenommen werden. Das Studium gliedert sich in einen vorklinischen Teil (die ersten beiden Jahre) und einen klinischen Teil (die letzten vier Jahre). Um die klinische Erfahrung der Studenten zu verbessern, werden sie während ihres letzten Jahres (klinisch-praktisches Jahr) in verschiedenen Krankenhausabteilungen eingesetzt.\n\n### Study design / Studiendesign\n\nThe participants were asked to complete the BNT voluntarily and anonymously.\n\n### Ethical approval / Ethikvotum\n\nAll participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).\n\nAlle Teilnehmer mussten sich mündlich zur Teilnahme bereit erklären. Zusätzlich gaben sie vor der Studie eine informierte Einwilligung, indem sie die Hintergrundinformationen lasen und sich daraufhin für die Bereitstellung ihrer Daten entschieden. Das Ethikvotum wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Universität Bielefeld, Medizinische Fakultät OWL (XXXX-YYY-f-S) erteilt.\n\n### Data collection / Datenerhebung\n\nData collection for this study was determined à priori as follows:\n\n- Input ...\n\nDie Datenerhebung für diese Studie wurde à priori wie folgt festgelegt:\n\n- Input ...\n\n```{webr-r}\n#| context: setup\n\n# Download a dataset\ndownload.file(\n 'https://raw.githubusercontent.com/coatless/raw-data/main/penguins.csv',\n 'penguins.csv'\n)\n\n# Read the data\ndf_penguins = read.csv(\"penguins.csv\")\n```\n\n### Outcome Measures / Ergebnisparameter\n\n...\n\n### Statistical methods / Statistische Methoden\n\nWe used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) [@hattie2023visible] in outcome level between intervention and control groups (calculated *a priori* with G\\*Power 3.1) [@faul2007g]. Statistical analysis, tables and figures were conducted using R [@R-base] in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages [@tidyverse; @gt; @patil2021visualizations]. Descriptive means and standard deviations were calculated for participants' age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. ...\n\nWir verwendeten das Standard-Alpha-Niveau von .05 für die Signifikanz und ein Power-Niveau von .80. Daher benötigten wir eine Stichprobengröße von mindestens XX Teilnehmern, um eine Effektgröße nachzuweisen, die einen minimal bedeutsamen Unterschied (d = .YY) [@hattie2023visible] im Ergebnisniveau zwischen Interventions- und Kontrollgruppe zeigt (*a priori* berechnet mit G\\*Power 3.1) [@faul2007g]. Statistische Analysen, Tabellen und Abbildungen wurden mit R [@R-base] in RStudio IDE (Posit Software, Boston, MA) mit den tidyverse-, gt- und ggstatsplot-Paketen [@tidyverse; @gt; @patil2021visualizations] durchgeführt. Deskriptive Mittelwerte und Standardabweichungen wurden für das Alter der Teilnehmer berechnet, und die Gesamttestwerte und Häufigkeiten wurden für das Geschlecht und für die Lösung der Fallszenarien berechnet. Die Mittelwerte und Häufigkeiten der Stichprobe wurden mit den Mittelwerten und Häufigkeiten der Grundgesamtheit unter Verwendung von t-Tests bzw. Chi-Quadrat-Tests für eine Stichprobe verglichen. ...\n\n```{webr-r}\n#| context: interactive\n\n# Download a dataset\ndownload.file(\n 'https://raw.githubusercontent.com/coatless/raw-data/main/penguins.csv',\n 'penguins.csv'\n) # <1>\n\n# Read the data\npenguins = read.csv(\"penguins.csv\") # <2>\n\n# Scatterplot example: penguin bill length versus bill depth\nggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth_mm)) + # <3>\n ggplot2::geom_point(ggplot2::aes(color = species, \n shape = species), # <3>\n size = 2) +\n ggplot2::scale_color_manual(values = c(\"darkorange\",\"darkorchid\",\"cyan4\")) # <3>\n```\n\n1. Download the dataset\n2. Read the data\n3. Build a scatterplot\n\n## Results / Ergebnisse\n\n### Recruitment Process and Demographic Characteristics / Studienteilnahme\n\nThe recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting ...\n\nDer Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollständige Datensätze (Rücklaufquote YY.Z%), nachdem wir Kontakt mit ...\n\n<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->\n\n### Primary and secondary Outcomes / Haupt- und Nebenergebnisse\n\n\n\n<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->\n\n## Discussion / Diskussion\n\n### Summary / Zusammenfassung der Ergebnisse\n\nAfter the evaluation of all datasets, the following findings emerged. The first is that ...\n\nNach Auswertung aller Datensätze ergaben sich die folgenden Erkenntnisse: Die erste ist, dass ...\n\n### Limitation: Studienpopulation\n\nmöglicher Einfluss der Studienpopulation auf Interpretation und Anwendbarkeit der Ergebnisse ...\n\n### Limitation: Studiendesign\n\nmöglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der Ergebnisse ...\n\n### Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung\n\n... is a high effect size in comparison to Hattie et al. [@hattie2023visible].\n\n### Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis\n\n...\n\n### Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung\n\n...\n\n## Conclusions / Schlussfolgerungen\n\n...\n\n## References {.unnumbered}\n\n::: {#refs}\n:::\n\n## Declarations {.appendix}\n\n### Ethics approval and consent to participate / Ethikvotum\n\nParticipants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).\n\nDie Teilnehmer wurden gebeten, den Test freiwillig und anonym auszufüllen. Um ein Höchstmaß an Transparenz zu erreichen, mussten alle Teilnehmer ihre mündliche Zustimmung zur Teilnahme geben. Darüber hinaus gaben sie vor der Studie ihre informierte Zustimmung, indem sie die Hintergrundinformationen lasen und sich für die Bereitstellung ihrer Daten entschieden. Eine zusätzliche schriftliche Einwilligung wurde nicht eingeholt. Die Studie und die Verwendung der ausschließlich mündlichen Einwilligung wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Medizinischen Fakultät OWL der Universität Bielefeld genehmigt (XXXX-YYY-f-S).\n\n### Consent for publication / Einwilligung zur Veröffentlichung\n\nNot applicable\n\nNicht zutreffend\n\n### Availability of data and materials / Verfügbarkeit von Daten und Materialien\n\nThe original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).\n\nDie Originaldaten der Studie sind beim Open Science Framework (osf.io, siehe Manuskript-URL) verfügbar.\n\n### Competing interests / Konkurrierende Interessen\n\nThe authors declare that they have no competing interests.\n\nDie Autoren erklären, dass sie keine konkurrierenden Interessen haben.\n\n### Funding / Finanzierung\n\nThe author(s) received no specific funding for this work.\n\nDer/die Autor\\*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.\n\n### Authors' contributions / Beiträge der Autor\\*innen\n\nHF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.\n\nHF konzipierte die Studie und beteiligte sich an deren Gestaltung und Koordination. XX war an der Datenerfassung und Datenanalyse beteiligt. YY war an der Gestaltung der Studie beteiligt. ZZ beteiligte sich an der Konzeption und Koordination der Studie. Alle Autor\\*innen haben an der Erstellung des Manuskripts mitgewirkt.\n\n### CRediT authorship contribution statement\n\n**Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Wolf Jonas Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Maren März:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.\n\n### Acknowledgments / Danksagung\n\nThe authors are grateful for the insightful comments offered by the anonymous peer reviewers at {{< meta citation.container-title >}}. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.\n\nDie Autoren sind dankbar für die aufschlussreichen Kommentare der anonymen Peer-Reviewer von {{< meta citation.container-title >}}. Die Großzügigkeit und das Fachwissen eines jeden Einzelnen haben diese Studie auf unzählige Arten verbessert und uns vor vielen Fehlern bewahrt; die, die unvermeidlich bleiben, liegen vollständig in unserer eigenen Verantwortung.\n",
+ "markdown": "---\ntitle: Assessment of graph literacy among German medical students -- a cross-sectional study to assess graph interpretation skills\nsubtitle: Draft of the manuscript\ntitle-block-banner: true # \"#145F7D\" als Fakultäts-Farbe\n# title-block-banner-color: \"#F0F0F0\" als weisse Schrift\ntheme:\n light: flatly\n dark: darkly\nmetadata-files: \n - _authordata.yml # vor der finalen Online-Veröffentlichung noch hierhin kopieren\n - _plain-language-summary.md # die Gedankenstruktur des Manuskripts: siehe NOTIZ\nfilters:\n - authors-block # um den Autoren-Block auch im Word-Dokument zu haben\n - abstract-section # um den Abstract im normalen Text und nicht im YAML-Header zu schreiben\n - color-text.lua # Schriftfarben\n - webr # interaktiver R-Code\nengine: knitr\nwebr: \n show-startup-message: true\n packages: ['ggplot2']\nkeywords: \n - Medical Education\n - Artificial Intelligence\ndescription: |\n Eine allgemeine Beschreibung des Projekts, das hinter dem Manuskript steht.\nkey-points:\n - Medizinische Ausbildung ist ein Querschnittsfach aus den Bereichen Medizin, Pädagogik und Psychologie.\n - Medical education is a multidisciplinary field of medicine, education, and psychology.\ndate: last-modified\nciteproc: true\nbibliography: references.bib\ncsl: bmc-medicine.csl # https://www.zotero.org/styles/bmc-medicine\ncitation-location: margin\nnumber-sections: false\nappendix-style: default\nlightbox: auto\nfunding: \n statement: \"Der/die Autor*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.\"\nlang: de\neditor:\n markdown:\n canonical: true\n---\n\n\n## Abstract\n\n**Background / Hintergrund**: ...\n\n**Methods / Methoden**: ...\n\n**Results / Ergebnisse**: ...\n\n**Conclusio / Schlussfolgerungen**: ...\n\n------------------------------------------------------------------------\n\n::: {.callout-caution title=\"IN PROGRESS ...\"}\nThis manuscript is a work in progress. However, thank you for your interest. Please feel free to visit this web site again at a later date.\n\n[*Dieses Manuskript ist noch in Arbeit. Wir danken Ihnen jedoch für Ihr Interesse. Bitte besuchen Sie diese Website zu einem späteren Zeitpunkt noch einmal ...*]{color=\"grey\"}\n:::\n\n::: {.callout-tip title=\"STRUKTUR DES MANUSKRIPTS\" collapse=\"true\"}\n[{{< meta plain-language-summary >}}]{color=\"grey\"}\n:::\n\n## Background / Hintergrund\n\n### Broad problem / Allgemeineres Problem\n\nHealth literacy depends on diverse aspects of skills in processing information. To adequately understand medical reports, treatments and study results a set of abilities is needed. Thinking of future physicians one can imagine a multitude of situations where a high health literacy is required: whenever talking with patients about medical data, consenting in treatments and educating patients about diseases, making clinical decisions depending on laboratory results, imaging and study results, understanding evidence, interpretation of epidemiological data and communication in medical teams.\n\n### Theoretical and/or empirical focus of the problem / Theoretische und/oder empirische Fokussierung des Problems\n\nOne important aspect of health literacy is graph literacy, meaning the reading and understanding of graphs. This process is depending on decoding and interpreting signs and symbols and known as semiotic activity. Thus, the ability to understand graphs should not be considered isolatioted from other forms of literacy. It is an integral part of the ability to process and communicate information effectively in a world that is increasingly dependent on data and its visual representation.\n\nProcessing those visual representations is essential for understanding scientific and statistical data [@friel2001making] and particularly relevant in areas such as medical research where graphs and data visualizations are frequently used to convey complex information. A personal understanding of the representations is essential when preparing data for communication in order to ensure adequate knowledge transfer to others (Cooper et al, 2002). But misleading representations (either through deliberate manipulation or unintentionally through errors or incompleteness) can also have a significant influence on the reception of information by the recipient (Melnik-Leroy, 2023).\n\nIn summary it ca be said that graph literacy, as a form of semiotic activity, is a crucial component of overall literacy (Roth, 2002). It can have an impact on risk comprehension (Okan, 2013), suggesting that a higher graph literacy may be associated with a better decision-making performance. However, studies of graph literacy mainly refer to patients (Durand et al, 2020) or the ability of doctors (Caverly et al, 2015) to interpret graphical representations.