Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 4%) and lack of implementation support (20. 0%). Table 4 Rural patient and provider reported challenges with telehealth visitsFull size tableMissed appointmentsOverall, 6,604 visits were scheduled at Practice from April through September 2020. The majority of clinical visits were scheduled in-person (n = 3,832, 58. 0%), while 42. 0% (n = 2,772), of visits were scheduled via telehealth. A total of 547 visits were missed over the study period (240 telehealth and 307 in-person). As shown in Fig. 1, the percentage of missed appointments out of all scheduled visits was slightly higher for telehealth visits compared to in-person visits, but the difference was not statistically significant (8. 7% vs. 8. 0%; p = 0. 39). For telehealth visits, the percentage of no-shows generally increased from 3. 7% in April to 11. 9% in September. The percentage of no-shows for in-person visits also increased slightly across study months, ranging from 6. 4% in July to 9. 8% in August. Among patients with missed appointments, we did not observe any differences in patient age according to visit type (p = 0. 35). Fig. 1Percentage of Overall and by to (Telehealth vs. In-Person)Full size imageDiscussionIn this study, rural patients had generally favorable perceptions of telehealth, and satisfaction was higher among younger patients. Rural providers overwhelmingly reported that telehealth added value to clinical practice, though less than half of providers felt that telehealth improved efficiency. Difficulties with scheduling follow-up appointments, lack of personal contact and technology challenges were commonly reported barriers to telehealth. We did not observe any differences in the percentage of missed appointments according to visit type (telehealth vs. in-person) in this study. Taken together, our findings suggest that telehealth approaches are acceptable to rural patients and providers but that technology issues and gaps in care coordination need to be addressed to promote sustainability. Our finding that favorability of telehealth was higher among younger compared to older patients were consistent with results from prior studies conducted both before [22], and during the COVID-19 pandemic [23] and may be attributed in part to lower technology access and lower digital literacy among older adults [24].

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Future generations of medical students may benefit from these technologies at the earliest stages of their learning, from VR anatomy models to patient-specific VR simulation as needed. Additional researches with larger sample size are required to evaluate the teaching effectiveness of VLRs in a more comprehensive frame, as well as investigating optimal combinations of VLRs with traditional medical education. DeclarationsEthics approval and consent to participate The study was approved by the Board of the Institute of Hospital (PUMCH) (Project No: ZS-1724), and written informed consent obtained from all the participants. Study methods were performed in accordance with approved guidelines. Consent for publication Not applicable, no individual person’s data in any form. Availability of data and materials Data sharing is not applicable to this 107. : The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Educ 2017, 10(6):549-559. Preim B, Saalfeld P: A survey of virtual human anatomy education systems. 2018, 71:132-153. : Role of Stereopsis in Virtual and Learning Environments. Educ 2019. Suh A, Prophet J: The state of immersive technology research: A literature analysis. Behav 2018, 86:77-90. Gartner LP: Anatomical sciences in the allopathic medical school curriculum in the between 1967-2001. 2003, 16(5):434-439. : The dissection course - necessary and indispensable for teaching anatomy to medical students. 2008, 190(1):16-22. : Immersive virtual reality as a teaching tool for neuroanatomy. 2017, 7(10):1006-1013. : "Let's get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Educ 2013, 6(4):216-224. : Virtual reality technology for teaching neurosurgery of skull base tumor. BMC 2020, 20(1):3. : Stereoscopic neuroanatomy lectures using a three-dimensional virtual reality environment. 2015, 201:91-98. : The effectiveness of an interactive 3-dimensional computer graphics model for medical education. 2012, 1(2):e2. Ferrer-: : Development and Assessment of a on for Anatomy. J Technol 2014, 24(1):119-124. : Experimental evidence for improved neuroimaging interpretation using three-dimensional graphic models.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: All these plant-specific features have to be taken into account in plant aDNA studies. MethodsIn brief, the procedure for aDNA analysis in plants is as follows: excavation, morphological description, external cleaning if possible, powdering, DNA extraction, amplification of chosen target region within the plant’s genome(s) by polymerase chain reaction (PCR), gel electrophoresis to establish presence of correct product size, cloning and sequencing, and verification. Ideally, samples are taken directly at the excavation, taking care to prevent contamination from the environment (see “Verification in plant ancient DNA research”; Yang and Watt 2005). Detailed morphological documentation is needed as DNA investigations are destructive. Samples should be then stored cold or frozen to slow further DNA degradation (Burger et al. 1999; Poinar 2002; Pruvost et al. 2007). In the case of large, robust plant remains such as fruit stones external decontamination with bleach or UV light can be done before DNA analysis. Plant material is powdered by a Retch mill, mortar and pestle or other destructive methods. If possible, several hundred milligrams should be processed from ten individuals or more, to establish initial DNA preservation, followed ideally by analysis of individual specimens. At present, there are no preferred extraction methods for ancient plant material, nor is there any comprehensive comparison of protocols, such as exists for animals (Rohland and Hofreiter 2007). CTAB/DTAB methods, silica-based methods or DNA extraction kits are employed (Allaby et al. 1997; Schlumbaum et al. 1998; Dumolin-Lapègue et al. 1999; Blatter et al. 2002b; Jaenicke-Després et al. 2003; Manen et al. 2003; Pollmann et al. 2005; Liepelt et al. 2006). These methods for DNA extraction were developed taking into account that plant parts are rich in secondary byproducts, sugars and other potential inhibitors of PCR. Modifications, such as the use of PTB (N-phenacylthiazolium bromide), are suggested in cases where Maillard products are expected (Poinar 2002). However, in animal studies, PTB and other additives have been shown to be neither advantageous nor disadvantageous (Rohland and Hofreiter 2007).

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: While results from a prior study conducted in 2019 demonstrated lower satisfaction with telehealth among those with less educational attainment, [23] in this study of rural patients, perceptions of telehealth during the pandemic did not vary according to educational attainment, insurance status, distance travelled to clinic or according to type of visit. The benefits of telehealth approaches for older adults have been well documented and include increased convenience, care partner engagement, and improved understanding of home environments by clinicians [22]. Therefore, additional resources are needed to support older adults and those with limited access to internet and technology to maintain quality care in telehealth settings and to avoid exacerbating existing health disparities among older and underserved populations [18]. The provision of quality clinical care relies on a trusted exchange of information between the patient and provider, traditionally occurring through face-to-face clinic visits. With the rapid adoption of telehealth approaches in recent years, it is still unclear how virtual approaches impact communication and the overall patient-provider relationship. One study reported that the majority of providers felt that the physician–patient relationship was unimpaired using telehealth approaches implemented during the pandemic [24]. However, another recent study of telehealth during the pandemic, which used semi-structured interviews found that the physicians noted concerns about loss of personal connections with patients, difficulty reading people’s body language over videos and loss of connectiveness though physical touch [25]. Understanding patient perspectives is important to ensure that telehealth approaches are not detrimental to the relationship. In our study, nearly 40% of patients who reported disliking telehealth cited the lack of personal contact with their provider as the main reason. These findings suggest the need for future studies to address issues related to developing and maintaining the important physician–patient relationship in a virtual environment. Most rural providers in this study believed that telehealth added value to clinical practice by improving the health and safety of patients, timeliness and access to care and patient and family-centered care—important goals for any outpatient clinical practice. These results were in accordance with findings from several recent studies conducted during the pandemic [24,25,26,27,28]. While we did not observe significant differences by provider age, the perception of telehealth’s added value generally decreased with increasing provider age in our study, with highest favorability among providers aged 25–30 years.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Educ 2012, 5(3):132-137. Ferrer-Torregrosa J, Jimenez-Rodriguez MA, Torralba-et al: Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes. BMC 2016, 16(1):230. : Web-based interactive 3D visualization as a tool for improved anatomy learning. Educ 2009, 2:61–68. Codd AM, Choudhury B: Virtual reality anatomy: is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy? Educ 2011, 4(3):119-125. : in Anatomy:. Educ 2019. : The production of digital and printed resources from multiple modalities using visualization and three-dimensional printing techniques. 2017, 12(1):13-23. : Using Patient-Anatomy, 3D Printing, and Hydrogel Casting. 2015, 84(5):1333-1339. : The role of three-dimensional printed models of skull in anatomy education: a randomized controlled trail. 2017, 7(1):575. Yammine K, Violato C: A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Educ 2015, 8(6):525-538. : Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching? J 2020, 73(2):269-275. Azer SA, Eizenberg N: Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Anat 2007, 29(2):173-180. : The relationships between learning outcomes and methods of teaching anatomy as perceived by medical students. 2011, 24(4):489-497. : The relationships between learning outcomes and methods of teaching anatomy as perceived by professional anatomists. 2008, 21(2):182-189. : Effectiveness of virtual reality for pediatric pain distraction during i. v. placement. 2006, 9(2):207-212. : Simulation training for ceramic crown preparation in the dental setting using a virtual educational system. 2020, 24(2):199-206. : Advanced 3D visualization in student-centred medical education. 2008, 30(5):e115-124.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Dilution of extracts or an increase of the amount of Taq polymerase is often sufficient to overcome PCR inhibition. For genetic analysis, universal or specific plant genome target sequences are chosen, depending on the goal of the project (see “Examples of markers used in ancient DNA studies”). So far, in aDNA studies targets have been amplified in single PCRs, cloned and sequenced. Sequencing after cloning is still the method of choice, to account for modifications due either to polymerase errors or DNA post-mortem damage (Bower et al. 2005; Ho et al. 2007). Mosaic sequences as a result of jumping PCR (Pääbo et al. 1990) between either different genomes of a polyploid (Allaby et al. 1999) or between nuclear genes with multiple copies such as ribosomal DNA, or PCR slippage in the case of microsatellites, have to be identified and eliminated by sequencing cloned PCR products. Multiplex PCR, that is the simultaneous amplification of several target regions, has so far not been realised in plant aDNA. Generally, target regions between 90 and 300 bp (base pair) are amplified. Quantitative real-time PCR may be used to establish the amount of target sequences preserved, but, due to the degradation process, we doubt that real-time PCR is useful, for example, for identification of ploidy levels in archaeological remains. In contrast, pyrosequencing (Ronaghi 2001; Margulies et al. 2005), employed in whole genome sequencing of modern organisms, though still very expensive, could be useful in ancient plant genetics in the future (e. g. for ploidy identification) as it does not rely on PCR amplification. Other methods that are common in modern molecular plant biology, in particular those employed to study populations or genetic diversity such as RAPD or AFLP and related methods, are problematic with archaeological plant remains, because templates are damaged and degraded. This aDNA damage results in absent bands (=allelic dropouts) or in artificial bands, produced by the presence of co-extracted contaminating modern or archaeological plant material or by polyploidy or gene duplication. Nevertheless, some reports have been published (Siles et al. 2000; Suh et al. 2000; Iniguez et al. 2003; Gyulai et al. 2006).

