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Zinc supplementation is a critical adjunct therapy for managing acute childhood diarrhoea, particularly in low-income countries (LICs) and lower middle-income countries (LMICs). However, adherence to the recommended zinc regimen remains a major challenge, limiting its effectiveness in real-world settings. This systematic review and meta-analysis aimed to estimate the pooled adherence rates to zinc supplementation for diarrhoea in children under 5 and identify key determinants of adherence. A comprehensive search of PubMed, Embase, Scopus, Google Scholar, ProQuest, and CINAHL was conducted between 2000 and 2024. A total of 10 observational studies were included, with pooled adherence of 63.45% (95% CI: 51.62–75.28) for 10 days regimen and 34.58% (95% CI: 7.08–62.09) for 14 days regimen, along with high heterogeneity. Sensitivity analysis confirmed robustness of these estimates. Key factors associated with adherence included caregiver education, provider counselling, medication acceptability, and economic constraints related to caregiver buying capacity. Doi plot asymmetry suggested possible publication bias for 10 and 14 days regimen. Overall, adherence to zinc therapy remains sub-optimal, particularly for 14 days regimen compared to 10 days regimen. Targeted interventions addressing behavioural, provider, and formulation related barriers are urgently needed to optimize zinc adherence and improve diarrhoea outcomes globally.
We study sequential optimal stopping with partial reversibility. The optimal stopping problem is subject to implementation delay, which is random and exponentially distributed. Once the stopping decision is made, the decision maker can, by incurring a cost, call the decision off and restart the stopping problem. The optimization criterion is to maximize the expected present value of the total payoff. We characterize the value function in terms of a Bellman principle for a wide class of payoff functions and potentially multidimensional strong Markov dynamics. We also analyse the case of linear diffusion dynamics and characterize the value function and the optimal decision rule for a wide class of payoff functions.
In this study, HFRS data were obtained from China CDC and ECDC, while monthly meteorological data and GDP were extracted from the National Bureau of Statistics of China website. Descriptive epidemiology, time series decomposition, and spatial autocorrelation analyses were employed to evaluate HFRS incidence patterns. A spatial panel data model was used to estimate the effects of meteorological and socio-economic variables on HFRS incidence. The average annual incidence rate of HFRS was 0.90/100000 in China, compared to 29.3/100000 in Finland. The incidence level in China was comparable to that in Belgium and the EU/EEA (excluding the UK), the high-incidence age group was 45–64 years, which was similar to Finland and the EU/EEA. HFRS in China exhibited marked seasonality. Three north-eastern provinces, Shaanxi, Shandong, and Jiangxi reported higher incidence rates. After adjusting for spatial individual effects and spatial autocorrelation, HFRS incidence was negatively associated with precipitation during the same period, per capita GDP showed no significant effect on HFRS incidence. Continued surveillance and prevention of HFRS remain necessary in China, particularly in Shaanxi. Additional disease prevention and control efforts should be directed towards individuals aged 45–64 years during the high-risk period from October to December.
The generalised random graph contains n vertices with positive i.i.d. weights. The probability of adding an edge between two vertices is increasing in their weights. We require the weight distribution to have finite second moments, and study the point process $\mathcal{C}_n$ on $\{3,4,\ldots\}$, which counts how many cycles of the respective length are present in the graph. We establish convergence of $\mathcal{C}_n$ to a Poisson point process. Under the stronger assumption of the weights having finite fourth moments we provide the following results. When $\mathcal{C}_n$ is evaluated on a bounded set A, we provide a rate of convergence. If the graph is additionally subcritical, we extend this to unbounded sets A at the cost of a slower rate of convergence. From this we deduce the limiting distribution of the length of the shortest and longest cycles when the graph is subcritical, including rates of convergence. All mentioned results also apply to the Chung–Lu model and the Norros–Reittu model.