\n\n### Focused problem statement / Fokussiertes Problem-Statement: Gap und möglicher Fortschritt\n\nEspecially for those advising and informing people with less health and graph literacy, it is important to achieve high competence in graph literacy themselves. But lack of understanding of visual representations can significantly impact decision making for patients and for (future) medical doctors.\n\nWhen providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.\n\n### Statement of study intent\n\nWe performed a study of medical students to investigate the following questions:\n\n1. What is ...\n2. Why are ...\n\n## Methods\n\n### Setting and subjects\n\nOur study was conducted at Medical Faculty of Münster ...\n\nIt takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students' clinical experience, they are rotated in various hospital departments during their final year (\"clinical/practical\" year). ...\n\n### Study design / Studiendesign\n\nThe participants were asked to complete the graph literacy scale voluntarily and anonymously.\n\n### Ethical approval\n\nAll participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).\n\n### Data collection\n\nData collection for this study was determined à priori as follows:\n\n- Input ...\n\n```{webr-r}\n#| context: setup\n\n# Download a dataset\ndownload.file(\n 'https://raw.githubusercontent.com/coatless/raw-data/main/penguins.csv',\n 'penguins.csv'\n)\n\n# Read the data\ndf_penguins = read.csv(\"penguins.csv\")\n```\n\n### Outcome Measures / Ergebnisparameter\n\n...\n\n### Statistical methods / Statistische Methoden\n\nWe used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) [@hattie2023visible] in outcome level between intervention and control groups (calculated *a priori* with G\\*Power 3.1) [@faul2007g]. Statistical analysis, tables and figures were conducted using R [@R-base] in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages [@tidyverse; @gt; @patil2021visualizations]. Descriptive means and standard deviations were calculated for participants' age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. ...\n\n```{webr-r}\n#| context: interactive\n\n# Download a dataset\ndownload.file(\n 'https://raw.githubusercontent.com/coatless/raw-data/main/penguins.csv',\n 'penguins.csv'\n) # <1>\n\n# Read the data\npenguins = read.csv(\"penguins.csv\") # <2>\n\n# Scatterplot example: penguin bill length versus bill depth\nggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth_mm)) + # <3>\n ggplot2::geom_point(ggplot2::aes(color = species, \n shape = species), # <3>\n size = 2) +\n ggplot2::scale_color_manual(values = c(\"darkorange\",\"darkorchid\",\"cyan4\")) # <3>\n```\n\n1. Download the dataset\n2. Read the data\n3. Build a scatterplot\n\n## Results / Ergebnisse\n\n### Recruitment Process and Demographic Characteristics / Studienteilnahme\n\nThe recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting ...\n\n<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->\n\n### Primary and secondary Outcomes / Haupt- und Nebenergebnisse\n\n\n\n<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->\n\n## Discussion / Diskussion\n\n### Summary / Zusammenfassung der Ergebnisse\n\nAfter the evaluation of all datasets, the following findings emerged. The first is that ...\n\n### Limitation: study population\n\n### Limitation: study ndesign\n\n### Integration with prior work\n\n...\n\nOnly a few studies provide insights into the graphical and numerical skills among medical students.\n\nIn a cross-sectional, descriptive study, the researchers applied the Objective Numeracy, Subjective Numeracy, and Graph Literacy Scales to medical students in their final two years of medical school and to medical residents. The study included 169 participants, comprising 70% sixth-year seventh-year students, and 30% residents. The findings showed that the mean graph literacy was 10.35. A multiple linear regression analysis revealed that higher scores in the Graph Literacy Scale were associated with the male gender and younger age. The study concluded that numeracy and graph literacy scales' mean scores were high among the medical students in this sample [@mas2018graphical].\n\n### Implications for practice\n\n...\n\n### Implications for research\n\n...\n\n## Conclusions\n\n...\n\n## References {.unnumbered}\n\n::: {#refs}\n:::\n\n## Declarations {.appendix}\n\n### Ethics approval and consent to participate\n\nParticipants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).\n\n### Consent for publication\n\nNot applicable\n\n### Availability of data and materials\n\nThe original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).\n\n### Competing interests / Konkurrierende Interessen\n\nThe authors declare that they have no competing interests.\n\n### Funding / Finanzierung\n\nThe author(s) received no specific funding for this work.\n\n### Authors' contributions / Beiträge der Autor\\*innen\n\nHF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.\n\n### CRediT authorship contribution statement\n\n**Janina Soler Wenglein:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.\n\n### Acknowledgments / Danksagung\n\nThe authors are grateful for the insightful comments offered by the anonymous peer reviewers at {{< meta citation.container-title >}}. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.\n",
"supporting": [],
"filters": [
"rmarkdown/pagebreak.lua"
diff --git a/index.qmd b/index.qmd
index 1333e074ec21ee7517554531358a0baddf4e5dcf..87b47ec63bbc440ae6dc0c3ab7f2f8b03995ad38 100644
--- a/index.qmd
+++ b/index.qmd
@@ -84,50 +84,35 @@ Especially for those advising and informing people with less health and graph li
When providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.
-### Statement of study intent / Fokussierte Forschungsfrage/n
+### Statement of study intent
We performed a study of medical students to investigate the following questions:
1. What is ...
2. Why are ...
-Wir haben eine Studie mit Medizinstudierenden durchgeführt, um die folgenden Fragen zu untersuchen:
+## Methods
-1. Was ist ...
-2. Warum sind ...
+### Setting and subjects
-## Methods / Methoden
-
-### Setting and subjects / Setting und Probanden
-
-Our study was conducted at Medical School ...
-
-Unsere Studie wurde an der Medizinischen Fakultät der ... durchgeführt.
+Our study was conducted at Medical Faculty of Münster ...
It takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students' clinical experience, they are rotated in various hospital departments during their final year ("clinical/practical" year). ...
-Das Medizinstudium in Deutschland dauert sechs Jahre, wobei die Studierenden direkt von den weiterführenden Schulen aufgenommen werden. Das Studium gliedert sich in einen vorklinischen Teil (die ersten beiden Jahre) und einen klinischen Teil (die letzten vier Jahre). Um die klinische Erfahrung der Studenten zu verbessern, werden sie während ihres letzten Jahres (klinisch-praktisches Jahr) in verschiedenen Krankenhausabteilungen eingesetzt.
-
### Study design / Studiendesign
-The participants were asked to complete the BNT voluntarily and anonymously.
+The participants were asked to complete the graph literacy scale voluntarily and anonymously.
-### Ethical approval / Ethikvotum
+### Ethical approval
All participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).
-Alle Teilnehmer mussten sich mündlich zur Teilnahme bereit erklären. Zusätzlich gaben sie vor der Studie eine informierte Einwilligung, indem sie die Hintergrundinformationen lasen und sich daraufhin für die Bereitstellung ihrer Daten entschieden. Das Ethikvotum wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Universität Bielefeld, Medizinische Fakultät OWL (XXXX-YYY-f-S) erteilt.
-
-### Data collection / Datenerhebung
+### Data collection
Data collection for this study was determined à priori as follows:
- Input ...
-Die Datenerhebung für diese Studie wurde à priori wie folgt festgelegt:
-
-- Input ...
-
```{webr-r}
#| context: setup
@@ -149,8 +134,6 @@ df_penguins = read.csv("penguins.csv")
We used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) [@hattie2023visible] in outcome level between intervention and control groups (calculated *a priori* with G\*Power 3.1) [@faul2007g]. Statistical analysis, tables and figures were conducted using R [@R-base] in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages [@tidyverse; @gt; @patil2021visualizations]. Descriptive means and standard deviations were calculated for participants' age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. ...
-Wir verwendeten das Standard-Alpha-Niveau von .05 für die Signifikanz und ein Power-Niveau von .80. Daher benötigten wir eine Stichprobengröße von mindestens XX Teilnehmern, um eine Effektgröße nachzuweisen, die einen minimal bedeutsamen Unterschied (d = .YY) [@hattie2023visible] im Ergebnisniveau zwischen Interventions- und Kontrollgruppe zeigt (*a priori* berechnet mit G\*Power 3.1) [@faul2007g]. Statistische Analysen, Tabellen und Abbildungen wurden mit R [@R-base] in RStudio IDE (Posit Software, Boston, MA) mit den tidyverse-, gt- und ggstatsplot-Paketen [@tidyverse; @gt; @patil2021visualizations] durchgeführt. Deskriptive Mittelwerte und Standardabweichungen wurden für das Alter der Teilnehmer berechnet, und die Gesamttestwerte und Häufigkeiten wurden für das Geschlecht und für die Lösung der Fallszenarien berechnet. Die Mittelwerte und Häufigkeiten der Stichprobe wurden mit den Mittelwerten und Häufigkeiten der Grundgesamtheit unter Verwendung von t-Tests bzw. Chi-Quadrat-Tests für eine Stichprobe verglichen. ...
-
```{webr-r}
#| context: interactive
@@ -181,8 +164,6 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
The recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting ...
-Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollständige Datensätze (Rücklaufquote YY.Z%), nachdem wir Kontakt mit ...
-
<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->
### Primary and secondary Outcomes / Haupt- und Nebenergebnisse
@@ -197,29 +178,27 @@ Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollst
After the evaluation of all datasets, the following findings emerged. The first is that ...
-Nach Auswertung aller Datensätze ergaben sich die folgenden Erkenntnisse: Die erste ist, dass ...
+### Limitation: study population
-### Limitation: Studienpopulation
+### Limitation: study ndesign
-möglicher Einfluss der Studienpopulation auf Interpretation und Anwendbarkeit der Ergebnisse ...
+### Integration with prior work
-### Limitation: Studiendesign
-
-möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der Ergebnisse ...
+...
-### Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung
+Only a few studies provide insights into the graphical and numerical skills among medical students.
-... is a high effect size in comparison to Hattie et al. [@hattie2023visible].
+In a cross-sectional, descriptive study, the researchers applied the Objective Numeracy, Subjective Numeracy, and Graph Literacy Scales to medical students in their final two years of medical school and to medical residents. The study included 169 participants, comprising 70% sixth-year seventh-year students, and 30% residents. The findings showed that the mean graph literacy was 10.35. A multiple linear regression analysis revealed that higher scores in the Graph Literacy Scale were associated with the male gender and younger age. The study concluded that numeracy and graph literacy scales' mean scores were high among the medical students in this sample [@mas2018graphical].
-### Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis
+### Implications for practice
...
-### Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung
+### Implications for research
...
-## Conclusions / Schlussfolgerungen
+## Conclusions
...
@@ -230,48 +209,34 @@ möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der
## Declarations {.appendix}
-### Ethics approval and consent to participate / Ethikvotum
+### Ethics approval and consent to participate
Participants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).
-Die Teilnehmer wurden gebeten, den Test freiwillig und anonym auszufüllen. Um ein Höchstmaß an Transparenz zu erreichen, mussten alle Teilnehmer ihre mündliche Zustimmung zur Teilnahme geben. Darüber hinaus gaben sie vor der Studie ihre informierte Zustimmung, indem sie die Hintergrundinformationen lasen und sich für die Bereitstellung ihrer Daten entschieden. Eine zusätzliche schriftliche Einwilligung wurde nicht eingeholt. Die Studie und die Verwendung der ausschließlich mündlichen Einwilligung wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Medizinischen Fakultät OWL der Universität Bielefeld genehmigt (XXXX-YYY-f-S).
