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BACKGROUND: Survey studies in medical and health sciences predominantly apply a conventional direct questioning (DQ) format to gather private and highly personal information. If the topic under investigation is sensitive or even stigmatizing, such as COVID-19-related health behaviors and adherence to non-pharmaceutical interventions in general, DQ surveys can lead to nonresponse and untruthful answers due to the influence of social desirability bias (SDB). These effects seriously threaten the validity of the results obtained, potentially leading to distorted prevalence estimates for behaviors for which the prevalence in the population is unknown. While this issue cannot be completely avoided, indirect questioning techniques (IQTs) offer a means to mitigate the harmful influence of SDB by guaranteeing the confidentiality of individual responses. The present study aims at assessing the validity of a recently proposed IQT, the Cheating Detection Triangular Model (CDTRM), in estimating the prevalence of COVID-19-related health behaviors while accounting for cheaters who disregard the instructions. METHODS: In an online survey of 1,714 participants in Taiwan, we obtained CDTRM prevalence estimates via an Expectation-Maximization algorithm for three COVID-19-related health behaviors with different levels of sensitivity. The CDTRM estimates were compared to DQ estimates and to available official statistics provided by the Taiwan Centers for Disease Control. Additionally, the CDTRM allowed us to estimate the share of cheaters who disregarded the instructions and adjust the prevalence estimates for the COVID-19-related health behaviors accordingly. RESULTS: For a behavior with low sensitivity, CDTRM and DQ estimates were expectedly comparable and in line with official statistics. However, for behaviors with medium and high sensitivity, CDTRM estimates were higher and thus presumably more valid than DQ estimates. Analogously, the estimated cheating rate increased with higher sensitivity of the behavior under study. CONCLUSIONS: Our findings strongly support the assumption that the CDTRM successfully controlled for the validity-threatening influence of SDB in a survey on three COVID-19-related health behaviors. Consequently, the CDTRM appears to be a promising technique to increase estimation validity compared to conventional DQ for health-related behaviors, and sensitive attributes in general, for which a strong influence of SDB is to be expected.

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BACKGROUND: Existing literature on rapport building in forensic interviews with children has primarily focused on police or social workers (Collins et al., 2002); overlooking the lawyer-child relationship. OBJECTIVE: The present study was a novel exploration of the rapport building process between lawyers and child witnesses during the interview stage of a criminal proceeding. PARTICIPANTS AND SETTING: A total of 67 Canadian lawyers (Mage = 41.69, SD = 11.19; 51 % female-identifying) with experience questioning child witnesses (i.e., under 18 years old) were surveyed on their rapport building with child witnesses. METHODS: A self-report survey was used to assess how lawyers conceptualize and engage in rapport building with child witnesses. RESULTS: Lawyers were found to perceive rapport building as an important element when working with child witnesses; however, the lawyers' self-reported rapport building techniques overlooked several important elements of rapport building identified in forensic interviewing literature. Overall, the role of the lawyer (i.e., prosecution or defence), but rarely gender, influenced their self-reported rapport building methods. Prosecution lawyers tended to report behaviors that were more aligned with creating an interpersonal connection during the rapport building phase with the child, such as creating an environment where the child feels safe and comfortable. CONCLUSIONS: These findings provide insight into how lawyers conceptualize and engage in rapport building with child witnesses. Overall, the lawyers perceived rapport building as an important element with child witnesses, but only some of the techniques mentioned are considered best practices to build rapport with children.

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Debriefing is a process in physical or online learning that encourages learners to reflect on their own learning experiences. Effective questioning techniques and evoking positive experiences are methods for regulating and guiding students toward an environment that promotes mental health. The purpose of this scoping review is to identify effective debriefing questioning techniques and experiences for addressing the three presences in the Community of Inquiry framework, namely social presence, cognitive presence, and instructor presence, among learners in an educational or occupational setting. The result of the synthesis provided a comprehensive picture of which question types and experiences are present for the projection of each or a combination of the three presences. On Google Scholar, Education Resources Information Center, ResearchGate, and ScienceDirect, a search pertaining to debriefing strategy and questioning techniques was performed. From 2002 to 2020, 265 articles on debriefing strategy and questioning techniques were eliminated, leaving only 60 articles that were largely relevant. Results indicated that open-ended questions that are oriented toward higher-order thinking with the purpose of stimulating, following up, and clarifying are prevalent. Based on the Debriefing Experience Scale, the majority of the learners' experiences involve Learning and Making Connections with Learning, followed by Appropriate Facilitator Guidance, Facilitator Skill in Conducting Debriefing, and then Analyzing Thoughts and Feelings. Questioning is a relevant aspect of facilitating experiences in different types of presence, and the types of questions used can influence the quality of those experiences.