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: As such, telehealth implementation efforts, particularly for an aging rural physician workforce,[29] may need to better understand and address age-related differences in telehealth perception. Importantly, telehealth implementation has been linked to less provider time spent in the electronic health records (EHR) outside of normal working hours [26]. Given that provider burnout has been correlated with time spent in the EHR outside of work, [30,31,32] this finding suggests that telehealth approaches could also help improve physician satisfaction and reduce burnout. In this study, less than half of rural providers felt that telehealth approaches improved efficiency in clinical practice. These findings are discordant with results from several prior studies [24,25,26,27]. For example, the majority of providers in a large health system in central Pennsylvania reported that telehealth improved efficiency and cut down on driving time required to travel to other clinics [25]. Moreover, in an EHR-based study of over 600 providers in City, Beiser et al. observed increased efficiency in terms of the number of patients seen after implementation of telehealth [26]. Discrepancies in findings related to perceived efficiency could be due to the high level of technological challenges reported by rural providers in this study [24,25,26,27] Moreover, our study evaluated the rapid deployment of telehealth during the COVID-19 pandemic, and 20% of providers cited barriers related the lack of implementation support. These factors could also have contributed to the lower perception of telehealth efficiency observed in this study. Reducing patient and provider barriers to telehealth will improve the overall quality of care with telehealth visits and promote broader telehealth adoption. Commonly reported barriers to telehealth identified in our study included difficulties with scheduling follow-up appointments, lack of personal contact and technology challenges. Telehealth approaches are highly dependent on broadband or cellular internet access, which is not equitably available [33,34,35]. For example, nearly 20% of the US population resides in rural communities, where access to academic medical centers, reliable internet and other resources is often limited [36, 37]. Given these challenges in rural settings, additional support may be necessary to limit technology challenges for both rural providers and patients. Interestingly, rural patients and providers reported divergent views of technology-related barriers in this study. Specifically, providers were more likely to report technology challenges for both patients and providers, while patient-reported technology challenges were less common.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: neuroanatomical structures is difficult in traditional medical education. Knowledge and visual materials in neuroanatomy books or atlases are static and limited to two dimensions. The limitations of cadaver and plastic models have been overcome by developing three-dimensional (3D) anatomical models using digital visualization technologies. Medical students are better able to understand the spatial topography of a large number of neuroanatomical structures that are condensed into a small region when they use 3D visualization technologies, such as virtual reality (VR) and augmented reality. In our study, which will provide a new window to classical neuroanatomy education, we aimed to evaluate how much 3D neuroanatomical models based on VR applications affect the success and motivation of medical school students enrolled in neuroanatomy courses. this purpose, four exams were given to second-year medical faculty students before the classical theoretical course, after the theoretical course, after VR training and application, and six months later to evaluate the long-term effects of the training. success averages were assessed on a scale of 10; the average score was 3. 38 for students who participated in the evaluation after traditional theoretical training and 4. 55 for the VR training group. In the long-term evaluation after six months, the average score was found to be higher in the VR training group. study contributes to the literature by demonstrating the positive long-term effects of VR-based neuroanatomy training on memory. to the increasing effect of technological development, 21st-century anatomy education has undergone dynamic changes compared to traditional anatomy education in the 19th and 20th centuries. On the other hand, the increase in the number of students applying to medical schools and changes in the anatomy curriculum (1) have caused a decrease in the time allocated to anatomy (2-4). This situation results in a decline in the anatomy knowledge of young doctors (5). Neuroanatomy is one of the most difficult anatomy subjects for medical students to learn and for young doctors to apply their basic neurological knowledge in the clinic. The challenges of neurology are explained by poor anatomical knowledge and limited patient contact. One of the most effective ways to reduce negrophobia is to teach neuroanatomy and neurophysiology successfully (6). Neuroanatomy, as a component of the anatomy curriculum, has been impacted by the overall decline of the entire anatomy curriculum.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: In principle, knowledge of DNA sequences in living plants is required for aDNA studies. Such sequence information can be found in public databases such as GenBank/EMBL ( Unfortunately, some plants, especially those of European origin, are clearly underrepresented in these databases. Verification in plant ancient DNA researchMost plants have small seeds. As a consequence, most archaeological plant remains are small. Wood, large stone-fruits or complete cereal ears are exceptions to this rule. This smallness of plant remains has consequences both for the proof of authenticity, as required in aDNA studies, and for work at the individual level. Criteria of authenticity were first published in relation to human remains (Cooper and Poinar 2000; Hummel 2003), and were only later suggested in the context of plant aDNA (Parducci and Petit 2004). They involve several different strategies (such as strict separation of pre- and post-PCR areas, an inverse relationship between amplification success and target length, reproducibility, and preferential amplification of plastid DNA over single copy nuclear DNA, although exceptions to this rule were reported: Banerjee and Brown 2002; Gilbert et al. 2007b) and ultimately acknowledge a sort of “common sense” to ensure the ancient origin of the DNA sequences found (Pääbo et al. 2004; Gilbert et al. 2005). In plant aDNA research, ensuring the authenticity of the sequences and the exclusion of contaminants is comparable to the problem of excluding modern human DNA in human aDNA work, but it can be easier to achieve, for example by using species-specific primers in cases of morphologically identified plant taxa. Contamination of archaeological plant remains can come from different sources. Vast quantities of pollen from modern plants are present in the air. In the soil seeds and roots can come into contact with the ancient specimen. Also during identification using modern reference specimens, contamination with modern DNA can occur and in principle, archaeological plant remains can contaminate each other, for example in storage assemblages. Pollen is even smaller than seeds. Cross-contamination with modern pollen, for example during periods of pollen dispersal of outbreeding species such as Pinus is very possible, both during excavation or later stages of preparation. The problem is less serious with inbreeding species such as wheat. Adequate precautions to avoid pollen contamination during sampling and in the lab should be taken.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: A rural doctor’s telehealth training program during the COVID-19 pandemic 1 (IT&T), * Jane Connolly2 3 *1 College of Medicine and and Torrens University, South Australia, Australia 2, 3 of Rural and 1 February 2024 : 19 January 2023 : 19 August 2023 : 8 October 2023. A rural doctor’s telehealth training program during the COVID-19 pandemic. Rural and 2024; 24: 8032. work is licensed under a Attribution 4. 0 Cited by download PDF Tweet this 3. ACRRM supports rural doctors through training in clinical assessment, rural practice, professional and legal topics using theory, scenario-based learning and facilitated group discussions4. doctors, particularly those in rural areas, were sufficiently prepared by medical education courses to deliver remote care using telehealth services during the COVID-19 pandemic has been questioned in recent studies of medical students’ educational experiences5,6. Other studies have reviewed the provision of education in the use of video consultations in rural settings7 and the need for general practitioners to follow well-defined procedures when undertaking remote consultations8. Training of doctors in remote consultations One of the reasons postulated for the slow growth in video consultations9 is that doctors may not have the knowledge and skills to perform a remote consultation to a standard that they and the patient would be comfortable with10. The need for training was confirmed by an online survey of ACRRM members in early 2021. Members were concerned about how to conduct consultations, screening patients to ensure that a video consultation is appropriate, indirect physical examinations, patient-assisted physical examinations and the safety of telephone consultations. In response to this need, ACRRM developed a (TCSP), intended to improve the acceptance and use of telehealth services by rural and remote doctors, with funding by the Health Agency. The anticipated outcomes of the TCSP were that doctors’ competencies in conducting a remote (phone or video) consultation, and confidence in their ability to meet the expectations of the patient, carer or other health professional participating in these consultations would improve. of the intervention The TCSP aimed to improve doctors’ competence in conducting remote (phone or video) consultations, and confidence in their ability to meet the expectations of the patient, carer or other health professional participating in these consultations.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Moreover, it stands out as one of the most disliked and challenging sections for students in the entire anatomy curriculum (7). There are two important reasons for this: Firstly, the central and peripheral nervous systems are more complex than other anatomical systems, and second, the neuroanatomy models, atlases, or computer software provided by educational institutions are insufficient and fail to meet expectations. Detailed examinations of the central and peripheral nervous systems in cadavers create limitations for educators in undergraduate and graduate education in neuroanatomy. For example, it is almost impossible to demonstrate anatomical structures, such as cranial nerve nuclei and descending-ascending pathways, contained within the brain stem, which measure approximately 7. 5 cm in length. Additionally, fixed cadaver tissue is not robust and exhibits toxic properties due to fixation solutions (8-11). Furthermore, computed tomography and magnetic resonance imaging images taken from patients still lack the detail required to adequately display these structures. The innovative approach in neuroanatomy education predominantly revolves around three-dimensional (3D) modeling on computers, virtual reality (VR), and augmented reality (AR). Although the history of 3D anatomical modeling, which forms the foundation of VR and AR, can be traced back to ancient times, the first modern computer graphic models were created in 1979 by Dietrichs and Walberg (12), focusing on the cat's fastigial nucleus. 3D anatomical models are effective learning tools for two reasons: their capacity to elucidate complex neuroanatomical structures in a simple and comprehensible manner, and individuals’ inherent motivation to study and understand these structures (13). The preparation of 3D anatomical models based on digital visualization formats has addressed the limitations of cadaver and plastic models and is poised to replace them in the coming years. The utilization of 3D visualization technologies such as VR and AR aids in comprehending the spatial topography of numerous neuroanatomical structures concentrated within a confined area. Our recent literature reviews indicate that the use of VR and AR applications for 3D imaging of the nervous system has risen to 18 and 20 publications, respectively, since 2006 (14, 15). Undoubtedly, the decrease in equipment costs (computers, glasses, software) has played a significant role in this (16). Although classical physical brain anatomy models or those obtained from 3D printers allow examination in 3D spatial terms, they limit interaction with the model (17).