-
-### Consent for publication / Einwilligung zur Veröffentlichung
+### Consent for publication
Not applicable
-Nicht zutreffend
-
-### Availability of data and materials / Verfügbarkeit von Daten und Materialien
+### Availability of data and materials
The original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).
-Die Originaldaten der Studie sind beim Open Science Framework (osf.io, siehe Manuskript-URL) verfügbar.
-
### Competing interests / Konkurrierende Interessen
The authors declare that they have no competing interests.
-Die Autoren erklären, dass sie keine konkurrierenden Interessen haben.
-
### Funding / Finanzierung
The author(s) received no specific funding for this work.
-Der/die Autor\*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.
-
### Authors' contributions / Beiträge der Autor\*innen
HF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.
-HF konzipierte die Studie und beteiligte sich an deren Gestaltung und Koordination. XX war an der Datenerfassung und Datenanalyse beteiligt. YY war an der Gestaltung der Studie beteiligt. ZZ beteiligte sich an der Konzeption und Koordination der Studie. Alle Autor\*innen haben an der Erstellung des Manuskripts mitgewirkt.
-
### CRediT authorship contribution statement
-**Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Wolf Jonas Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Maren März:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.
+**Janina Soler Wenglein:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.
### Acknowledgments / Danksagung
The authors are grateful for the insightful comments offered by the anonymous peer reviewers at {{< meta citation.container-title >}}. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.
-
-Die Autoren sind dankbar für die aufschlussreichen Kommentare der anonymen Peer-Reviewer von {{< meta citation.container-title >}}. Die Großzügigkeit und das Fachwissen eines jeden Einzelnen haben diese Studie auf unzählige Arten verbessert und uns vor vielen Fehlern bewahrt; die, die unvermeidlich bleiben, liegen vollständig in unserer eigenen Verantwortung.
diff --git a/public/index-preview.html b/public/index-preview.html
index db06d6fffd9ebc0e00c9cf606e6ba71e1e033a0e..05a58cfe5360aaac235a398a5ab4d7bc04c599a3 100644
--- a/public/index-preview.html
+++ b/public/index-preview.html
@@ -313,6 +313,7 @@
<meta name="citation_reference" content="citation_title=Gt: Easily create presentation-ready display tables;,citation_author=Richard Iannone;,citation_author=Joe Cheng;,citation_author=Barret Schloerke;,citation_author=Ellis Hughes;,citation_author=JooYoung Seo;,citation_publication_date=2022;,citation_cover_date=2022;,citation_year=2022;,citation_fulltext_html_url=https://CRAN.R-project.org/package=gt;">
<meta name="citation_reference" content="citation_title=R: A language and environment for statistical computing;,citation_author=R Core Team;,citation_publication_date=2019;,citation_cover_date=2019;,citation_year=2019;,citation_fulltext_html_url=https://www.R-project.org;">
<meta name="citation_reference" content="citation_title=Making sense of graphs: Critical factors influencing comprehension and instructional implications;,citation_author=Susan N Friel;,citation_author=Frances R Curcio;,citation_author=George W Bright;,citation_publication_date=2001;,citation_cover_date=2001;,citation_year=2001;,citation_issue=2;,citation_volume=32;,citation_journal_title=Journal for Research in mathematics Education;,citation_publisher=National Council of Teachers of Mathematics;">
+<meta name="citation_reference" content="citation_title=Graphical and numerical skills in pre-and postgraduate medical students from a private university;,citation_author=Guiliana Mas;,citation_author=Tania Tello;,citation_author=Pedro Ortiz;,citation_author=Dafina Petrova;,citation_author=RocıÌo GarcıÌa-Retamero;,citation_publication_date=2018;,citation_cover_date=2018;,citation_year=2018;,citation_volume=154;,citation_journal_title=Gac Med Mex;">
</head>
<body class="quarto-notebook">
@@ -407,14 +408,14 @@
<li><a href="#broad-problem-allgemeineres-problem" id="toc-broad-problem-allgemeineres-problem" class="nav-link" data-scroll-target="#broad-problem-allgemeineres-problem">Broad problem / Allgemeineres Problem</a></li>
<li><a href="#theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems" id="toc-theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems" class="nav-link" data-scroll-target="#theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems">Theoretical and/or empirical focus of the problem / Theoretische und/oder empirische Fokussierung des Problems</a></li>
<li><a href="#focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt" id="toc-focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt" class="nav-link" data-scroll-target="#focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt">Focused problem statement / Fokussiertes Problem-Statement: Gap und möglicher Fortschritt</a></li>
- <li><a href="#statement-of-study-intent-fokussierte-forschungsfragen" id="toc-statement-of-study-intent-fokussierte-forschungsfragen" class="nav-link" data-scroll-target="#statement-of-study-intent-fokussierte-forschungsfragen">Statement of study intent / Fokussierte Forschungsfrage/n</a></li>
+ <li><a href="#statement-of-study-intent" id="toc-statement-of-study-intent" class="nav-link" data-scroll-target="#statement-of-study-intent">Statement of study intent</a></li>
</ul></li>
- <li><a href="#methods-methoden" id="toc-methods-methoden" class="nav-link" data-scroll-target="#methods-methoden">Methods / Methoden</a>
+ <li><a href="#methods" id="toc-methods" class="nav-link" data-scroll-target="#methods">Methods</a>
<ul class="collapse">
- <li><a href="#setting-and-subjects-setting-und-probanden" id="toc-setting-and-subjects-setting-und-probanden" class="nav-link" data-scroll-target="#setting-and-subjects-setting-und-probanden">Setting and subjects / Setting und Probanden</a></li>
+ <li><a href="#setting-and-subjects" id="toc-setting-and-subjects" class="nav-link" data-scroll-target="#setting-and-subjects">Setting and subjects</a></li>
<li><a href="#study-design-studiendesign" id="toc-study-design-studiendesign" class="nav-link" data-scroll-target="#study-design-studiendesign">Study design / Studiendesign</a></li>
- <li><a href="#ethical-approval-ethikvotum" id="toc-ethical-approval-ethikvotum" class="nav-link" data-scroll-target="#ethical-approval-ethikvotum">Ethical approval / Ethikvotum</a></li>
- <li><a href="#data-collection-datenerhebung" id="toc-data-collection-datenerhebung" class="nav-link" data-scroll-target="#data-collection-datenerhebung">Data collection / Datenerhebung</a></li>
+ <li><a href="#ethical-approval" id="toc-ethical-approval" class="nav-link" data-scroll-target="#ethical-approval">Ethical approval</a></li>
+ <li><a href="#data-collection" id="toc-data-collection" class="nav-link" data-scroll-target="#data-collection">Data collection</a></li>
<li><a href="#outcome-measures-ergebnisparameter" id="toc-outcome-measures-ergebnisparameter" class="nav-link" data-scroll-target="#outcome-measures-ergebnisparameter">Outcome Measures / Ergebnisparameter</a></li>
<li><a href="#statistical-methods-statistische-methoden" id="toc-statistical-methods-statistische-methoden" class="nav-link" data-scroll-target="#statistical-methods-statistische-methoden">Statistical methods / Statistische Methoden</a></li>
</ul></li>
@@ -426,19 +427,19 @@
<li><a href="#discussion-diskussion" id="toc-discussion-diskussion" class="nav-link" data-scroll-target="#discussion-diskussion">Discussion / Diskussion</a>
<ul class="collapse">
<li><a href="#summary-zusammenfassung-der-ergebnisse" id="toc-summary-zusammenfassung-der-ergebnisse" class="nav-link" data-scroll-target="#summary-zusammenfassung-der-ergebnisse">Summary / Zusammenfassung der Ergebnisse</a></li>
- <li><a href="#limitation-studienpopulation" id="toc-limitation-studienpopulation" class="nav-link" data-scroll-target="#limitation-studienpopulation">Limitation: Studienpopulation</a></li>
- <li><a href="#limitation-studiendesign" id="toc-limitation-studiendesign" class="nav-link" data-scroll-target="#limitation-studiendesign">Limitation: Studiendesign</a></li>
- <li><a href="#integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" id="toc-integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" class="nav-link" data-scroll-target="#integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung">Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung</a></li>
- <li><a href="#implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" id="toc-implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" class="nav-link" data-scroll-target="#implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis">Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis</a></li>
- <li><a href="#implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" id="toc-implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" class="nav-link" data-scroll-target="#implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung">Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung</a></li>
+ <li><a href="#limitation-study-population" id="toc-limitation-study-population" class="nav-link" data-scroll-target="#limitation-study-population">Limitation: study population</a></li>
+ <li><a href="#limitation-study-ndesign" id="toc-limitation-study-ndesign" class="nav-link" data-scroll-target="#limitation-study-ndesign">Limitation: study ndesign</a></li>
+ <li><a href="#integration-with-prior-work" id="toc-integration-with-prior-work" class="nav-link" data-scroll-target="#integration-with-prior-work">Integration with prior work</a></li>
+ <li><a href="#implications-for-practice" id="toc-implications-for-practice" class="nav-link" data-scroll-target="#implications-for-practice">Implications for practice</a></li>
+ <li><a href="#implications-for-research" id="toc-implications-for-research" class="nav-link" data-scroll-target="#implications-for-research">Implications for research</a></li>
</ul></li>
- <li><a href="#conclusions-schlussfolgerungen" id="toc-conclusions-schlussfolgerungen" class="nav-link" data-scroll-target="#conclusions-schlussfolgerungen">Conclusions / Schlussfolgerungen</a></li>
+ <li><a href="#conclusions" id="toc-conclusions" class="nav-link" data-scroll-target="#conclusions">Conclusions</a></li>
<li><a href="#references" id="toc-references" class="nav-link" data-scroll-target="#references">References</a></li>
<li><a href="#declarations" id="toc-declarations" class="nav-link" data-scroll-target="#declarations">Declarations</a>
<ul class="collapse">
- <li><a href="#ethics-approval-and-consent-to-participate-ethikvotum" id="toc-ethics-approval-and-consent-to-participate-ethikvotum" class="nav-link" data-scroll-target="#ethics-approval-and-consent-to-participate-ethikvotum">Ethics approval and consent to participate / Ethikvotum</a></li>
- <li><a href="#consent-for-publication-einwilligung-zur-veröffentlichung" id="toc-consent-for-publication-einwilligung-zur-veröffentlichung" class="nav-link" data-scroll-target="#consent-for-publication-einwilligung-zur-veröffentlichung">Consent for publication / Einwilligung zur Veröffentlichung</a></li>
- <li><a href="#availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien" id="toc-availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien" class="nav-link" data-scroll-target="#availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien">Availability of data and materials / Verfügbarkeit von Daten und Materialien</a></li>
+ <li><a href="#ethics-approval-and-consent-to-participate" id="toc-ethics-approval-and-consent-to-participate" class="nav-link" data-scroll-target="#ethics-approval-and-consent-to-participate">Ethics approval and consent to participate</a></li>
+ <li><a href="#consent-for-publication" id="toc-consent-for-publication" class="nav-link" data-scroll-target="#consent-for-publication">Consent for publication</a></li>
+ <li><a href="#availability-of-data-and-materials" id="toc-availability-of-data-and-materials" class="nav-link" data-scroll-target="#availability-of-data-and-materials">Availability of data and materials</a></li>
<li><a href="#competing-interests-konkurrierende-interessen" id="toc-competing-interests-konkurrierende-interessen" class="nav-link" data-scroll-target="#competing-interests-konkurrierende-interessen">Competing interests / Konkurrierende Interessen</a></li>