Candida auris has emerged as a major nosocomial pathogen due to multidrug resistance (MDR), outbreak potential, and high mortality in critically ill patients. Identifying risk factors for C. auris candidemia is essential for prevention and infection control. In this single-centre, retrospective case–control study, we analysed adults with C. auris candidemia (n = 52) and matched controls (n = 104) hospitalized between February 2019 and October 2024. Matching was based on hospital unit and blood culture timing. Clinical and epidemiological variables were compared, and multivariate logistic regression identified independent risk factors. Antifungal susceptibility and 14- and 28-day all-cause mortality were evaluated as secondary outcomes. Independent risk factors included recent hospitalization (odds ratio (OR): 7.93), prolonged hospital stay (OR: 1.01), prior broad-spectrum antibiotic use (OR: 46.20), central venous catheter (CVC) (OR: 3.88), sepsis (OR: 9.43), and high Candida Colonization Index (OR: 14.10). All-cause mortality at 14 and 28 days was 30.8% and 46.2%, respectively. Fluconazole resistance was 96%, while 8.7% of isolates were pandrug resistant. C. auris candidemia represents a serious clinical challenge with substantial mortality and modifiable risk factors. Strengthening antimicrobial stewardship, colonization surveillance, and early recognition in high-risk patients may reduce its impact.
It is often desired to extract more information from a test score than is available in a single number. The almost universal response to such desires is to divide the overall test score into subcomponents/subscores (e.g., math and verbal scores, reading fluency and reading comprehension, etc.). We summarize the rules governing the legitimate use of subscores and report on the frequency, in modern practice, that it is done correctly. In short, dividing up a test into subscores reduces its reliability, and subsequently, its validity. Using the military’s ASVAB test as an example, we show that the overall score is the only good predictor of later performance and the nine subtests are not effective in differentiating types of skills and knowledge.
Zombie ideas are awful ideas that ought to be dead, but which keep getting revivified and so are still walking among us. Three prominent zombies which we discuss are:
1. coaching for admissions tests gives a large unfair advantage;
2. admitting strivers (kids from lower SES who score higher than expected) makes things fairer;
3. making tests optional makes things fairer.
Test coaching companies like Princeton Review and Kaplan often claim that they can increase a person’s SAT score by over 100 points. The evidence used to support such claims typically involves a pre-post design where the student takes the test, receives coaching, and then takes the test again. In rigorous studies where a control group is used where the student simply takes the test twice, gains for 80–90 points are typical. Thus, the gains from coaching are much less than claimed. Strivers are students who score higher than expected based on their family income. Some have claimed that a striver that scores 1,000 on the SAT is really more like 1,050 because they have overcome hardship. However, due to regression to the mean, such students typically perform in college more like a SAT score of 950 would predict. Finally, many colleges have chosen to give applicants the option of whether to include SAT or ACT scores in their materials. Unfortunately, data suggest that this is a bad idea.
A continued example of testing misuse involves standardized tests administered in K-12 education. The results of such tests have been used to not only evaluate students, but also the schools, school personnel (e.g., teachers, principals, superintendents) and programs. We focus on one highly touted methodology, value-added models (VAM), that have been advocated as a rigorous scientific solution to what was previously an area rife with subjectivity. Proponents of VAM claim that a better measure of teacher performance is the amount of academic growth students experience after receiving instruction from that teacher. We discuss both the technical and logical flaws of these models. First, claims that changes in student test scores are caused by teachers, administrators, or schools are extremely weak given zero control. Second, the assumptions that achievement tests given at the end of one grade compared to the others can be equally scaled are nothing short of heroic – and very weak. Finally, missing data and small sample sizes make yearly growth estimates anything but reliable or valid. VAM is simply a well-intentioned, very bad idea.
When decisions are made there is a cost to making a mistake. This cost is often different for an erroneous positive decision than it is for an erroneous negative one. Decisions based on test scores are no different. We discuss this issue and provide several evocative examples. For admissions testing, two kinds of errors can be made: accepting a student who should not have been accepted (i.e., won’t graduate) and rejecting a student that would have graduated. The latter type of error likely results in very few actual errors as the student can simply enroll elsewhere. But the former type of error can result in time and money wasted. The proper use of test scores reduces both types of errors. For licensing tests, passing someone who should not have been passed can have more serious consequences than time and money. An airline pilot’s lack of knowledge and skills can lead to a crash; a doctor’s inadequacies and incompetence can lead to deaths. Using test scores can save lives.