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: The important requirement of reproducibility within the same individual is impossible to fulfil in the case of small seeds. It has been argued that, in these cases, reproducibility can be either the amplification of several targets from one sample and/or the successful analysis of other individuals from the same sample or from samples from the same layer (Allaby et al. 1997; Blatter et al. 2002a; Manen et al. 2003; Pollmann et al. 2005). With larger specimens, independent verification and reproduction of results from the same individual is possible (Liepelt et al. 2006). Other important points for authentication concern appropriate molecular behaviour and phylogenetic sense. These are exigencies that can be fulfilled even with small botanical remains. However, a decision based on phylogenetic sense depends on the taxonomic level, on the current knowledge of molecular diversity at a particular genetic locus, or on known ancestry. Because of the possibility of pre-laboratory contamination, independent lab verification is useful only in certain cases, when novel or unexpected results are obtained, such as the first identification of Neanderthal sequences (Pääbo et al. 2004). Independent verification in a different laboratory and/or plausible authentication arguments have for example recently been presented by Jaenicke-Després et al. (2003), Erickson et al. (2005), Pollmann et al. (2005) and Liepelt et al. (2006). We follow the reasoning of Gilbert et al. (2005) that in every publication on aDNA, sufficient and congruent evidence must be presented to support the authentic origin of the results obtained, so that the reader can evaluate the validity of the results: “…, we advocate that readers, reviewers and authors ask ‘What information is presented here that makes the results and/or conclusions believable? ’ and “Is there any reason to not believe this? ” (Gilbert et al. 2005). PreservationThe predominant archaeological plant remains are seeds, pollen and wood; leaves are rarely found. In particular seeds and pollen, as the plant’s reproductive organs, are intended for long-term DNA preservation and are often protected with a sturdy or lignified exocarp. They are thus an ideal source for DNA. Archaeological plant remains from European sites are often retrieved from sediments by flotation with water.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: The medical educator asked trainees to self-rate, on a 10-point scale, their confidence and competence in undertaking telephone and video consultations, and the additional value of using video compared with the telephone. At the end of each session the medical educator repeated the same questions to determine changes to the initial ratings. ACRRM also undertook a follow-up survey to validate the study results: trainees were asked to confirm if their levels of confidence and competence had improved after the training. To understand the competencies acquired by trainees in the TCSP, a process of open thematic coding15 of recordings, informed by the desired competencies, was used to assess the contribution of the TCSP. The desired competencies included communication, history taking, physical examination (online), clinical management, professionalism and an overall assessment. For example, competency measures included the checking of patient e-health records, advising on communication problems and building patient rapport. Competency in physical examination included considering if an adequate examination could be done, using an optimal mode for the examination (eg video instead of telephone, use of adjuncts), capturing visual or auditory information (eg coming closer to a camera/microphone), taking a photo, noting relevant symptoms and undertaking a logical, organised assessment. Program participants Trainees were introduced to the TCSP by an email requesting consent to participate in the program and its subsequent evaluation. Eleven doctors working in rural or remote areas enrolled, with five participating in the first scenario and six in the second scenario. In this report each trainee is referred to by a code (eg P001). Ethics approval approved this research (Project 4563). and competence in remote consulting The majority of trainees had experience of using telephone and video technologies for remote consultations. Those who had provided few video consultations felt that their ability to use video technology was low. Most trainees had not previously received training in the use of video. Many were unsure about accessing state or national patient e-health records, and the possibilities of digital photography. At the commencement and completion of each session, trainees were asked to rate their confidence and competence in undertaking remote consultations overall, in telephone and video consultations specifically, and about the additional value of using video compared with the telephone. Table 1 summarises the average improvements in confidence and competence reported by trainees during a training session.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: We now have scientific evidence strongly recommending the use of VR applications in teaching and learning processes. Additionally, they have been shown to significantly enhance students’ imagination, creativity, and learning (16, 18). The best method for teaching neuroanatomy remains an unresolved issue. Consequently, research on this subject persists and will continue in the coming years (7). Neuroanatomy education is more receptive to innovations as a balancing factor compared to the anatomy of other organ systems. In our retrospective studies, it is evident that providing infrastructure for cadaver dissection, which held significant importance in anatomy education in the 20th century, and maintaining expertise in this field incurs high costs. Consequently, there has been a decline in medical students’ utilization of cadaver dissection as a means of familiarizing themselves with anatomy (19, 20). There is a limited number of 604. 01. 02-275165, date: 27. 01. 2022). There were no stereographic visual disturbances reported by the students. Materials and VR Steps3D digital models were prepared to depict anatomical structures in the central nervous system (including superficial and deep structures), cranial nerves, vestibular structures, and the brainstem in detail. For this purpose, we utilized a 3D digital modeling and animation program called Cinema 4D (Maxon Computer, Friedrichsdorf, Germany). These innovative models were meticulously crafted. Initially, we encountered difficulty in finding existing models and 3D visuals that provided detailed representations of the cranial nerve nuclei and ascending and descending pathways in the brainstem in the literature and visual scans we conducted. Therefore, we developed a unique brainstem VR model. These structures are closely aligned with the topics covered in the neuroanatomy curriculum. Subsequently, we transferred the models to a VR editor program called ROT (Infotron, Ankara, Türkiye) and integrated them with anatomical information to enhance interactivity. ROT is a unity-based VR editing program capable of seamlessly importing models in. fbx format and textures in. png format. Once the models and anatomical information were integrated and made interactive, they became readily available for use. The program is fully compatible with “HTC Vive Pro” and “II,” enabling users to navigate the virtual environment and interact with the models using handheld controllers.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Exceptions are storage assemblages or large specimens collected in situ, from desert-like sites or other more exceptional excavation sites. The effects of water flotation on DNA content and preservation after recovery have not been studied so far. At first glance, charred remains do not seem to be favourable for DNA survival. This is clearly reflected by low success rates with charred wheat remains (Brown et al. 1994, 1998; Allaby et al. 1997; Schlumbaum et al. 1998; Blatter et al. 2002a). However, these independent publications support DNA survival in a few cases, possibly because of exposure to low fire temperatures. Charring experiments suggest the preservation of DNA under conditions of low oxygen and low temperatures (below 200°C), temperatures such as exist in smouldering fires or below the surface, for example in storage pits (Chalfoun and Tuross 1999; Jacomet et al. 2002; Threadgold and Brown 2003). In this case, the challenge will be to develop morphological non-destructive criteria to detect those plant remains which have undergone low enough charring temperatures for DNA survival. Preservation of aDNA at sites with a hot and dry climate, such as in Egypt, is equally little understood and controversial. Publications on the low success rates of aDNA amplification in humans (Krings et al. 1999) or in cattle (Edwards et al. 2004), or the complete loss of authentic DNA in papyri from as recently as the 8th century AD (Marota et al. 2002), contrast with papers reporting sufficiently good DNA preservation at other but similar sites (O’Donoghue et al. 1994, 1996; Deakin et al. 1998a, b; Graver et al. 2001; Kahila Bar-Gal et al. 2002). Radish and sorghum remains from these sites are preserved through desiccation and have earlier dates than the papyri. Similarly, preservation through waterlogging does not seem to favour DNA preservation, as hydrolysis is one of the major decay reactions. However, waterlogged plant remains with a hardy exocarp, such as grape seeds, cherry or olive fruit stones, have been shown to be a good source of ancient DNA (Manen et al. 2003; Elbaum et al. 2005; Pollmann et al. 2005).