<li><a href="#funding-finanzierung" id="toc-funding-finanzierung" class="nav-link" data-scroll-target="#funding-finanzierung">Funding / Finanzierung</a></li>
<li><a href="#authors-contributions-beiträge-der-autorinnen" id="toc-authors-contributions-beiträge-der-autorinnen" class="nav-link" data-scroll-target="#authors-contributions-beiträge-der-autorinnen">Authors’ contributions / Beiträge der Autor*innen</a></li>
@@ -524,48 +525,36 @@ Wie sieht die Leistung bei detaillierter Betrachtung der Domänen und Kompetenzl
<p>Especially for those advising and informing people with less health and graph literacy, it is important to achieve high competence in graph literacy themselves. But lack of understanding of visual representations can significantly impact decision making for patients and for (future) medical doctors.</p>
<p>When providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.</p>
</section>
-<section id="statement-of-study-intent-fokussierte-forschungsfragen" class="level3">
-<h3 class="anchored" data-anchor-id="statement-of-study-intent-fokussierte-forschungsfragen">Statement of study intent / Fokussierte Forschungsfrage/n</h3>
+<section id="statement-of-study-intent" class="level3">
+<h3 class="anchored" data-anchor-id="statement-of-study-intent">Statement of study intent</h3>
<p>We performed a study of medical students to investigate the following questions:</p>
<ol type="1">
<li>What is …</li>
<li>Why are …</li>
</ol>
-<p>Wir haben eine Studie mit Medizinstudierenden durchgeführt, um die folgenden Fragen zu untersuchen:</p>
-<ol type="1">
-<li>Was ist …</li>
-<li>Warum sind …</li>
-</ol>
</section>
</section>
-<section id="methods-methoden" class="level2">
-<h2 class="anchored" data-anchor-id="methods-methoden">Methods / Methoden</h2>
-<section id="setting-and-subjects-setting-und-probanden" class="level3">
-<h3 class="anchored" data-anchor-id="setting-and-subjects-setting-und-probanden">Setting and subjects / Setting und Probanden</h3>
-<p>Our study was conducted at Medical School …</p>
-<p>Unsere Studie wurde an der Medizinischen Fakultät der … durchgeführt.</p>
+<section id="methods" class="level2">
+<h2 class="anchored" data-anchor-id="methods">Methods</h2>
+<section id="setting-and-subjects" class="level3">
+<h3 class="anchored" data-anchor-id="setting-and-subjects">Setting and subjects</h3>
+<p>Our study was conducted at Medical Faculty of Münster …</p>
<p>It takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students’ clinical experience, they are rotated in various hospital departments during their final year (“clinical/practical†year). …</p>
-<p>Das Medizinstudium in Deutschland dauert sechs Jahre, wobei die Studierenden direkt von den weiterführenden Schulen aufgenommen werden. Das Studium gliedert sich in einen vorklinischen Teil (die ersten beiden Jahre) und einen klinischen Teil (die letzten vier Jahre). Um die klinische Erfahrung der Studenten zu verbessern, werden sie während ihres letzten Jahres (klinisch-praktisches Jahr) in verschiedenen Krankenhausabteilungen eingesetzt.</p>
</section>
<section id="study-design-studiendesign" class="level3">
<h3 class="anchored" data-anchor-id="study-design-studiendesign">Study design / Studiendesign</h3>
-<p>The participants were asked to complete the BNT voluntarily and anonymously.</p>
+<p>The participants were asked to complete the graph literacy scale voluntarily and anonymously.</p>
</section>
-<section id="ethical-approval-ethikvotum" class="level3">
-<h3 class="anchored" data-anchor-id="ethical-approval-ethikvotum">Ethical approval / Ethikvotum</h3>
+<section id="ethical-approval" class="level3">
+<h3 class="anchored" data-anchor-id="ethical-approval">Ethical approval</h3>
<p>All participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).</p>
-<p>Alle Teilnehmer mussten sich mündlich zur Teilnahme bereit erklären. Zusätzlich gaben sie vor der Studie eine informierte Einwilligung, indem sie die Hintergrundinformationen lasen und sich daraufhin für die Bereitstellung ihrer Daten entschieden. Das Ethikvotum wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Universität Bielefeld, Medizinische Fakultät OWL (XXXX-YYY-f-S) erteilt.</p>
</section>
-<section id="data-collection-datenerhebung" class="level3">
-<h3 class="anchored" data-anchor-id="data-collection-datenerhebung">Data collection / Datenerhebung</h3>
+<section id="data-collection" class="level3">
+<h3 class="anchored" data-anchor-id="data-collection">Data collection</h3>
<p>Data collection for this study was determined à priori as follows:</p>
<ul>
<li>Input …</li>
</ul>
-<p>Die Datenerhebung für diese Studie wurde à priori wie folgt festgelegt:</p>
-<ul>
-<li>Input …</li>
-</ul>
<script type="module">
// Initialization WebR
await globalThis.webR.init();
@@ -589,7 +578,9 @@ df_penguins = read.csv("penguins.csv")
<section id="statistical-methods-statistische-methoden" class="level3">
<h3 class="anchored" data-anchor-id="statistical-methods-statistische-methoden">Statistical methods / Statistische Methoden</h3>
<p>We used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span> in outcome level between intervention and control groups (calculated <em>a priori</em> with G*Power 3.1) <span class="citation" data-cites="faul2007g">[<a href="#ref-faul2007g" role="doc-biblioref">3</a>]</span>. Statistical analysis, tables and figures were conducted using R <span class="citation" data-cites="R-base">[<a href="#ref-R-base" role="doc-biblioref">4</a>]</span> in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages <span class="citation" data-cites="tidyverse gt patil2021visualizations">[<a href="#ref-tidyverse" role="doc-biblioref">5</a>–<a href="#ref-patil2021visualizations" role="doc-biblioref">7</a>]</span>. Descriptive means and standard deviations were calculated for participants’ age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. …</p>
-<div class="no-row-height"><div id="ref-faul2007g" class="csl-entry" role="listitem">
+<div class="no-row-height"><div id="ref-hattie2023visible" class="csl-entry" role="listitem">
+2. Hattie J. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Taylor & Francis; 2023.
+</div><div id="ref-faul2007g" class="csl-entry" role="listitem">
3. Faul F, Erdfelder E, Lang A-G, Buchner A. G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods. 2007;39:175–91.
</div><div id="ref-R-base" class="csl-entry" role="listitem">
4. R Core Team. <a href="https://www.R-project.org">R: A Language and Environment for Statistical Computing</a>. Vienna, Austria: R Foundation for Statistical Computing; 2019.
@@ -597,8 +588,7 @@ df_penguins = read.csv("penguins.csv")
5. Wickham H, Averick M, Bryan J, Chang W, McGowan LD, François R, u. a. <a href="https://doi.org/10.21105/joss.01686">Welcome to the <span></span>tidyverse<span></span></a>. 2019;4:1686.
</div><div id="ref-patil2021visualizations" class="csl-entry" role="listitem">
7. Patil I. Visualizations with statistical details: The’ggstatsplot’approach. Journal of Open Source Software. 2021;6:3167.
-</div></div><p>Wir verwendeten das Standard-Alpha-Niveau von .05 für die Signifikanz und ein Power-Niveau von .80. Daher benötigten wir eine Stichprobengröße von mindestens XX Teilnehmern, um eine Effektgröße nachzuweisen, die einen minimal bedeutsamen Unterschied (d = .YY) <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span> im Ergebnisniveau zwischen Interventions- und Kontrollgruppe zeigt (<em>a priori</em> berechnet mit G*Power 3.1) <span class="citation" data-cites="faul2007g">[<a href="#ref-faul2007g" role="doc-biblioref">3</a>]</span>. Statistische Analysen, Tabellen und Abbildungen wurden mit R <span class="citation" data-cites="R-base">[<a href="#ref-R-base" role="doc-biblioref">4</a>]</span> in RStudio IDE (Posit Software, Boston, MA) mit den tidyverse-, gt- und ggstatsplot-Paketen <span class="citation" data-cites="tidyverse gt patil2021visualizations">[<a href="#ref-tidyverse" role="doc-biblioref">5</a>–<a href="#ref-patil2021visualizations" role="doc-biblioref">7</a>]</span> durchgeführt. Deskriptive Mittelwerte und Standardabweichungen wurden für das Alter der Teilnehmer berechnet, und die Gesamttestwerte und Häufigkeiten wurden für das Geschlecht und für die Lösung der Fallszenarien berechnet. Die Mittelwerte und Häufigkeiten der Stichprobe wurden mit den Mittelwerten und Häufigkeiten der Grundgesamtheit unter Verwendung von t-Tests bzw. Chi-Quadrat-Tests für eine Stichprobe verglichen. …</p>
-<button class="btn btn-default btn-webr" disabled="" type="button" id="webr-run-button-2">Loading
+</div></div><button class="btn btn-default btn-webr" disabled="" type="button" id="webr-run-button-2">Loading
webR...</button>
<div id="webr-editor-2"></div>
<div id="webr-code-output-2" aria-live="assertive">
@@ -793,14 +783,13 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
<section id="recruitment-process-and-demographic-characteristics-studienteilnahme" class="level3">
<h3 class="anchored" data-anchor-id="recruitment-process-and-demographic-characteristics-studienteilnahme">Recruitment Process and Demographic Characteristics / Studienteilnahme</h3>
<p>The recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting …</p>
-<p>Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollständige Datensätze (Rücklaufquote YY.Z%), nachdem wir Kontakt mit …</p>
<!-- Man kann Code-Ergebnisse über einfügen -->
</section>
<section id="primary-and-secondary-outcomes-haupt--und-nebenergebnisse" class="level3">
<h3 class="anchored" data-anchor-id="primary-and-secondary-outcomes-haupt--und-nebenergebnisse">Primary and secondary Outcomes / Haupt- und Nebenergebnisse</h3>
<div class="quarto-figure quarto-figure-center">
<figure class="figure">
-<p><a href="Durchschnittswerte_Selbsteinschätzung_NKLM_14a.jpg" class="lightbox" data-glightbox="description: .lightbox-desc-1" data-gallery="quarto-lightbox-gallery-1" title="Beispielgrafik: ein Bild sagt mehr als tausend Worte …"><img src="Durchschnittswerte_Selbsteinschätzung_NKLM_14a.jpg" class="img-fluid figure-img" alt="Beispielgrafik: ein Bild sagt mehr als tausend Worte …"></a></p>
+<p><a href="Durchschnittswerte_Selbsteinschätzung_NKLM_14a.jpg" class="lightbox" data-gallery="quarto-lightbox-gallery-1" data-glightbox="description: .lightbox-desc-1" title="Beispielgrafik: ein Bild sagt mehr als tausend Worte …"><img src="Durchschnittswerte_Selbsteinschätzung_NKLM_14a.jpg" class="img-fluid figure-img" alt="Beispielgrafik: ein Bild sagt mehr als tausend Worte …"></a></p>
<figcaption>Beispielgrafik: ein Bild sagt mehr als tausend Worte …</figcaption>
</figure>
</div>
@@ -812,33 +801,32 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
<section id="summary-zusammenfassung-der-ergebnisse" class="level3">
<h3 class="anchored" data-anchor-id="summary-zusammenfassung-der-ergebnisse">Summary / Zusammenfassung der Ergebnisse</h3>
<p>After the evaluation of all datasets, the following findings emerged. The first is that …</p>
-<p>Nach Auswertung aller Datensätze ergaben sich die folgenden Erkenntnisse: Die erste ist, dass …</p>
</section>
-<section id="limitation-studienpopulation" class="level3">
-<h3 class="anchored" data-anchor-id="limitation-studienpopulation">Limitation: Studienpopulation</h3>
-<p>möglicher Einfluss der Studienpopulation auf Interpretation und Anwendbarkeit der Ergebnisse …</p>
+<section id="limitation-study-population" class="level3">
+<h3 class="anchored" data-anchor-id="limitation-study-population">Limitation: study population</h3>
</section>
-<section id="limitation-studiendesign" class="level3">
-<h3 class="anchored" data-anchor-id="limitation-studiendesign">Limitation: Studiendesign</h3>
-<p>möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der Ergebnisse …</p>
+<section id="limitation-study-ndesign" class="level3">
+<h3 class="anchored" data-anchor-id="limitation-study-ndesign">Limitation: study ndesign</h3>
</section>
-<section id="integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" class="level3">
-<h3 class="anchored" data-anchor-id="integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung">Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung</h3>
-<p>… is a high effect size in comparison to Hattie et al. <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span>.</p>
-<div class="no-row-height"><div id="ref-hattie2023visible" class="csl-entry" role="listitem">
-2. Hattie J. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Taylor & Francis; 2023.