Horace Mann can be credited with the beginning of accountability and high-stakes testing in K-12 education in the 1800s. This was also the beginning of test fraud. Terman later developed the National Intelligence tests for K-12, followed by the Stanford Achievement Tests and the Iowa Test of Basic Skills. Results of such tests have been used, unwisely, to drive school reform efforts. The National Assessment of Educational Progress (NAEP), Moynihan and Coleman reports in the 1960s, and A Nation at Risk in the 1980s continued to drive educational reform efforts such as No Child Left Behind, the Every Student Succeeds Act, and Race to the Top today. Using test scores to make decisions about hiring and firing of teachers and administrators is ill advised. Reform efforts over the past 60 years have not reduced the achievement gap. K-12 tests reveal societal, not educational shortcomings.
The ongoing development of a Swiss Health Data Space (SHDS) presents an opportunity to transform health delivery and care by enabling large-scale secondary health research. The successful implementation of the SHDS depends on its trustworthiness, as public trust is closely linked to public participation in data-sharing initiatives. We conducted four focus groups across the German-, French-, and Italian-speaking regions of Switzerland to identify public expectations and requirements related to the attributes that define a trustworthy SHDS. The participants discussed four fictitious case studies on: (1) consent management; (2) record linkage via the national social security number; (3) national data coordination center; and (4) cross-border data exchange. To best inform Swiss policy, we held a panel discussion with patient experts and healthcare professionals to translate the focus group findings into governance and public communication recommendations. Policy recommendations are proposed based on insights from the fictitious case studies discussed with participants, accompanied by guidance on implementation measures that contribute to proactively building trust in the development of the SHDS. Communication recommendations are further provided, highlighting that the success of the SHDS will depend on early and continuous trustworthy public communication efforts that actively engage the Swiss public, address their concerns, and foster support throughout its development. Overarching these efforts will be a foundational governance approach that meaningfully involves relevant stakeholders and members of the Swiss public, while allocating appropriate responsibility to maintain trustworthiness of the SHDS.
The use of test scores as evidence to support the claims made for them requires an understanding of causal inference. We provide a careful discussion of the modern theory of causal inferences with numerous evocative illustrations, including an admissions policy at the University of Nebraska, the 1854 London cholera epidemic, and the 1960s decline in SAT scores. We show how evidence drawn from test scores is comparable to credible evidence of other widely accepted sources. Rubin’s model for causal inference is explained and the importance of manipulation, random assignment, potential outcomes, and a control group is emphasized. The Tennessee Class Size Experiment of the 1980s is one of the best examples of how to measure the effects of a cause. Finally, we show how the size of the causal effect of fracking on earthquakes in Oklahoma can be established using an observational study by mirroring the structure of an experiment. Measuring the size of causal effects of testing and its alternatives requires data and control. Often, the data are kept hidden to avoid ruining the good with the truth.
Many colleges that required SAT or ACT scores before the pandemic suspended them during it. After the dangers of the pandemic subsided most have not yet resumed their use. The arguments supporting their continued suspension are based primarily on the fact that such tests, like most other tests, show differences among subgroups (e.g., races). We discuss the costs and benefits of no longer using such tests scores in admission decisions. College admission tests were developed in the 1920s to level the playing field and allow more students to qualify for college. Carl Brigham developed the Scholastic Aptitude Test (SAT) in 1926. Soon, the College Board adopted the SAT. In 1959, the American College Test (ACT) was born. Neither test is biased against minorities – rather they tend to overpredict minority performance in college. Yet, despite persistent group differences, the sentiment is to discontinue use of these tests. Doing so will place more emphasis on other metrics (e.g., high school GPA) that are less reliable, more subjective, and also prone to group differences. Admitting more students who are less likely to graduate comes with costs.
Although the use of testing has been of remarkable value for millennia, and has improved steadily over the past century, it is now experiencing heightened public dissatisfaction due partly to concerns regarding fairness and equity. We discuss some plausible causes for this apparent change in public attitudes. Only about 10% of all colleges and universities now require the ACT or SAT for admission. Fewer states are using tests to measure K-12 student progress and as a requirement for graduation. The major complaint about tests is preventing improvement through inclusion. But in reality testing simply measures this improvement as more groups have been included over the years. Virtuosos in music and the world record for running the mile are examples. Admissions testing was first developed to improve fairness to a system that relied on quotas. Compared to other metrics, tests are the only ones subjected to rigorous evaluation for reliability and validity.