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Trainees particularly welcomed instruction on how to organise consultations and conduct remote clinical examinations, with one commenting, ‘you’ve given me a few ideas about examinations, … and the lighting (and) getting the receptionist to make sure we’ve got a landline, mobile and an email address’ (P010). Participants’ views on overall benefits of the Trainees in both simulation scenarios felt that their competencies to undertake telehealth consultations had improved. For instance, trainees stated: Well, I think I would definitely ask … for the nurse or the health worker [to do] more examination. (P001) I think I’ve been learning how to better direct the (patient) examination. (P003) I think I would be able to do a lot of the examinations. (P006) … certain things in examination. I can ask them to do it (now). (P007) During the educational component of each session, trainees were stimulated to explore new ideas for their practice. One trainee commented, ‘I’m going to go and check it out, about the equipment that you mentioned there, for the video, the scope [otoscope] and the virtual stethoscopes’ (P003). Awareness of e-health services was strengthened. A trainee acknowledged that 'access to the patient records is invaluable because then you don't have to ask questions that you have the answer in front of you and then you can concentrate on other matters’ (P003). There was a consistent improvement in the trainees’ self-rating scores of confidence and competence in telehealth overall and use of visual input (sending photography or short videos). The improvement in ratings for audio calls alone was not so evident. completion of the TCSP the self-reported confidence and competence of trainees improved by between 8 and 17 percentage points, and trainees felt empowered to improve their practice of telehealth using both telephone and video. All trainees rated video consultations as providing significant additional value. Each simulation included assessment of a core set of skills for the conduct of any remote consultation, including trainee communication, history taking, physical examination, clinical management and professional competencies. There is evidence that some doctors were reluctant to attempt online physical examinations during the COVID-19 pandemic16. Other studies have concluded that assessment of physical examination skills can be successfully conducted online17.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Furthermore, ROT offers additional features such as segmenting models and annotating them with text via handheld controllers to enhance student engagement during virtual presentations. Traditional 2D Lecture and 3D-VR TrainingWithin the scope of the study, one lecture was conducted for the students in the amphitheater using a familiar PowerPoint presentation, projected onto the screen from a computer. The presentation was designed by anatomists with an interest in clinical anatomy teaching. This course was delivered in the format of a traditional 2D lecture lasting 40 minutes. Following this, the use of 3D imaging glasses and handheld controllers was explained to the students, and subsequently, a VR-supported training session was conducted. The students wore glasses to interact with the models prepared using the VR program. This VR practice session also lasted 40 minutes, mirroring the duration of the traditional 2D lesson. An assessment was conducted by evaluating the students’ performance on the subject and gathering their feedback in a focus group. of the with the Contents of the Pre-Lecture, Post-Lecture, and Post-VR and Long-Term ExamsTo assess students’ understanding of the subject matter, a total of 10 questions focused on the three parts of the brainstem were administered to the participating students. Three questions included visuals obtained from models of the brain module, while seven were multiple-choice questions. The questions presented in the model required the students to fill in the blanks. An example of such a test is provided in Table 1. These questions were developed and agreed upon by the anatomists responsible for both theoretical and practical training. The students did not see the questions before the examination. The first exam was conducted before the lesson, without providing any explanation of the subject matter to the students. Subsequently, a theoretical lecture on the topic was delivered. Following the lesson, a second exam, consisting of different questions but covering the same content, was administered to the students who had attended the theoretical lecture. After the theoretical lecture, 60 volunteers from among these students underwent the VR application during which the structures learned in the theoretical lesson were demonstrated using the brain module. At the conclusion of this session, a third test, which featured different questions on the same content, was administered. Six months after the conclusion of the neurological sciences committee, another exam, with content identical to the previous ones but featuring different questions, was administered to the same participants.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: To the best of our knowledge, amplification efficiency has not been studied comprehensively in relation to the preservation condition or type of plant remains. Thus far in plants, remains preserved by desiccation (e. g. from herbarium material), waterlogging or cold offer the best chances for DNA investigations, with similar success rates to those known from animal aDNA studies. Examples of markers used in ancient DNA studiesIn this section, we give some examples of the use of different markers in DNA studies serving different purposes. These can be either so-called universal primers, which are conserved among species and will detect more than one plant species or genome, or specific primers, often from non-coding regions and designed to amplify a single species. In aDNA studies, the size of the target is usually between 80 and 300 bp, and prior knowledge of sequence information is needed in all cases. It is generally accepted that markers which occur in multiple copies, such as chloroplast or nuclear ribosomal markers have more chances of survival than single copy markers. For this reason, in plant studies chloroplast markers are most often chosen, although nuclear genes carry most of the agronomically important information and have higher mutation rates compared to plastid markers. Chloroplast DNA markersThe abundance of chloroplasts leads to the potential preservation of numerous target copies. In many plants chloroplasts are inherited maternally, but exceptions exist (e. g. Pinus species). The chloroplast genomes (cpDNA) are organised in a similar way in all plants. Due to their low mutation rate, most chloroplast markers are phylogenetically informative at higher taxonomic levels such as orders or families (Clegg 1993; Gielly and Taberlet 1994; Savolainen and Chase 2003). However, some markers are variable enough to be of use even at species level (Pollmann et al. 2005) or, through the geographic distribution of alleles, are useful for the reconstruction of origins (Deguilloux et al. 2003; Erickson et al. 2005). As a prerequisite, chloroplast-containing tissue must be preserved (e. g. the wheat embryo). rbcLThe chloroplast rbcL gene codes for the large sub-unit of ribulose-1,5-bisphosphate carboxylase, an enzyme playing an important role in photosynthesis.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Available: web link (Accessed 15 June 2021). 12. The utility of mini-Exercise (mini-CEX) in undergraduate and postgraduate medical education: protocol for a systematic review. 2017; 146. DOI link, PMid:28720128 13 of Rural and Remote Medicine. Curriculum. 2021. Available: web link (Accessed 15 June 2021). 14 of Rural and Remote Medicine. TeleDerm. 2021. Available: web link (Accessed 15 June 2021). 15 Creswell J. Qualitative inquiry & research design: choosing among five approaches. 3rd edn. Thousand Oaks: Sage, 2013. 16 Erdevir M, Uyaroğlu OA, Özdede M, Tanrıöver MD. ‘COVID-19: the final nail in the coffin for physical examination’. Evaluation of the effects of COVID-19 pandemic on physical examination habits of residents in a university hospital: a cross-sectional survey. of 2021; 75(12): e14988. DOI link, PMid:34674358 17. Conducting orthopaedic practical examination during the Covid-19 pandemic. Journal of and Trauma 2020; 11(S4): S448-S455. DOI link, PMid:32774011 18 Baird A. Why are Australian GPs doing relatively few video consultations? 2020. Available: web link (Accessed 2 September 2020). 19. Telehealth uptake in general practice as a result of the coronavirus (COVID-19) pandemic. Review 2020; 44: 737-740. DOI link, PMid:32853536 20 Taylor A. Healthcare technology in context: lessons for telehealth in the age of COVID-19. Singapore: Palgrave Macmillan, 2021. DOI link 21. Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review. 2022; 44(3): 300-308. 22 -Getz J. An objective structured clinical examination: from examination room to Zoom breakout room. 2020; 54(9): 861.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: When evaluating the success in the exams according to gender among the 60 students who participated in all four exams, a statistically significant difference was observed in the results of the second exam. Although the average success rate of the girls was higher than that of the boys in the first, second, and fourth exams (Figure 2), the difference was not statistically significant (p≤0. 05). When comparing the exam results of the 36 female students and 24 male students out of the 60 students who took all the exams, it was observed that the average success rate increased progressively in consecutive exams. There was no statistical significance between the third and fourth examinations in both groups (p=0. 18 for females; p=0. 14 for males) (Figure 3). When conducting a statistical evaluation among the 170 students who took the first exam, the 168 students who took the second exam, and the 162 students who took the fourth exam, statistical significance was found between the first and second exams, the second and fourth exams, and the first and fourth exams (Figure 4) (p<0. 001, p<0. 001, p<0. 001, respectively). The purpose of our research was not to evaluate the examination performance of students but rather to assess the influence of different anatomy instruction techniques on students. You can watch the video we prepared by holding your smartphone’s camera to the QR code (Figure 5). rise in the utilization of educational technologies and tools over the last two decades has facilitated the emergence of digital education (17, 22). Today, applications such as electronic resources, game-based learning, and VR are being extensively utilized for learning and acquiring professiona practice skills. The use of tablets and smartphones in neuroanatomy education has facilitated the comprehension of complex deep brain structures (17, 23). However, these technologies only offer two dimensional (2D) views, limiting students’ ability to grasp the subject from a 3D perspective and fully understand the dimensions, volumes, and relationships of anatomical structures within the depths of the brain and brainstem. Error-free 3D brain models, developed for academic purposes and accredited by experts in the subject, can be easily integrated into a VR environment. This allows detailed examination of numerous structures in the normal human brain that are not visible to the naked eye. The only disadvantage of this method is its inability to replicate the textural stimuli experienced during cadaver dissection.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: In aDNA research, rbcL was used for identification of plant orders or families from faeces (Poinar et al. 1998; Hofreiter et al. 2000, 2003; Kuch et al. 2002), gut contents (Rollo et al. 2002), and sediments (Willerslev et al. 2003), for studies on DNA preservation (Banerjee and Brown 2002; Marota et al. 2002) and for authentication purposes (Blatter et al. 2002a; Manen et al. 2003). The advantage of this locus is that sequences covering almost all plant families can be found in the public databases. The genetic identification of taxa to a higher order using rbcL is rather unsatisfactory compared to morphological identification, which in most cases is to species or genus level, and interpretation of genetic results often relies on prior archaeobotanical or biogeographical knowledge. The taxonomical resolution level of rbcL may be informative enough in cases such as faeces, where the producing animal is known to have had a species-poor, known diet or was living in a region with a restricted and known plant diversity. trn introns and spacersNon-coding chloroplast regions are more variable and thus more appropriate for use at an intraspecific level. Examples are the spacers between transfer RNA (tRNA) coding segments such as trnL-trnF and trnD-trnT. A segment of the trnL-trnF spacer was used to identify the maternal parent of closely related and morphologically ambiguous Prunus fruit stones (Pollmann et al. 2005). trnL intron variability differentiates between forest tree genera and was used to reveal authentic genetic information from waterlogged tree remains (Liepelt et al. 2006). In higher plants, the length of the spacers ranges from about 300 to 800 bp. As a consequence, in most archaeological samples the use of universal primers such as those suggested by Taberlet et al. (1991) will not be viable, although in the case of a medieval oak sample from France a trnD-trnT sequence of around 300 bp was reported (Dumolin-Lapègue et al. 1999). In general, primers have to be designed to fit the question to be answered by aDNA analysis.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: ; Bailey, MS Eddy, BS Napolitano, PhD of Prevention and Community Health, School of :of Prevention and Community HealthSchool of 950 20052United StatesPhone: 1 202 994 3695Email: avyas@gwu. eduAbstractBackground: 2020, the need to reduce patients’ exposure to COVID-19 has resulted in a large-scale pivot to telehealth service delivery. Although studies report that pregnant women have been generally satisfied with their prenatal telehealth experiences during the pandemic, less is known about telehealth satisfaction among postpartum women. Objective: This study examined telehealth satisfaction among both pregnant and recently pregnant women during the COVID-19 pandemic, to determine whether demographic factors (ie, race, age, marital status, education level, household income, and employment status) are associated with telehealth satisfaction in this population. Methods: A web-based cross-sectional survey designed to capture data on health-related behaviors and health care experiences of pregnant and recently pregnant women in the was disseminated in Spring 2022. Eligible participants were at least 18 years old, identified as a woman, and were currently pregnant or had been pregnant in the last 3 years. Results: In the final analytic sample of N=403, the mean telehealth satisfaction score was 3. 97 (SD 0. 66; score range 1-5). In adjusted linear regression models, being aged 35-44 years (vs 18-24 years), having an annual income of ≥ US $100,000 (vs < US $50,000), and being recently (vs currently) pregnant were associated with greater telehealth satisfaction (P≤. 049). Conclusions: Although perinatal women are generally satisfied with telehealth, disparities exist. Specifically, being aged 18-24 years, having an annual income of < US $50,000, and being currently pregnant were associated with lower telehealth satisfaction. It is critical that public health policies or programs consider these factors, especially if the expanded use of telehealth is to persist beyond the pandemic. 2022;5(4):e41356doi:10. 2196/41356Keywordstelehealth; COVID-19; maternal-child health; Perinatal; pediatrics; telemedicine; pregnancy; women's health; patient outcome -19 pandemic has profoundly impacted health care service delivery in the United States.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: However, wearable technologies developed using today's advancements have addressed tactile feedback issues. Moreover, VR technologies enable students to interact with such technology in reproducible and controllable environmen (17, 24). This technology enables students to experience learning content through various sensory inputs, including sight, sound, and touch, thereby immersing them in the virtual environment (25). Additionally, its repeatability allows students to enhance their learning in the classroom beyond the predetermined study program (17, 26). Examination of the literature on 3D visualization of the nervous system revealed a significant increase in interest. In 2011, only 4 2018. Additionally, eight studies utilizing educational technologies such as VR and AR have been documented to explore the use of 3D in neuroanatomy (13). Some of these methods include local VR-based stereo-imaging techniques for learning about the ventricular system and neurovascular structures (27), skull (28, 29), brain structures, and cranial nerves (28). Our observations indicate that although the number of these studies has increased, they remain insufficient. Furthermore, these studies have predominantly focused on superficial brain structures to demonstrate neuroanatomical structures to students. However, it would be intriguing to develop and utilize VR and AR applications for 3D visualization of deep brain structures in neuroanatomy education (13). In a study conducted by Estevez et al. (30) in 2010, they emphasized that physical models that allow for high levels of manipulation of deep brain structures yield positive result. The brain module developed in this study aims to address the shortcomings identified by the limited number of studies on this subject. An important innovation introduced by our brain module is its ability to enlarge the brain stem, along with its deep structures, by 10-15 times, enabling interaction with the student. This feature represents the world first. In our study, we evaluated the results of tests conducted to assess the understanding and retention of superficial and deep brain stem structures by a group of 60 students who participated in neuroanatomy training activities. According to the results obtained, the average score on the first test, administered before the traditional 2D theory course, was 1. 767. After completing the traditional 2D theory course, the average score on the second test was 3. 267. Following the 3D-VR training and application, the average score on the third test for this group was 4. 55.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Smaller species-specific targets can be designed if it is known which species are to be expected or overlapping primers can be used to analyze larger intergenic regions. Initiated by the concept of DNA barcoding, the chloroplast P6loop within the trnL intron was tested for identification of species in processed food and from permafrost samples. Unfortunately, the resolution was found to be low, markers failing to differentiate between archaeologically relevant taxa such as Prunus species or between T. aestivum and Secale cereale (Taberlet et al. 2006). Mitochondrial DNA markersIn the same way as chloroplasts, mitochondria occur in high copy numbers and are, with exceptions, inherited maternally. However, plant mitochondrial DNA (mtDNA) is very different from animal mtDNA; plants have less mitochondria, and their mtDNA mutates more than ten times slower than cpDNA, or 100 times slower than animal mtDNA (Soltis et al. 1992a; Wan et al. 2004). For this and other reasons, mtDNA analysis has so far rarely been employed in plant aDNA research. One of the few examples is the use of the Cox II intron to establish the presence of aDNA from grasses at the Iceman site (Rollo et al. 1995). Nuclear DNA markersNuclear DNA has been used in plant aDNA research from the very first studies onwards. In principle, only two copies of a nuclear locus exist per diploid genome. Nuclear DNA carries the important economical and domestication-related traits, and is to be preferred when exploring early selection of these traits (Jaenicke-Després et al. 2003). Wheat genome-specific glutenin genes have been used fairly extensively in aDNA research, in particular to identify polyploid wheat species (Allaby et al. 1994, 1997; Brown et al. 1994, 1997, 1998; Schlumbaum et al. 1998; Allaby et al. 1999; Blatter et al. 2002a, b). Microsatellites, highly polymorphic single-copy loci spread throughout the genome, are a second example of nuclear DNA useful for aDNA studies. Combinations of microsatellite loci are diagnostic for many plant cultivars, and employed to trace cultivar origins.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 2020, the need to reduce COVID-19 exposure for health care professionals and patients, preserve supplies of personal protective equipment, and reduce burden on health care facilities has resulted in a large-scale pivot to telehealth service delivery [1]. Telehealth is defined by the US Department of Health and as the delivery of health care services without an in-person office visit and primarily through internet access on a computer, tablet, or smartphone [2]. Before the pandemic, telehealth comprised less than 1% of outpatient visits, but this number rose to 13% in the early months of the pandemic [3]. In fact, telehealth visits increased by 154% in the last week of March 2020, when the pandemic was intensifying in the United States, compared to the same period in 2019 [4]. This surge in the use of telehealth services continued throughout 2020 with the number of telehealth visits made by Medicare patients increasing 63-fold from 840,000 in 2019 to nearly 52. 7 million in 2020 [5]. Although the use of telehealth has receded since its peak in 2020, it remains high comprising 8% of outpatient visits in 2021 [3]. Given the rise in telehealth and the sustained use of these services throughout the pandemic, it is important to examine the experiences of patients using these services in order to understand challenges and address gaps with this health care delivery model. It is especially important to understand the unique experiences of women seeking prenatal and postnatal care through telehealth services because these types of maternal health services are critical to ensuring the health and safety of women and their children. Broadly, patients have reported positive experiences and high satisfaction with telehealth services during the pandemic [6,7]. However, the telehealth experiences among prenatal and postpartum women during the pandemic are not well understood, and women who have been pregnant or recently pregnant during the pandemic and used telehealth services for their routine care may have unique challenges and experiences. Although studies have found that pregnant women are generally satisfied with their prenatal telehealth experiences during the pandemic, less is known about the telehealth satisfaction of postpartum women [8-10]. Given the critical role of prenatal and postpartum health care in preventing adverse pregnancy outcomes, more research is needed to fully understand the factors (eg, age, income, and race) that impact the telehealth experiences of pregnant and recently pregnant women during the pandemic.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Six months after the training and practices, the group’s average score on the fourth test was 4. 867. Comparatively, the average score of 102 students who did not receive 3D-VR training or application was found to be 4. 46. These results indicate that VR, either alone or in combination with classical methods, can be beneficial for learning deep neuroanatomical structures. The learning style is widely recognized as a crucial element of the learning process. Experimenting with different teaching techniques and recognizing students’ individual learning p2019. This 58. 2. Medical education in the anatomical sciences: the winds of change continue to blow. Educ. 2009; 2: 253-9. 3. The place of anatomy in medical education: AMEE Guide no 41. Med Teach. 2009; 31: 373-86. 4Bergman EM, van der. Why don't they know enough about anatomy? A narrative review. Med Teach. 2011; 33: 403-9. 5. Predictors of confidence in anatomy knowledge for work as a junior doctor: a national survey of Australian medical students. BMC Med Educ. 2018; 18: 174. 6Szirmai I. Neurofóbia [Neurophobia]. Ideggyogy Sz. 2012; 65: 221-8. 7. Tools and resources for neuroanatomy education: a systematic review. BMC Med Educ. 2018; 18: 94. 8. Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. Educ. 2016; 9: 213-21. 9. Streamlined, Inexpensive 3D Printing of the Brain and Skull. PLoS One. 2015; 10: e0136198. 10Vaccarezza M, Papa V. 3D printing: a valuable resource in human anatomy education. Int. 2015; 90: 64-5. 11. The production of anatomical teaching resources using three-dimensional (3D) printing technology. Educ. 2014; 7: 479-86. 12Dietrichs E, Walberg F. The cerebellar corticonuclear and nucleocortical projections in the cat as studied with anterograde and retrograde transport of horseradish peroxidase. I. The paramedian lobule. (Berl). 1979; 158: 13-39. 13.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: One of the problems inherent in the use of microsatellites in aDNA research is that dinucleotide repeats are most common and microsatellites are often longer than the 90–300 bp length usually amplified. They are easily amplified incorrectly due to polymerase slippage during PCR or due to degradation of the target. In such cases, cloning of several PCR products is needed to identify the correct satellite length. Eight microsatellite loci have recently been determined to be standard for cultivar identification in grapevines (This et al. 2004). Two of these, plus an additional locus, were used in a study of V. vinifera seeds from different European archaeological sites (Manen et al. 2003). Sequencing of the ancient amplification products yielded new sequence variants in ancient vine, that had not been detected in modern cultivars. Similarly, microsatellites have been used to study the spread of maize in (Lia et al. 2007). The nuclear alcohol dehydrogenase locus (adh) is highly variable in maize due to its repeat structure and length variations. The locus was used to investigate biogeography, spread and diversity in maize (Goloubinoff et al. 1993; Freitas et al. 2003). As more genomes are sequenced completely and more genes are identified, more genes which have been selected during domestication will be discovered and their functions characterised. It has been shown that it is possible to analyse small (approximately 90 bp) targets of such nuclear genes (su1, tb1, pbf) in ancient maize and to use this information to refine our understanding of domestication processes (Jaenicke-Després et al. 2003). Nuclear ribosomal DNA lociFinally, nuclear ribosomal DNA (rDNA) genes are of interest for aDNA research, as they contain hundreds of units of two variable spacer regions between the 18S, the 5. 8S and the 26S genes, the so-called internal transcribed spacer regions 1 and 2 (ITS1 and ITS2), thus increasing the chances of DNA survival. These loci have been employed for phylogenetical analysis at the genus level in modern plants (Knaak et al. 1990; Soltis et al. 1992a; Alvarez and Wendel 2003).