+<section id="integration-with-prior-work" class="level3">
+<h3 class="anchored" data-anchor-id="integration-with-prior-work">Integration with prior work</h3>
+<p>…</p>
+<p>Only a few studies provide insights into the graphical and numerical skills among medical students.</p>
+<p>In a cross-sectional, descriptive study, the researchers applied the Objective Numeracy, Subjective Numeracy, and Graph Literacy Scales to medical students in their final two years of medical school and to medical residents. The study included 169 participants, comprising 70% sixth-year seventh-year students, and 30% residents. The findings showed that the mean graph literacy was 10.35. A multiple linear regression analysis revealed that higher scores in the Graph Literacy Scale were associated with the male gender and younger age. The study concluded that numeracy and graph literacy scales’ mean scores were high among the medical students in this sample <span class="citation" data-cites="mas2018graphical">[<a href="#ref-mas2018graphical" role="doc-biblioref">8</a>]</span>.</p>
+<div class="no-row-height"><div id="ref-mas2018graphical" class="csl-entry" role="listitem">
+8. Mas G, Tello T, Ortiz P, Petrova D, GarcıÌa-Retamero R. Graphical and numerical skills in pre-and postgraduate medical students from a private university. Gac Med Mex. 2018;154:163–9.
</div></div></section>
-<section id="implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" class="level3">
-<h3 class="anchored" data-anchor-id="implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis">Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis</h3>
+<section id="implications-for-practice" class="level3">
+<h3 class="anchored" data-anchor-id="implications-for-practice">Implications for practice</h3>
<p>…</p>
</section>
-<section id="implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" class="level3">
-<h3 class="anchored" data-anchor-id="implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung">Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung</h3>
+<section id="implications-for-research" class="level3">
+<h3 class="anchored" data-anchor-id="implications-for-research">Implications for research</h3>
<p>…</p>
</section>
</section>
-<section id="conclusions-schlussfolgerungen" class="level2">
-<h2 class="anchored" data-anchor-id="conclusions-schlussfolgerungen">Conclusions / Schlussfolgerungen</h2>
+<section id="conclusions" class="level2">
+<h2 class="anchored" data-anchor-id="conclusions">Conclusions</h2>
<p>…</p>
</section>
<section id="references" class="level2 unnumbered">
@@ -847,44 +835,37 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
</section>
<section id="declarations" class="level2 appendix">
<h2 class="appendix anchored" data-anchor-id="declarations">Declarations</h2>
-<section id="ethics-approval-and-consent-to-participate-ethikvotum" class="level3">
-<h3 class="anchored" data-anchor-id="ethics-approval-and-consent-to-participate-ethikvotum">Ethics approval and consent to participate / Ethikvotum</h3>
+<section id="ethics-approval-and-consent-to-participate" class="level3">
+<h3 class="anchored" data-anchor-id="ethics-approval-and-consent-to-participate">Ethics approval and consent to participate</h3>
<p>Participants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).</p>
-<p>Die Teilnehmer wurden gebeten, den Test freiwillig und anonym auszufüllen. Um ein Höchstmaß an Transparenz zu erreichen, mussten alle Teilnehmer ihre mündliche Zustimmung zur Teilnahme geben. Darüber hinaus gaben sie vor der Studie ihre informierte Zustimmung, indem sie die Hintergrundinformationen lasen und sich für die Bereitstellung ihrer Daten entschieden. Eine zusätzliche schriftliche Einwilligung wurde nicht eingeholt. Die Studie und die Verwendung der ausschließlich mündlichen Einwilligung wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Medizinischen Fakultät OWL der Universität Bielefeld genehmigt (XXXX-YYY-f-S).</p>
</section>
-<section id="consent-for-publication-einwilligung-zur-veröffentlichung" class="level3">
-<h3 class="anchored" data-anchor-id="consent-for-publication-einwilligung-zur-veröffentlichung">Consent for publication / Einwilligung zur Veröffentlichung</h3>
+<section id="consent-for-publication" class="level3">
+<h3 class="anchored" data-anchor-id="consent-for-publication">Consent for publication</h3>
<p>Not applicable</p>
-<p>Nicht zutreffend</p>
</section>
-<section id="availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien" class="level3">
-<h3 class="anchored" data-anchor-id="availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien">Availability of data and materials / Verfügbarkeit von Daten und Materialien</h3>
+<section id="availability-of-data-and-materials" class="level3">
+<h3 class="anchored" data-anchor-id="availability-of-data-and-materials">Availability of data and materials</h3>
<p>The original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).</p>
-<p>Die Originaldaten der Studie sind beim Open Science Framework (osf.io, siehe Manuskript-URL) verfügbar.</p>
</section>
<section id="competing-interests-konkurrierende-interessen" class="level3">
<h3 class="anchored" data-anchor-id="competing-interests-konkurrierende-interessen">Competing interests / Konkurrierende Interessen</h3>
<p>The authors declare that they have no competing interests.</p>
-<p>Die Autoren erklären, dass sie keine konkurrierenden Interessen haben.</p>
</section>
<section id="funding-finanzierung" class="level3">
<h3 class="anchored" data-anchor-id="funding-finanzierung">Funding / Finanzierung</h3>
<p>The author(s) received no specific funding for this work.</p>
-<p>Der/die Autor*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.</p>
</section>
<section id="authors-contributions-beiträge-der-autorinnen" class="level3">
<h3 class="anchored" data-anchor-id="authors-contributions-beiträge-der-autorinnen">Authors’ contributions / Beiträge der Autor*innen</h3>
<p>HF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.</p>
-<p>HF konzipierte die Studie und beteiligte sich an deren Gestaltung und Koordination. XX war an der Datenerfassung und Datenanalyse beteiligt. YY war an der Gestaltung der Studie beteiligt. ZZ beteiligte sich an der Konzeption und Koordination der Studie. Alle Autor*innen haben an der Erstellung des Manuskripts mitgewirkt.</p>
</section>
<section id="credit-authorship-contribution-statement" class="level3">
<h3 class="anchored" data-anchor-id="credit-authorship-contribution-statement">CRediT authorship contribution statement</h3>
-<p><strong>Hendrik Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Wolf Jonas Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Maren März:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.</p>
+<p><strong>Janina Soler Wenglein:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Hendrik Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.</p>
</section>
<section id="acknowledgments-danksagung" class="level3">
<h3 class="anchored" data-anchor-id="acknowledgments-danksagung">Acknowledgments / Danksagung</h3>
<p>The authors are grateful for the insightful comments offered by the anonymous peer reviewers at Medical Education Online. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.</p>
-<p>Die Autoren sind dankbar für die aufschlussreichen Kommentare der anonymen Peer-Reviewer von Medical Education Online. Die Großzügigkeit und das Fachwissen eines jeden Einzelnen haben diese Studie auf unzählige Arten verbessert und uns vor vielen Fehlern bewahrt; die, die unvermeidlich bleiben, liegen vollständig in unserer eigenen Verantwortung.</p>
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<span class="glightbox-desc lightbox-desc-1">Beispielgrafik: ein Bild sagt mehr als tausend Worte …</span>
</div>
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--- a/public/index.html
+++ b/public/index.html
@@ -227,6 +227,7 @@ div.csl-indent {
<meta name="citation_reference" content="citation_title=Gt: Easily create presentation-ready display tables;,citation_author=Richard Iannone;,citation_author=Joe Cheng;,citation_author=Barret Schloerke;,citation_author=Ellis Hughes;,citation_author=JooYoung Seo;,citation_publication_date=2022;,citation_cover_date=2022;,citation_year=2022;,citation_fulltext_html_url=https://CRAN.R-project.org/package=gt;">
<meta name="citation_reference" content="citation_title=R: A language and environment for statistical computing;,citation_author=R Core Team;,citation_publication_date=2019;,citation_cover_date=2019;,citation_year=2019;,citation_fulltext_html_url=https://www.R-project.org;">
<meta name="citation_reference" content="citation_title=Making sense of graphs: Critical factors influencing comprehension and instructional implications;,citation_author=Susan N Friel;,citation_author=Frances R Curcio;,citation_author=George W Bright;,citation_publication_date=2001;,citation_cover_date=2001;,citation_year=2001;,citation_issue=2;,citation_volume=32;,citation_journal_title=Journal for Research in mathematics Education;,citation_publisher=National Council of Teachers of Mathematics;">
+<meta name="citation_reference" content="citation_title=Graphical and numerical skills in pre-and postgraduate medical students from a private university;,citation_author=Guiliana Mas;,citation_author=Tania Tello;,citation_author=Pedro Ortiz;,citation_author=Dafina Petrova;,citation_author=RocıÌo GarcıÌa-Retamero;,citation_publication_date=2018;,citation_cover_date=2018;,citation_year=2018;,citation_volume=154;,citation_journal_title=Gac Med Mex;">
</head>
<body>
@@ -314,14 +315,14 @@ div.csl-indent {
<li><a href="#broad-problem-allgemeineres-problem" id="toc-broad-problem-allgemeineres-problem" class="nav-link" data-scroll-target="#broad-problem-allgemeineres-problem">Broad problem / Allgemeineres Problem</a></li>
<li><a href="#theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems" id="toc-theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems" class="nav-link" data-scroll-target="#theoretical-andor-empirical-focus-of-the-problem-theoretische-undoder-empirische-fokussierung-des-problems">Theoretical and/or empirical focus of the problem / Theoretische und/oder empirische Fokussierung des Problems</a></li>
<li><a href="#focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt" id="toc-focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt" class="nav-link" data-scroll-target="#focused-problem-statement-fokussiertes-problem-statement-gap-und-möglicher-fortschritt">Focused problem statement / Fokussiertes Problem-Statement: Gap und möglicher Fortschritt</a></li>
- <li><a href="#statement-of-study-intent-fokussierte-forschungsfragen" id="toc-statement-of-study-intent-fokussierte-forschungsfragen" class="nav-link" data-scroll-target="#statement-of-study-intent-fokussierte-forschungsfragen">Statement of study intent / Fokussierte Forschungsfrage/n</a></li>
+ <li><a href="#statement-of-study-intent" id="toc-statement-of-study-intent" class="nav-link" data-scroll-target="#statement-of-study-intent">Statement of study intent</a></li>
</ul></li>
- <li><a href="#methods-methoden" id="toc-methods-methoden" class="nav-link" data-scroll-target="#methods-methoden">Methods / Methoden</a>
+ <li><a href="#methods" id="toc-methods" class="nav-link" data-scroll-target="#methods">Methods</a>
<ul class="collapse">