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Given these racial disparities, it is especially important to understand the telehealth experiences of people of color. Although some research has shown greater telehealth satisfaction among non-White patients [11], other studies have found that non-White patients report poorer telehealth satisfaction [16]. Furthermore, other studies have not found any statistically significant differences in telehealth preference by race [7,13]. The lack of consistent findings on the impact of race on patient telehealth satisfaction paired together with the racial health disparities that have long existed in the make this a crucial gap to address if telehealth is to become an equitable health care delivery model during the pandemic and beyond. Since the onset of the COVID-19 pandemic in mid-March 2020, the use of telehealth services has surged to unprecedented levels. Given this surge coupled with the critical role that maternal health services play in preventing adverse pregnancy outcomes for women and their newborns, it is necessary to understand the experiences of women using telehealth during the perinatal period and the different factors that may affect their satisfaction with telehealth. Specifically, it is important to examine the role of age, income, education, and race on women’s telehealth experiences, since research in this area is limited and findings are often inconsistent. By understanding the different factors that are at play when women use telehealth services, we may be able to identify and address disparities associated with this health care delivery model. For this reason, this study seeks to examine telehealth satisfaction among pregnant and recently pregnant women during the COVID-19 pandemic and to determine whether demographic factors (eg, race, age, and income) are predictive of telehealth satisfaction in this population. Methodsand SampleA web-based cross-sectional survey, built using Qualtrics software, was conducted from March 22nd to May 19th of 2022. The survey took approximately 10-15 minutes to complete, and all responses were anonymous. Eligibility criteria included adults ages 18 years and older who identify as a woman and are currently pregnant or have been pregnant in the last 3 years. Survey participants were recruited via Washington, DC prenatal clinic email listserves, social media (ie, Facebook, Instagram, and GroupMe) and Centiment, a web-based survey research company that recruits and pays individuals who meet researcher specified demographic criteria [17]. Individuals recruited by Centiment were living in DC, Maryland, or Virginia at the time of survey participation.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Using attentional guidance methods in virtual reality laboratories reduces students’ cognitive load and improves their academic performance : orcid. org/0000-0002-9350-32501, Fei Lu2 & Mohamad Ali3 1052 Accesses 1 Citation 1 all metrics AbstractLearning in virtual reality laboratories (VR labs) has become an important method in experimental teaching but can increase individuals’ cognitive load compared with traditional laboratories. This study analysed the effect of introducing an attentional guidance mechanism into a VR lab on students’ cognitive load and academic performance. We designed and developed two VR labs, one with and one without this attentional guidance stimulus (a 3D yellow arrow). A quasi-experimental design was adopted, and the data obtained were analysed using one-way ANOVA and linear regression. The experiment was conducted with 80 students majoring in digital media art at two universities. The results indicated that the students in the VR lab with the attentional guidance mechanism included exhibited lower cognitive load and higher academic performance than the control group. The regression analyses revealed that cognitive load negatively predicted learning outcomes; that is, academic performance improved as cognitive load decreased. In conclusion, as VR labs are increasingly used in education, supplementing them with attentional guidance stimuli can improve students’ academic performance by reducing their cognitive load. Similar content being viewed by others Studying the effect of redundancy in a virtual reality classroom 1. 1 VR labs and cognitive loadAccording to cognitive load theory (Paaset al. 2003a, b; Sweller 2011), the main function of teaching is to store information in long-term memory. Knowledge is stored in long-term memory in the form of a schema; however, to construct a schema, information must be processed in working memory, which has a limited capacity (Paas et al. 2004; Pollock et al. 2002; Sweller 2010, 2011; van Merriënboer and Sweller 2005), whereas long-term memory is regarded as infinite (Gathercole et al. 2008). In other words, because of its impact on engagement and attention, there is an optimal load for information learning. Therefore, teaching must be designed to present information efficiently to reduce the load on working memory and facilitate the transfer of information from working memory to long-term memory (Guadagnoli and Lee 2004; Kirschner 2002; Sweller 2016).