- <li><a href="#setting-and-subjects-setting-und-probanden" id="toc-setting-and-subjects-setting-und-probanden" class="nav-link" data-scroll-target="#setting-and-subjects-setting-und-probanden">Setting and subjects / Setting und Probanden</a></li>
+ <li><a href="#setting-and-subjects" id="toc-setting-and-subjects" class="nav-link" data-scroll-target="#setting-and-subjects">Setting and subjects</a></li>
<li><a href="#study-design-studiendesign" id="toc-study-design-studiendesign" class="nav-link" data-scroll-target="#study-design-studiendesign">Study design / Studiendesign</a></li>
- <li><a href="#ethical-approval-ethikvotum" id="toc-ethical-approval-ethikvotum" class="nav-link" data-scroll-target="#ethical-approval-ethikvotum">Ethical approval / Ethikvotum</a></li>
- <li><a href="#data-collection-datenerhebung" id="toc-data-collection-datenerhebung" class="nav-link" data-scroll-target="#data-collection-datenerhebung">Data collection / Datenerhebung</a></li>
+ <li><a href="#ethical-approval" id="toc-ethical-approval" class="nav-link" data-scroll-target="#ethical-approval">Ethical approval</a></li>
+ <li><a href="#data-collection" id="toc-data-collection" class="nav-link" data-scroll-target="#data-collection">Data collection</a></li>
<li><a href="#outcome-measures-ergebnisparameter" id="toc-outcome-measures-ergebnisparameter" class="nav-link" data-scroll-target="#outcome-measures-ergebnisparameter">Outcome Measures / Ergebnisparameter</a></li>
<li><a href="#statistical-methods-statistische-methoden" id="toc-statistical-methods-statistische-methoden" class="nav-link" data-scroll-target="#statistical-methods-statistische-methoden">Statistical methods / Statistische Methoden</a></li>
</ul></li>
@@ -333,13 +334,13 @@ div.csl-indent {
<li><a href="#discussion-diskussion" id="toc-discussion-diskussion" class="nav-link" data-scroll-target="#discussion-diskussion">Discussion / Diskussion</a>
<ul class="collapse">
<li><a href="#summary-zusammenfassung-der-ergebnisse" id="toc-summary-zusammenfassung-der-ergebnisse" class="nav-link" data-scroll-target="#summary-zusammenfassung-der-ergebnisse">Summary / Zusammenfassung der Ergebnisse</a></li>
- <li><a href="#limitation-studienpopulation" id="toc-limitation-studienpopulation" class="nav-link" data-scroll-target="#limitation-studienpopulation">Limitation: Studienpopulation</a></li>
- <li><a href="#limitation-studiendesign" id="toc-limitation-studiendesign" class="nav-link" data-scroll-target="#limitation-studiendesign">Limitation: Studiendesign</a></li>
- <li><a href="#integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" id="toc-integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" class="nav-link" data-scroll-target="#integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung">Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung</a></li>
- <li><a href="#implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" id="toc-implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" class="nav-link" data-scroll-target="#implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis">Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis</a></li>
- <li><a href="#implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" id="toc-implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" class="nav-link" data-scroll-target="#implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung">Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung</a></li>
+ <li><a href="#limitation-study-population" id="toc-limitation-study-population" class="nav-link" data-scroll-target="#limitation-study-population">Limitation: study population</a></li>
+ <li><a href="#limitation-study-ndesign" id="toc-limitation-study-ndesign" class="nav-link" data-scroll-target="#limitation-study-ndesign">Limitation: study ndesign</a></li>
+ <li><a href="#integration-with-prior-work" id="toc-integration-with-prior-work" class="nav-link" data-scroll-target="#integration-with-prior-work">Integration with prior work</a></li>
+ <li><a href="#implications-for-practice" id="toc-implications-for-practice" class="nav-link" data-scroll-target="#implications-for-practice">Implications for practice</a></li>
+ <li><a href="#implications-for-research" id="toc-implications-for-research" class="nav-link" data-scroll-target="#implications-for-research">Implications for research</a></li>
</ul></li>
- <li><a href="#conclusions-schlussfolgerungen" id="toc-conclusions-schlussfolgerungen" class="nav-link" data-scroll-target="#conclusions-schlussfolgerungen">Conclusions / Schlussfolgerungen</a></li>
+ <li><a href="#conclusions" id="toc-conclusions" class="nav-link" data-scroll-target="#conclusions">Conclusions</a></li>
<li><a href="#references" id="toc-references" class="nav-link" data-scroll-target="#references">References</a></li>
</ul>
@@ -427,48 +428,36 @@ Wie sieht die Leistung bei detaillierter Betrachtung der Domänen und Kompetenzl
<p>Especially for those advising and informing people with less health and graph literacy, it is important to achieve high competence in graph literacy themselves. But lack of understanding of visual representations can significantly impact decision making for patients and for (future) medical doctors.</p>
<p>When providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.</p>
</section>
-<section id="statement-of-study-intent-fokussierte-forschungsfragen" class="level3">
-<h3 class="anchored" data-anchor-id="statement-of-study-intent-fokussierte-forschungsfragen">Statement of study intent / Fokussierte Forschungsfrage/n</h3>
+<section id="statement-of-study-intent" class="level3">
+<h3 class="anchored" data-anchor-id="statement-of-study-intent">Statement of study intent</h3>
<p>We performed a study of medical students to investigate the following questions:</p>
<ol type="1">
<li>What is …</li>
<li>Why are …</li>
</ol>
-<p>Wir haben eine Studie mit Medizinstudierenden durchgeführt, um die folgenden Fragen zu untersuchen:</p>
-<ol type="1">
-<li>Was ist …</li>
-<li>Warum sind …</li>
-</ol>
</section>
</section>
-<section id="methods-methoden" class="level2 page-columns page-full">
-<h2 class="anchored" data-anchor-id="methods-methoden">Methods / Methoden</h2>
-<section id="setting-and-subjects-setting-und-probanden" class="level3">
-<h3 class="anchored" data-anchor-id="setting-and-subjects-setting-und-probanden">Setting and subjects / Setting und Probanden</h3>
-<p>Our study was conducted at Medical School …</p>
-<p>Unsere Studie wurde an der Medizinischen Fakultät der … durchgeführt.</p>
+<section id="methods" class="level2 page-columns page-full">
+<h2 class="anchored" data-anchor-id="methods">Methods</h2>
+<section id="setting-and-subjects" class="level3">
+<h3 class="anchored" data-anchor-id="setting-and-subjects">Setting and subjects</h3>
+<p>Our study was conducted at Medical Faculty of Münster …</p>
<p>It takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students’ clinical experience, they are rotated in various hospital departments during their final year (“clinical/practical†year). …</p>
-<p>Das Medizinstudium in Deutschland dauert sechs Jahre, wobei die Studierenden direkt von den weiterführenden Schulen aufgenommen werden. Das Studium gliedert sich in einen vorklinischen Teil (die ersten beiden Jahre) und einen klinischen Teil (die letzten vier Jahre). Um die klinische Erfahrung der Studenten zu verbessern, werden sie während ihres letzten Jahres (klinisch-praktisches Jahr) in verschiedenen Krankenhausabteilungen eingesetzt.</p>
</section>
<section id="study-design-studiendesign" class="level3">
<h3 class="anchored" data-anchor-id="study-design-studiendesign">Study design / Studiendesign</h3>
-<p>The participants were asked to complete the BNT voluntarily and anonymously.</p>
+<p>The participants were asked to complete the graph literacy scale voluntarily and anonymously.</p>
</section>
-<section id="ethical-approval-ethikvotum" class="level3">
-<h3 class="anchored" data-anchor-id="ethical-approval-ethikvotum">Ethical approval / Ethikvotum</h3>
+<section id="ethical-approval" class="level3">
+<h3 class="anchored" data-anchor-id="ethical-approval">Ethical approval</h3>
<p>All participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).</p>
-<p>Alle Teilnehmer mussten sich mündlich zur Teilnahme bereit erklären. Zusätzlich gaben sie vor der Studie eine informierte Einwilligung, indem sie die Hintergrundinformationen lasen und sich daraufhin für die Bereitstellung ihrer Daten entschieden. Das Ethikvotum wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Universität Bielefeld, Medizinische Fakultät OWL (XXXX-YYY-f-S) erteilt.</p>
</section>
-<section id="data-collection-datenerhebung" class="level3">
-<h3 class="anchored" data-anchor-id="data-collection-datenerhebung">Data collection / Datenerhebung</h3>
+<section id="data-collection" class="level3">
+<h3 class="anchored" data-anchor-id="data-collection">Data collection</h3>
<p>Data collection for this study was determined à priori as follows:</p>
<ul>
<li>Input …</li>
</ul>
-<p>Die Datenerhebung für diese Studie wurde à priori wie folgt festgelegt:</p>
-<ul>
-<li>Input …</li>
-</ul>
<script type="module">
// Initialization WebR
await globalThis.webR.init();
@@ -492,7 +481,9 @@ df_penguins = read.csv("penguins.csv")
<section id="statistical-methods-statistische-methoden" class="level3 page-columns page-full">
<h3 class="anchored" data-anchor-id="statistical-methods-statistische-methoden">Statistical methods / Statistische Methoden</h3>
<p>We used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span> in outcome level between intervention and control groups (calculated <em>a priori</em> with G*Power 3.1) <span class="citation" data-cites="faul2007g">[<a href="#ref-faul2007g" role="doc-biblioref">3</a>]</span>. Statistical analysis, tables and figures were conducted using R <span class="citation" data-cites="R-base">[<a href="#ref-R-base" role="doc-biblioref">4</a>]</span> in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages <span class="citation" data-cites="tidyverse gt patil2021visualizations">[<a href="#ref-tidyverse" role="doc-biblioref">5</a>–<a href="#ref-patil2021visualizations" role="doc-biblioref">7</a>]</span>. Descriptive means and standard deviations were calculated for participants’ age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. …</p>
-<div class="no-row-height column-margin column-container"><div id="ref-faul2007g" class="csl-entry" role="listitem">
+<div class="no-row-height column-margin column-container"><div id="ref-hattie2023visible" class="csl-entry" role="listitem">
+2. Hattie J. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Taylor & Francis; 2023.
+</div><div id="ref-faul2007g" class="csl-entry" role="listitem">
3. Faul F, Erdfelder E, Lang A-G, Buchner A. G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods. 2007;39:175–91.
</div><div id="ref-R-base" class="csl-entry" role="listitem">
4. R Core Team. <a href="https://www.R-project.org">R: A Language and Environment for Statistical Computing</a>. Vienna, Austria: R Foundation for Statistical Computing; 2019.
@@ -500,8 +491,7 @@ df_penguins = read.csv("penguins.csv")
5. Wickham H, Averick M, Bryan J, Chang W, McGowan LD, François R, u. a. <a href="https://doi.org/10.21105/joss.01686">Welcome to the <span></span>tidyverse<span></span></a>. 2019;4:1686.
</div><div id="ref-patil2021visualizations" class="csl-entry" role="listitem">
7. Patil I. Visualizations with statistical details: The’ggstatsplot’approach. Journal of Open Source Software. 2021;6:3167.
-</div></div><p>Wir verwendeten das Standard-Alpha-Niveau von .05 für die Signifikanz und ein Power-Niveau von .80. Daher benötigten wir eine Stichprobengröße von mindestens XX Teilnehmern, um eine Effektgröße nachzuweisen, die einen minimal bedeutsamen Unterschied (d = .YY) <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span> im Ergebnisniveau zwischen Interventions- und Kontrollgruppe zeigt (<em>a priori</em> berechnet mit G*Power 3.1) <span class="citation" data-cites="faul2007g">[<a href="#ref-faul2007g" role="doc-biblioref">3</a>]</span>. Statistische Analysen, Tabellen und Abbildungen wurden mit R <span class="citation" data-cites="R-base">[<a href="#ref-R-base" role="doc-biblioref">4</a>]</span> in RStudio IDE (Posit Software, Boston, MA) mit den tidyverse-, gt- und ggstatsplot-Paketen <span class="citation" data-cites="tidyverse gt patil2021visualizations">[<a href="#ref-tidyverse" role="doc-biblioref">5</a>–<a href="#ref-patil2021visualizations" role="doc-biblioref">7</a>]</span> durchgeführt. Deskriptive Mittelwerte und Standardabweichungen wurden für das Alter der Teilnehmer berechnet, und die Gesamttestwerte und Häufigkeiten wurden für das Geschlecht und für die Lösung der Fallszenarien berechnet. Die Mittelwerte und Häufigkeiten der Stichprobe wurden mit den Mittelwerten und Häufigkeiten der Grundgesamtheit unter Verwendung von t-Tests bzw. Chi-Quadrat-Tests für eine Stichprobe verglichen. …</p>
-<button class="btn btn-default btn-webr" disabled="" type="button" id="webr-run-button-2">Loading
+</div></div><button class="btn btn-default btn-webr" disabled="" type="button" id="webr-run-button-2">Loading
webR...</button>
<div id="webr-editor-2"></div>
<div id="webr-code-output-2" aria-live="assertive">
@@ -696,7 +686,6 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
<section id="recruitment-process-and-demographic-characteristics-studienteilnahme" class="level3">
<h3 class="anchored" data-anchor-id="recruitment-process-and-demographic-characteristics-studienteilnahme">Recruitment Process and Demographic Characteristics / Studienteilnahme</h3>
<p>The recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting …</p>
-<p>Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollständige Datensätze (Rücklaufquote YY.Z%), nachdem wir Kontakt mit …</p>
<!-- Man kann Code-Ergebnisse über einfügen -->
</section>
<section id="primary-and-secondary-outcomes-haupt--und-nebenergebnisse" class="level3">
@@ -715,33 +704,32 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
<section id="summary-zusammenfassung-der-ergebnisse" class="level3">
<h3 class="anchored" data-anchor-id="summary-zusammenfassung-der-ergebnisse">Summary / Zusammenfassung der Ergebnisse</h3>
<p>After the evaluation of all datasets, the following findings emerged. The first is that …</p>
-<p>Nach Auswertung aller Datensätze ergaben sich die folgenden Erkenntnisse: Die erste ist, dass …</p>
</section>
-<section id="limitation-studienpopulation" class="level3">
-<h3 class="anchored" data-anchor-id="limitation-studienpopulation">Limitation: Studienpopulation</h3>
-<p>möglicher Einfluss der Studienpopulation auf Interpretation und Anwendbarkeit der Ergebnisse …</p>
+<section id="limitation-study-population" class="level3">
+<h3 class="anchored" data-anchor-id="limitation-study-population">Limitation: study population</h3>
</section>
-<section id="limitation-studiendesign" class="level3">
-<h3 class="anchored" data-anchor-id="limitation-studiendesign">Limitation: Studiendesign</h3>
-<p>möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der Ergebnisse …</p>
+<section id="limitation-study-ndesign" class="level3">
+<h3 class="anchored" data-anchor-id="limitation-study-ndesign">Limitation: study ndesign</h3>
</section>
-<section id="integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung" class="level3 page-columns page-full">
-<h3 class="anchored" data-anchor-id="integration-with-prior-work-vergleich-mit-bestehender-theoretischer-und-empirischer-forschung">Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung</h3>
-<p>… is a high effect size in comparison to Hattie et al. <span class="citation" data-cites="hattie2023visible">[<a href="#ref-hattie2023visible" role="doc-biblioref">2</a>]</span>.</p>
-<div class="no-row-height column-margin column-container"><div id="ref-hattie2023visible" class="csl-entry" role="listitem">
-2. Hattie J. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Taylor & Francis; 2023.
+<section id="integration-with-prior-work" class="level3 page-columns page-full">
+<h3 class="anchored" data-anchor-id="integration-with-prior-work">Integration with prior work</h3>
+<p>…</p>
+<p>Only a few studies provide insights into the graphical and numerical skills among medical students.</p>
+<p>In a cross-sectional, descriptive study, the researchers applied the Objective Numeracy, Subjective Numeracy, and Graph Literacy Scales to medical students in their final two years of medical school and to medical residents. The study included 169 participants, comprising 70% sixth-year seventh-year students, and 30% residents. The findings showed that the mean graph literacy was 10.35. A multiple linear regression analysis revealed that higher scores in the Graph Literacy Scale were associated with the male gender and younger age. The study concluded that numeracy and graph literacy scales’ mean scores were high among the medical students in this sample <span class="citation" data-cites="mas2018graphical">[<a href="#ref-mas2018graphical" role="doc-biblioref">8</a>]</span>.</p>
+<div class="no-row-height column-margin column-container"><div id="ref-mas2018graphical" class="csl-entry" role="listitem">
+8. Mas G, Tello T, Ortiz P, Petrova D, GarcıÌa-Retamero R. Graphical and numerical skills in pre-and postgraduate medical students from a private university. Gac Med Mex. 2018;154:163–9.
</div></div></section>
-<section id="implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis" class="level3">
-<h3 class="anchored" data-anchor-id="implications-for-practice-direkte-auswirkungen-der-ergebnisse-auf-praxis">Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis</h3>
+<section id="implications-for-practice" class="level3">
+<h3 class="anchored" data-anchor-id="implications-for-practice">Implications for practice</h3>
<p>…</p>
</section>
-<section id="implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung" class="level3">
-<h3 class="anchored" data-anchor-id="implications-for-research-direkte-auswirkungen-der-ergebnisse-auf-forschung">Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung</h3>
+<section id="implications-for-research" class="level3">
+<h3 class="anchored" data-anchor-id="implications-for-research">Implications for research</h3>
<p>…</p>
</section>
</section>
-<section id="conclusions-schlussfolgerungen" class="level2">
-<h2 class="anchored" data-anchor-id="conclusions-schlussfolgerungen">Conclusions / Schlussfolgerungen</h2>
+<section id="conclusions" class="level2">
+<h2 class="anchored" data-anchor-id="conclusions">Conclusions</h2>
<p>…</p>
</section>
<section id="references" class="level2 unnumbered">
@@ -752,44 +740,37 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
<div id="quarto-appendix" class="default"><section id="declarations" class="level2 appendix"><h2 class="anchored quarto-appendix-heading">Declarations</h2><div class="quarto-appendix-contents">
-<section id="ethics-approval-and-consent-to-participate-ethikvotum" class="level3">
-<h3 class="anchored" data-anchor-id="ethics-approval-and-consent-to-participate-ethikvotum">Ethics approval and consent to participate / Ethikvotum</h3>
+<section id="ethics-approval-and-consent-to-participate" class="level3">
+<h3 class="anchored" data-anchor-id="ethics-approval-and-consent-to-participate">Ethics approval and consent to participate</h3>
<p>Participants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).</p>
-<p>Die Teilnehmer wurden gebeten, den Test freiwillig und anonym auszufüllen. Um ein Höchstmaß an Transparenz zu erreichen, mussten alle Teilnehmer ihre mündliche Zustimmung zur Teilnahme geben. Darüber hinaus gaben sie vor der Studie ihre informierte Zustimmung, indem sie die Hintergrundinformationen lasen und sich für die Bereitstellung ihrer Daten entschieden. Eine zusätzliche schriftliche Einwilligung wurde nicht eingeholt. Die Studie und die Verwendung der ausschließlich mündlichen Einwilligung wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Medizinischen Fakultät OWL der Universität Bielefeld genehmigt (XXXX-YYY-f-S).</p>
</section>
-<section id="consent-for-publication-einwilligung-zur-veröffentlichung" class="level3">
-<h3 class="anchored" data-anchor-id="consent-for-publication-einwilligung-zur-veröffentlichung">Consent for publication / Einwilligung zur Veröffentlichung</h3>
+<section id="consent-for-publication" class="level3">
+<h3 class="anchored" data-anchor-id="consent-for-publication">Consent for publication</h3>
<p>Not applicable</p>
-<p>Nicht zutreffend</p>
</section>
-<section id="availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien" class="level3">
-<h3 class="anchored" data-anchor-id="availability-of-data-and-materials-verfügbarkeit-von-daten-und-materialien">Availability of data and materials / Verfügbarkeit von Daten und Materialien</h3>
+<section id="availability-of-data-and-materials" class="level3">
+<h3 class="anchored" data-anchor-id="availability-of-data-and-materials">Availability of data and materials</h3>
<p>The original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).</p>
-<p>Die Originaldaten der Studie sind beim Open Science Framework (osf.io, siehe Manuskript-URL) verfügbar.</p>
</section>
<section id="competing-interests-konkurrierende-interessen" class="level3">
<h3 class="anchored" data-anchor-id="competing-interests-konkurrierende-interessen">Competing interests / Konkurrierende Interessen</h3>
<p>The authors declare that they have no competing interests.</p>
-<p>Die Autoren erklären, dass sie keine konkurrierenden Interessen haben.</p>
</section>
<section id="funding-finanzierung" class="level3">
<h3 class="anchored" data-anchor-id="funding-finanzierung">Funding / Finanzierung</h3>
<p>The author(s) received no specific funding for this work.</p>
-<p>Der/die Autor*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.</p>
</section>
<section id="authors-contributions-beiträge-der-autorinnen" class="level3">
<h3 class="anchored" data-anchor-id="authors-contributions-beiträge-der-autorinnen">Authors’ contributions / Beiträge der Autor*innen</h3>
<p>HF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.</p>
-<p>HF konzipierte die Studie und beteiligte sich an deren Gestaltung und Koordination. XX war an der Datenerfassung und Datenanalyse beteiligt. YY war an der Gestaltung der Studie beteiligt. ZZ beteiligte sich an der Konzeption und Koordination der Studie. Alle Autor*innen haben an der Erstellung des Manuskripts mitgewirkt.</p>
</section>
<section id="credit-authorship-contribution-statement" class="level3">
<h3 class="anchored" data-anchor-id="credit-authorship-contribution-statement">CRediT authorship contribution statement</h3>
-<p><strong>Hendrik Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Wolf Jonas Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Maren März:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.</p>
+<p><strong>Janina Soler Wenglein:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. <strong>Hendrik Friederichs:</strong> Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.</p>
</section>
<section id="acknowledgments-danksagung" class="level3">
<h3 class="anchored" data-anchor-id="acknowledgments-danksagung">Acknowledgments / Danksagung</h3>
<p>The authors are grateful for the insightful comments offered by the anonymous peer reviewers at Medical Education Online. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.</p>
-<p>Die Autoren sind dankbar für die aufschlussreichen Kommentare der anonymen Peer-Reviewer von Medical Education Online. Die Großzügigkeit und das Fachwissen eines jeden Einzelnen haben diese Studie auf unzählige Arten verbessert und uns vor vielen Fehlern bewahrt; die, die unvermeidlich bleiben, liegen vollständig in unserer eigenen Verantwortung.</p>
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<span class="glightbox-desc lightbox-desc-1">Beispielgrafik: ein Bild sagt mehr als tausend Worte …</span>
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diff --git a/public/index.qmd b/public/index.qmd
index 1333e074ec21ee7517554531358a0baddf4e5dcf..87b47ec63bbc440ae6dc0c3ab7f2f8b03995ad38 100644
--- a/public/index.qmd
+++ b/public/index.qmd
@@ -84,50 +84,35 @@ Especially for those advising and informing people with less health and graph li
When providing information to patients, medical doctors must be aware about patient health literacy and about their own. Therefore, we conducted a cohort study with medical students for understanding their ability to interpret medical information provided visually.