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: However, they have the disadvantage that different copies within one diploid individual or several copies within polyploids can exist (Knaak et al. 1990; Soltis et al. 1992a; Alvarez and Wendel 2003), which may result in the amplification of mosaic sequences caused by “jumping PCR”. In aDNA research they have been used in sorghum (Deakin et al. 1998a, b), in wheat (Allaby et al. 1997) and in Prunus (Pollmann et al. 2005). Several methods can be used to identify species. In most aDNA cases, longer targets, with primers spanning approximately 700 bp between 18S and 26S, may not work, but shorter targets can be designed, for example to identify species if the family/genus of the sample is known. In this case too, overlapping primers may be useful. Concluding remarksFor some plant biologists, the publications about DNA from leaves and similar papers (Golenberg et al. 1990; Soltis et al. 1992b; Poinar et al. 1993) sparked off the interest in plant aDNA. It was a lesson on rapid evolution in scientific research. First came the exciting possibility of using palaeontological and archaeological plants directly to understand evolution and phylogeny without having to use mathematical models. Later came the realisation that the PCR method, although easy to use, had more drawbacks than initially thought (Austin et al. 1997; Sykes 1997; Austin et al. 1998). Although limitations still exist, we have shown here that the analysis of plant aDNA has since then evolved into a useful tool for investigating and answering archaeologically and archaeobotanically relevant questions. These include questions such as species identification, origin and spread of cultivated plants or monitoring the state of domestication—questions that cannot be answered by morphological archaeobotanical studies alone. Today the future of aDNA research looks varied; it can continue to help understand preservation of DNA in different types of plant material, such as material from stalks, glumes, leaves, lignified fruits or from wood, where initial attempts have been made. New technologies such as real-time PCR, or new sequencing techniques such as pyrosequencing will also impact the field of ancient plant genetics, similarly to aDNA research in animals.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Study procedures were approved by the first author’s institutional review board. Of the 759 current or previously pregnant participants who completed the survey, 435 (57%) reported using telehealth services since the start of the COVID-19 pandemic. Of those, 17 were missing responses to the telehealth satisfaction scale, and 15 were missing responses to demographic questions. Therefore, the final analytic sample size was N=403. MeasuresTelehealth SatisfactionTelehealth satisfaction was measured using an 11-item scale. Participants were first asked the following question: “Since the start of the COVID-19 pandemic, have you had a health care appointment using telehealth (provision of health care remotely)? ” Those who answered yes were asked to respond to the following prompt: “Please rate your level of agreement with the following statements about your most recent telehealth experience. ” Statements included the following: “The technology did not work for me,” “The technology was helpful in connecting me with my provider,” “I felt comfortable using telehealth,” “My doctor was attentive to me during the appointment,” “I felt my doctor was able to address my needs without a physical examination,” “I would like to continue using telehealth,” “I was satisfied with the care I received using telehealth,” “Telehealth was convenient for me,” “Telehealth made it easier for me to receive care,” “Telehealth made filling prescriptions easier,” and “I was able to receive care quickly using telehealth. ” Participants responded on a 5-point Likert scale from strongly disagree (1) to strongly agree (5). Item responses were reverse coded as needed, added together, and divided by 11 to produce a total score with the possible range of 1-5. Demographic VariablesSurvey respondents were asked to provide demographic information including age, race, marital status, education level, annual household income, employment status, and pregnancy status (current vs recent). AnalysisDescriptive statistics were generated for all demographic variables of interest. Demographic characteristics were compared by race (ie, Black or African American, White, and other races) using chi-square tests. Telehealth satisfaction was also compared across demographic characteristics using ANOVA tests.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Consequently, the factors influencing cognitive load must be examined when considering the design of VR labs. When designing a VR lab, realistic graphics are often used to create an authentic digital environment. Since such graphics may contain small distractions (Brucker et al. 2014), realistic visualisation can be considered to be the opposite of simplified schematics (Höffler 2010). A VR lab’s increased realism is a source of its higher cognitive load (Brucker et al. 2014; Skulmowski and Rey 2020a). Meanwhile, comparative studies on different types of immersion show that stronger immersion increases cognitive load (Frederiksen et al. 2020). Therefore, immersion may actually drain learners’ cognitive resources instead of positively contributing to their learning (Frederiksen et al. 2020; Makransky et al. 2019). Moreover, under high levels of interactivity, cognitive resources are easily exhausted because of excessive distractions (Skulmowski and Rey 2018), with some studies finding that moderate interactivity results in the strongest learning effects (Kalet et al. 2012). Therefore, the design of the interactivity element should consider users’ cognitive load (Skulmowski and Rey 2020b). The above discussion shows that the characteristics of a VR lab both help and hinder learning, with the main obstacle being their effect on individuals’ cognitive load. Therefore, studying the impact of cognitive load on a VR lab’s effectiveness necessitates considering these problems from the perspective of working memory. Working memory, as noted earlier, has a limited capacity to temporarily store and process information (Baddeley and Hitch 1974; Baddeley 1992) and is paramount in several advanced cognitive activities (e. g. learning, reasoning, and information search) (Baddeley 2003). Working memory is also involved in selecting the underlying information, which can influence the information selection of cognitive systems through attentional guidance (Downing 2000; Olivers et al. 2006; Soto et al. 2005). Hence, it plays an important role in the learning process in VR labs. In virtual chemistry labs, using arrow-text assistance can reduce cognitive load and improve students’ performance in terms of completing experiments, reducing time, and generating fewer errors (Ali et al. 2022). Hence, cognitive load and learning performance are the focus of research in VR labs.

Output: contrast


Input: Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: With the availability of present-day sequences of agronomically important genes and of geographically structured loci, and with the further refining of aDNA methodology, archaeological plant remains can become a key to the understanding of genetic processes linked to human impact. Last but not least, understanding the conditions leading to DNA preservation in plants may help to develop strategies for conservation of DNA in plant DNA banks, to best preserve our heritage (Savolainen and Reeves 2004; Hodkinson et al. 2007).

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 14 (–0. 04 to 0. 31). 13. 06 (–0. 13 to 0. 24). 55≥100,000. 47 (0. 31 to 0. 63)<. 001. 33 (0. 13 to 0. 54). 001EmploymentFull-time————Part-time–. 25 (–0. 43 to –0. 07). 007–. 10 (–0. 28 to 0. 08). 28Unemployed–. 16 (–0. 31 to –0. 0003). 049–. 02 (–0. 18 to 0. 13). 76Pregnancy statusCurrent————Recent. 40 (0. 28 to 0. 52)<. 001. 31 (0. 19 to 0. 44)<. 001aUnadjusted; each predictor was entered into a separate model. bAll covariates were entered simultaneously. cNot applicable. DiscussionPrincipal FindingsIn this study, we examined how women’s satisfaction with telehealth services during the COVID-19 pandemic differed by demographic factors. Results revealed that several demographic factors were associated with greater telehealth satisfaction, including older age, being married or in a domestic partnership, higher income, having attained a bachelor’s or master’s degree, and full-time employment. However, telehealth satisfaction did not significantly differ by race, even after adjusting for other demographic factors. Pregnant and recently pregnant women reported generally positive experiences using telehealth during the pandemic. These findings are consistent with previous literature reporting on patients’ positive experiences and high satisfaction with telehealth services during the pandemic [6,7]. Although not surprising, this finding is particularly important because it suggests that pregnant and recently pregnant women are satisfied with using telehealth services, despite the type of care that may be unique to this group, such as prenatal and postpartum care. Given that pregnant and recently pregnant women are satisfied using telehealth, it is important for health care policies and programs to consider sustaining the use of maternal telehealth services beyond the pandemic. For example, providers may consider replacing routine in-person prenatal visits with prenatal telehealth visits or using telehealth to provide postpartum lactation support and screening for postpartum depression. Results revealed a significant association between age and telehealth satisfaction, such that older age was associated with greater telehealth satisfaction.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: The 3D arrows are positioned at a central level in all orientations, which may not only facilitate attention guidance but also enhance perspective acquisition. In summary, VR labs not only broaden the field of vision and enhance students’ immersion but also increase their cognitive load, as learners must find useful learning content from among several useless details (Makransky et al. 2021). Therefore, it is important to help students find useful learning information in an immersive environment, and this must be considered in the design of VR labs. 1. 3 Present studyPrevious research has discussed the potential cognitive load of using VR labs in education (Achuthan et al. 2015; Mayer 2005). Further, studies have proposed that guiding learners’ attention can raise their understanding and problem-solving skills and thus improve their academic performance (Canham and Hegarty 2010; Ge et al. 2017). However, few experimental studies have investigated the impact of attentional guidance mechanisms on students’ cognitive load and academic performance in digital camera courses. It is thus important to study the functions and effects of the increased use of attentional guidance methods in VR labs. Through attentional guidance, learners can first be guided to pay attention to key information on learning tasks and simplify their visual search process. Second, they can be guided to find important information and make space for their working memory to integrate information and construct psychological representations, thereby improving students’ academic performance. To extend the extant literature, this study tests whether adding attentional guidance stimuli into a VR lab influences cognitive load and students’ academic performance. Specifically, the research questions (RQs) are as follows: RQ1 Is there a significant difference in cognitive load in a VR lab with and in one without attentional guidance? RQ2 Is there a significant difference in academic performance in a VR lab with and in one without attentional guidance? RQ3 In VR labs, under conditions of attention guidance, is there a significant relationship between cognitive load and learning performance? 2 Methodology2. 1 ParticipantsThe research participants comprised 80 students from the schools of art and design of two universities; they were in the fourth semester and majoring in digital media art. The students were aged between 19 and 22 years. The participants were not randomly assigned to each group; a quasi-experimental design was adopted and each class was considered a group of 40 students. One class was the control group, and the other one was the experimental group.