-### Statement of study intent / Fokussierte Forschungsfrage/n
+### Statement of study intent
We performed a study of medical students to investigate the following questions:
1. What is ...
2. Why are ...
-Wir haben eine Studie mit Medizinstudierenden durchgeführt, um die folgenden Fragen zu untersuchen:
+## Methods
-1. Was ist ...
-2. Warum sind ...
+### Setting and subjects
-## Methods / Methoden
-
-### Setting and subjects / Setting und Probanden
-
-Our study was conducted at Medical School ...
-
-Unsere Studie wurde an der Medizinischen Fakultät der ... durchgeführt.
+Our study was conducted at Medical Faculty of Münster ...
It takes six years to complete a course in medical school in Germany, with students enrolled directly from secondary schools. The course of study is divided into a pre-clinical section (the first two years) and a clinical section (the last four years). To improve students' clinical experience, they are rotated in various hospital departments during their final year ("clinical/practical" year). ...
-Das Medizinstudium in Deutschland dauert sechs Jahre, wobei die Studierenden direkt von den weiterführenden Schulen aufgenommen werden. Das Studium gliedert sich in einen vorklinischen Teil (die ersten beiden Jahre) und einen klinischen Teil (die letzten vier Jahre). Um die klinische Erfahrung der Studenten zu verbessern, werden sie während ihres letzten Jahres (klinisch-praktisches Jahr) in verschiedenen Krankenhausabteilungen eingesetzt.
-
### Study design / Studiendesign
-The participants were asked to complete the BNT voluntarily and anonymously.
+The participants were asked to complete the graph literacy scale voluntarily and anonymously.
-### Ethical approval / Ethikvotum
+### Ethical approval
All participants had to agree verbally to participate. Additionally, they provided informed consent prior to the study by reading the background information and choosing to provide data. Ethical approval was given by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).
-Alle Teilnehmer mussten sich mündlich zur Teilnahme bereit erklären. Zusätzlich gaben sie vor der Studie eine informierte Einwilligung, indem sie die Hintergrundinformationen lasen und sich daraufhin für die Bereitstellung ihrer Daten entschieden. Das Ethikvotum wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Universität Bielefeld, Medizinische Fakultät OWL (XXXX-YYY-f-S) erteilt.
-
-### Data collection / Datenerhebung
+### Data collection
Data collection for this study was determined à priori as follows:
- Input ...
-Die Datenerhebung für diese Studie wurde à priori wie folgt festgelegt:
-
-- Input ...
-
```{webr-r}
#| context: setup
@@ -149,8 +134,6 @@ df_penguins = read.csv("penguins.csv")
We used the standard alpha level of .05 for significance and a power level of .80. Therefore, we needed a sample size of at least XX participants to detect an effect size showing a minimally important difference (d = .YY) [@hattie2023visible] in outcome level between intervention and control groups (calculated *a priori* with G\*Power 3.1) [@faul2007g]. Statistical analysis, tables and figures were conducted using R [@R-base] in RStudio IDE (Posit Software, Boston, MA) with the tidyverse-, gt- and ggstatsplot-packages [@tidyverse; @gt; @patil2021visualizations]. Descriptive means and standard deviations were calculated for participants' age, and total test scores and frequencies were calculated for sex and for solving the case scenarios. Sample means and frequencies were compared with population means and frequencies using one-sample t-tests and chi-square tests, respectively. ...
-Wir verwendeten das Standard-Alpha-Niveau von .05 für die Signifikanz und ein Power-Niveau von .80. Daher benötigten wir eine Stichprobengröße von mindestens XX Teilnehmern, um eine Effektgröße nachzuweisen, die einen minimal bedeutsamen Unterschied (d = .YY) [@hattie2023visible] im Ergebnisniveau zwischen Interventions- und Kontrollgruppe zeigt (*a priori* berechnet mit G\*Power 3.1) [@faul2007g]. Statistische Analysen, Tabellen und Abbildungen wurden mit R [@R-base] in RStudio IDE (Posit Software, Boston, MA) mit den tidyverse-, gt- und ggstatsplot-Paketen [@tidyverse; @gt; @patil2021visualizations] durchgeführt. Deskriptive Mittelwerte und Standardabweichungen wurden für das Alter der Teilnehmer berechnet, und die Gesamttestwerte und Häufigkeiten wurden für das Geschlecht und für die Lösung der Fallszenarien berechnet. Die Mittelwerte und Häufigkeiten der Stichprobe wurden mit den Mittelwerten und Häufigkeiten der Grundgesamtheit unter Verwendung von t-Tests bzw. Chi-Quadrat-Tests für eine Stichprobe verglichen. ...
-
```{webr-r}
#| context: interactive
@@ -181,8 +164,6 @@ ggplot2::ggplot(data = penguins, ggplot2::aes(x = bill_length_mm, y = bill_depth
The recruitment process is shown in Figure 1. We obtained XX complete data sets (return rate YY.Z%) after contacting ...
-Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollständige Datensätze (Rücklaufquote YY.Z%), nachdem wir Kontakt mit ...
-
<!-- Man kann Code-Ergebnisse über {{< embed notebooks/EDA.qmd#fig-map >}} einfügen -->
### Primary and secondary Outcomes / Haupt- und Nebenergebnisse
@@ -197,29 +178,27 @@ Der Rekrutierungsprozess ist in Abbildung 1 dargestellt. Wir erhielten XX vollst
After the evaluation of all datasets, the following findings emerged. The first is that ...
-Nach Auswertung aller Datensätze ergaben sich die folgenden Erkenntnisse: Die erste ist, dass ...
+### Limitation: study population
-### Limitation: Studienpopulation
+### Limitation: study ndesign
-möglicher Einfluss der Studienpopulation auf Interpretation und Anwendbarkeit der Ergebnisse ...
+### Integration with prior work
-### Limitation: Studiendesign
-
-möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der Ergebnisse ...
+...
-### Integration with prior work / Vergleich mit bestehender theoretischer und empirischer Forschung
+Only a few studies provide insights into the graphical and numerical skills among medical students.
-... is a high effect size in comparison to Hattie et al. [@hattie2023visible].
+In a cross-sectional, descriptive study, the researchers applied the Objective Numeracy, Subjective Numeracy, and Graph Literacy Scales to medical students in their final two years of medical school and to medical residents. The study included 169 participants, comprising 70% sixth-year seventh-year students, and 30% residents. The findings showed that the mean graph literacy was 10.35. A multiple linear regression analysis revealed that higher scores in the Graph Literacy Scale were associated with the male gender and younger age. The study concluded that numeracy and graph literacy scales' mean scores were high among the medical students in this sample [@mas2018graphical].
-### Implications for practice / Direkte Auswirkungen der Ergebnisse auf Praxis
+### Implications for practice
...
-### Implications for research / Direkte Auswirkungen der Ergebnisse auf Forschung
+### Implications for research
...
-## Conclusions / Schlussfolgerungen
+## Conclusions
...
@@ -230,48 +209,34 @@ möglicher Einfluss des Studiendesigns auf Interpretation und Anwendbarkeit der
## Declarations {.appendix}
-### Ethics approval and consent to participate / Ethikvotum
+### Ethics approval and consent to participate
Participants were asked to complete the test voluntarily and anonymously. To achieve maximum transparency, all participants had to verbally agree to participate. Additionally, they provided their informed consent prior to the study by reading the background information and choosing to provide data. An extra written consent was not obtained. The study and the use of only verbal consent was approved by the Ethics Committee of the Chamber of Physicians at Westfalen-Lippe and Bielefeld University, Medical School OWL (XXXX-YYY-f-S).
-Die Teilnehmer wurden gebeten, den Test freiwillig und anonym auszufüllen. Um ein Höchstmaß an Transparenz zu erreichen, mussten alle Teilnehmer ihre mündliche Zustimmung zur Teilnahme geben. Darüber hinaus gaben sie vor der Studie ihre informierte Zustimmung, indem sie die Hintergrundinformationen lasen und sich für die Bereitstellung ihrer Daten entschieden. Eine zusätzliche schriftliche Einwilligung wurde nicht eingeholt. Die Studie und die Verwendung der ausschließlich mündlichen Einwilligung wurde von der Ethikkommission der Ärztekammer Westfalen-Lippe und der Medizinischen Fakultät OWL der Universität Bielefeld genehmigt (XXXX-YYY-f-S).
-
-### Consent for publication / Einwilligung zur Veröffentlichung
+### Consent for publication
Not applicable
-Nicht zutreffend
-
-### Availability of data and materials / Verfügbarkeit von Daten und Materialien
+### Availability of data and materials
The original data that support the findings of this study are available from Open Science Framework (osf.io, see manuscript-URL).
-Die Originaldaten der Studie sind beim Open Science Framework (osf.io, siehe Manuskript-URL) verfügbar.
-
### Competing interests / Konkurrierende Interessen
The authors declare that they have no competing interests.
-Die Autoren erklären, dass sie keine konkurrierenden Interessen haben.
-
### Funding / Finanzierung
The author(s) received no specific funding for this work.
-Der/die Autor\*innen erhielt(en) für diese Arbeit keine spezielle Finanzierung.
-
### Authors' contributions / Beiträge der Autor\*innen
HF conceived the study and participated in its design and coordination. XX participated in the data acquisition and data analysis. YY participated in the study design. ZZ participated in the design and coordination of the study. All authors helped to draft the manuscript.
-HF konzipierte die Studie und beteiligte sich an deren Gestaltung und Koordination. XX war an der Datenerfassung und Datenanalyse beteiligt. YY war an der Gestaltung der Studie beteiligt. ZZ beteiligte sich an der Konzeption und Koordination der Studie. Alle Autor\*innen haben an der Erstellung des Manuskripts mitgewirkt.
-
### CRediT authorship contribution statement
-**Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Wolf Jonas Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Maren März:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.
+**Janina Soler Wenglein:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft. **Hendrik Friederichs:** Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing - review & editing, Writing - original draft.
### Acknowledgments / Danksagung
The authors are grateful for the insightful comments offered by the anonymous peer reviewers at {{< meta citation.container-title >}}. The generosity and expertise of one and all have improved this study in innumerable ways and saved us from many errors; those that inevitably remain are entirely our own responsibility.
-
-Die Autoren sind dankbar für die aufschlussreichen Kommentare der anonymen Peer-Reviewer von {{< meta citation.container-title >}}. Die Großzügigkeit und das Fachwissen eines jeden Einzelnen haben diese Studie auf unzählige Arten verbessert und uns vor vielen Fehlern bewahrt; die, die unvermeidlich bleiben, liegen vollständig in unserer eigenen Verantwortung.
diff --git a/references.bib b/references.bib
index 9f06e5edf9c68b780e0f5194192701432ae6f76e..5f7a19f55fd51e387463dcbeb9d384747f841015 100644
--- a/references.bib
+++ b/references.bib
@@ -64,4 +64,13 @@
pages={124--158},
year={2001},
publisher={National Council of Teachers of Mathematics}
+}
+
+@article{mas2018graphical,
+ title={Graphical and numerical skills in pre-and postgraduate medical students from a private university},
+ author={Mas, Guiliana and Tello, Tania and Ortiz, Pedro and Petrova, Dafina and Garc{\'\i}a-Retamero, Roc{\'\i}o},
+ journal={Gac Med Mex},
+ volume={154},
+ pages={163--169},
+ year={2018}
}
\ No newline at end of file