Output: contrast


Input: Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: . org 2024 in to your account Login or this option if you have an account on informs. org or if you want to become an member Combine personal and institutional access with an Informs PubsOnline account using main navigation't sign in? Forgot your username? Enter your email address below and we will send you your username If the address matches an existing account you will receive an email with instructions to retrieve your username Login to your account Login or this option if you have an account on informs. org or if you want to become an member Combine personal and institutional access with an Informs PubsOnline account using 3, 2023 in a Brain: of : Share onShare on PRINT 10. 1287/LYTX. 2023. 01. 12 Since its launch in November 2022, ChatGPT has been dubbed everything from “mind-blowing” (CNET) to the artificial intelligence (AI) industry’s “next big disrupter” (York Times) – and with good reason. The brainchild of applies machine-learning algorithms to OpenAI’s GPT-3. 5 family of large language models, fine-tuned with both supervised and reinforcement learning techniques, to interact conversationally with users in a way that sounds surprisingly humanlike. Using previous questions and answers to inform its next responses, ChatGPT is able to remember a dialogue thread in a way that sounds both creative and authoritative. It can also create content, generate AI art, write code and convert unstructured data into a structured format. Although not without its limitations – OpenAI readily admits that it sometimes provides plausible-sounding but incorrect answers and can often be excessively verbose – ChatGPT has already attracted a million users and led many experts to conclude that it poses a serious threat to Google. With the global chatbot market expected to exceed $10. 5 billion by 2026, ChatGPT clearly represents not only an incredibly powerful tool but a major leap forward in self-learning artificial intelligence. By its own admission (see sidebar), ChatGPT is not artificial general intelligence (AGI). Although its capabilities are most impressive, ChatGPT is really manipulating symbols without any understanding of what those symbols mean. And until that is possible – until today’s artificial intelligence advances to something that has the ability to actually understand any intellectual task that a human being can – AGI remains a hypothetical (although many would argue inevitable) possibility.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: For example, a recent survey of pregnant women living in rural areas found that although women reported a positive experience with prenatal telehealth visits overall, common barriers included poor internet and phone connectivity, childcare responsibilities, and lack of equipment [21], factors that may disproportionately impact minority groups. Although it is important to understand women’s experiences using telehealth, ensuring equitable access to these services is paramount and public health programs or policies are needed to reduce barriers to telehealth access. Given the increases we have seen in maternal morbidity or mortality in the [20], access to telehealth for pregnant or postpartum women could expand care and reduce maternal health disparities. LimitationsAlthough the findings from this study are important and contribute to the recent literature on patient telehealth experiences during the COVID-19 pandemic, there are certain limitations that should be noted. First, this sample of pregnant and recently pregnant women was highly educated and affluent. Nearly 70% of the sample held at least a bachelor’s degree, and almost 50% had an annual household income of at least US $100,000. It is important to note that despite the high educational attainment and income level of our sample, disparities related to income and education still emerged. This underscores the importance of ensuring equitable access to telehealth services, especially in underserved or marginalized communities. A second limitation of this study is that women were asked to report on their most recent telehealth experience and not specifically on their experience receiving prenatal or postpartum care through telehealth. For this reason, we cannot assume these findings are reflective of women’s experiences using telehealth for prenatal or postpartum care, specifically, and future research should explore this. Third, another limitation is the potential for recall bias in the sample, especially among women who were not currently pregnant and were asked to recall past telehealth experiences. Finally, this study was cross-sectional, and findings cannot be used to inform causal mechanisms. Future work is needed to identify women’s perceptions of telehealth care longitudinally. For example, studies might follow women over the course of their pregnancy to understand how their perceptions change over time. ConclusionsGiven the increase in telehealth services since the start of the COVID-19 pandemic in March 2020, it is important to understand the experiences of women accessing these services and the different factors that impact their satisfaction with these services.

Output: corroborate


Input: Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: One group of students from each university took part in the study, and each group had an experimental class in a digital camera course using a VR lab in a controlled laboratory environment. In addition, students from the two universities had similar levels of academic achievement tests at the time of admission. Before the research began, the participants were given the application instructions of the VR lab and measurement instruments. Consent was obtained from all the participants. 2. 2 Experimental designWe designed and developed two VR labs: one with an attentional guidance mechanism and one without it (Fig. 1). We first determined the teaching objectives according to the teaching content in four ways: (i) Master the layout and plan the scene space, (ii) Master the scheduling of the characters, (iii) Master the application and scheduling of the shot sizes of the camera, and (iv) Master the lighting design. The students’ task was to output the split lens and scene scheduling diagrams (e. g. top view), including the character, camera, and lighting equipment). The contents of both labs were the same; the only difference was whether this attentional guidance mechanism was used or not. The design and development of the VR labs strictly followed the principles of multimedia design. Two technical, two teaching, and two educational psychology experts participated in the evaluation and verification of the development process. Fig. 1VR labs with and without attentional guidanceFull size imagePrevious studies have shown that typical attentional guidance mechanisms in education include arrows and colours. Arrows, as guiding symbols, can play an important role in guidance. Arrows are also suitable for attentional guidance in VR labs. Colour is another important cue in attention research, and many experiments have used colour as a cue to attract attention (Ansorge and Becker 2014; Burnham 2020; Harris et al. 2015). The colours of attentional guidance mechanisms tend to be striking. Since such symbols serve to remind and guide participants, striking colours can attract their attention more easily and lead them to focus their eyes on a target that requires attention more quickly. Based on the above discussion as well as the background colour of the scene in the VR lab, a 3D yellow arrow was selected as the attentional guidance mechanism in this study.

Output: contrast


Input: Claim: Neuroethologists can instantly determine the intelligence of any animal. [SEP] Text: But we can look at ChatGPT’s capabilities and limitations to conclude a number of interesting and useful things about the future of AI and the emergence of AGI. Many shortcomings of today’s AI that are impeding it from becoming AGI can be overcome. AGI’s emergence will be a gradual process rather than a “singularity. ” It will become progressively difficult to determine whether some future system is an AGI. What’s Needed for AGI To become an AGI, a system will need to add the ability to comprehend that physical objects exist in a physical environment – words are most useful if they represent objects, thoughts or ideas that exist in a reality. ChatGPT’s words exist only in the context of other words, not the abstract concepts they might represent. Further, there are many concepts that are difficult to express with words alone. Consider the difficulty of describing a work of art or music in words without a picture or recorded sound. This limitation can be overcome by adding multisensory inputs to an AI and, more importantly, an underlying data structure that supports creating relationships between multiple types of data. Physical objects have not only visible shapes and colors but textures and other tactile sensations, aroma, taste, known interactions with other objects, and a characteristic of persistence. Consider your understanding of a soap bubble. The words are just a shortcut for your multisensory understanding of its appearance, ephemeral nature, interaction with other bubbles and other physical objects, and a host of other sensations. To capture something akin to your understanding of the bubble, an AGI will require an internal mental model of its surroundings with the entity at its center, resembling the way in which humans view the world around us from our own point of view. How could a system understand or mimic the concept of a “point of view” without ever having experienced one? An artificial entity must also possess a perception of time, which allows for an understanding of future outcomes based on current actions. Finally, AGI will only be possible if the artificial entity has an imagination, which allows it to consider multiple possible actions, evaluate their potential outcomes and then choose the option that seems most plausible. Is this a complete list of capabilities needed for AGI? Of course not. But the implementation of these generic capabilities will lead us to a better understanding of what remains to be addressed on the road to AGI.

Output: pass


Input: Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Although women are generally satisfied with telehealth, there are also important disparities that exist and it is critical that public health policies or programs consider these factors, especially if the expanded use of telehealth is to persist beyond the pandemic. Ensuring equitable access to telehealth and providing tailored support to women is key to eliminating these disparities. Although patients report high satisfaction with telehealth, future studies should investigate the barriers and challenges related to telehealth access among underserved populations. Future studies should also investigate clinical outcomes related to prenatal and postpartum telehealth services, especially if telehealth is a convenient and well-regarded model for delivering these types of maternal health care services. Conflicts of InterestNone declared. 2022. URL: -telehealth/ [accessed 2022-07-22]. Outpatient telehealth use soared early in the COVID-19 pandemic but has since receded. Peterson-. 2022. URL: https://www. healthsystemtracker. org/brief/outpatient-telehealth-use-soared -early-in-the-covid-19-pandemic-but-has-since-receded/ [accessed 2022-07-22] Trends in the use of telehealth during the emergence of the COVID-19 pandemic - United States, January-March 2020. 2020 Oct 30;69(43):1595-1599 [FREE Full text] [CrossRef] [Medline]. Medicare beneficiaries's use of telehealth services in 2020: trends by beneficiary characteristics and location. ASPE Office of Health Policy. 2021. URL: https://aspe. hhs. gov/sites/default/files/documents/a1d5d810fe3433e18b192be42dbf2351/medicare-telehealth-report. pdf [accessed 2022-09-29] -Katz G, Batcup C, et al. People's Experiences and satisfaction with telehealth during the COVID-19 pandemic in Australia: cross-sectional survey study. J Res 2020 Dec 10;22(12):e24531 [FREE Full text] [CrossRef] [Medline]. Telehealth use and satisfaction among U. S. households: results of a national survey. J 2021 Oct 29;8:237437352110527.

Output: corroborate