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People with Klinefelter syndrome (KS/XXY) may be at higher risk of gender dysphoria than the general population and gender diversity needs greater recognition and consideration in services for people affected. This study aimed to give systematic insights into experiences of gender diversity among people with KS/XXY, which could inform more person-centered care for people with KS/XXY and contribute to practical guidance for healthcare professionals. We conducted individual, semi-structured interviews with 11 adults with diagnosed KS/XXY. The verbatim interview transcripts were analyzed using experiential reflexive thematic analysis, which identified four themes: (1) Experience of gender, which described participants' experiences of exploring and negotiating their gender identity; (2) Navigating expectations, which described how participants' gender uncertainty was associated with confusion, isolation, and shame, and how fears about other people's reactions caused participants to keep their gender identity secret; (3) Testosterone assumptions, which described how participants needed more discussion and counseling before testosterone replacement therapy (TRT), and how some benefited from treatment with alternative hormones to testosterone; and (4) A different approach, which described participants' experiences of care at gender identity clinics. The findings give new insights into the gender identity journeys of people with KS/XXY, from early attempts to understand and make sense of gender, through dealing with social pressures, the development of gender identities more congruent with feelings, and experiences with hormone replacement therapy. The practice implications include that there should be improved consideration of gender identity in care for KS/XXY, better psychological support for those affected by gender diversity, and more consideration given to alternatives to testosterone-based therapies. Future research could explore the experiences of gender identity among different groups of people with KS/XXY, the development of gender identity over time, the effects of TRT on gender identity, and healthcare providers' knowledge and attitudes about gender identity and KS/XXY.

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Studying people in real-life situations, such as making music in a vocal group, requires flexible and integrative measurement technology. Therefore, a digital browser-based survey instrument was developed for this study. It was designed to seamlessly introduce questions on participants' mobile devices through external control immediately after relevant events, aiming to achieve high accuracy in self-administered situational questions. In addition, chronological synchronization with supplementary measurements (here eye-tracking and audio recording) was incorporated. Digital features of this web app offer convenient integration into everyday situations, synchronous interviewing of multiple people, and gathering time-based data. Due to the numerous possibilities of the browser-based development interface, various other application areas can be opened up. The contribution of this article is:-App - explanation and offer for use-Feasibility report on the implementation of the app in an eye-tracking study with vocal groups.

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AIM: It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers' instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face". BACKGROUND: Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches. DESIGN: A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong. METHODS: Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis. RESULTS: Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships. CONCLUSIONS: In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".

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Drawing upon the transformative power of questions, the paper investigates questioning sequences from authentic coaching data to examine the systematic use of a particular succession of formulation and question and its impact on inviting self-reflection processes in the client and eliciting change. The object of investigation in this paper are therefore questioning sequences in which a coach asks a question immediately after a rephrasing or relocating action, prompting the client to respond in an explicit or implicit way. The coach hereby shifts the focus to a hypothetical scenario, prompting the client to change her perspective on the matter and reflect on her own statements, ideas and attitudes from an outside perspective. The paper aims to contribute to closing the research gap of the change potential of reflection-stimulating action techniques used by coaches, by investigating one of many ways of how questions can be powerful tools to invite a change of perspective for the client. The study focuses on one coaching process consisting of three sessions between a female coach and a female client, utilizing a single case study approach. The data collection was part of the interdisciplinary project "Questioning Sequences in Coaching", comprising 14 authentic coaching processes. The analysis follows Peräkylä's Transformative Sequences model, examining the first position including the formulation and the subsequent question, the client's response, and the coach's reaction to the response. On a practical level, the main purpose of this paper is not to contribute to the many ways practical literature recommends coaches how to do their work and how to ask questions, but rather to show in what ways the elicitation of self-reflection processes in clients has been achieved by other coaches in authentic coaching sessions.

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Introduction: This study investigates clients' resisting practices when reacting to business coaches' wh-questions. Neither the sequential organization of questions nor client resistance to questions have yet been (thoroughly) investigated for this helping professional format. Client resistance is understood as a sequentially structured, locally emerging practice that may be accomplished in more passive or active forms, that in some way withdraw from, oppose, withstand or circumvent various interactional constraints (e.g., topical, epistemic, deontic, affective) set up by the coach's question. Procedure and methods: Drawing on a corpus of systemic, solution-oriented business coaching processes and applying Conversation Analysis (CA), the following research questions are addressed: How do clients display resistance to answering coaches' wh-questions? How might these resistive actions be positioned along a passive/active, implicit/explicit or withdrawing/opposing continuum? Are certain linguistic/interactional features commonly used to accomplish resistance?. Results and discussion: The analysis of four dyadic coaching processes with a total of eleven sessions found various forms of client resistance on the active-passive continuum, though the more explicit, active, and agentive forms are at the center of our analysis. According to the existing resistance 'action terminology' (moving away vs. moving against), moving against or 'opposing' included 'refusing to answer', 'complaining' and 'disagreeing with the question's agenda and presuppositions'. However, alongside this, the analysis evinced clients' refocusing practices to actively (and sometimes productively) transform or deviate the course of action; a category which we have termed moving around.

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OBJECTIVES: Screening tools in which participants self-report sexual behaviors can identify people at risk of HIV acquisition for enrollment in preexposure prophylaxis (PrEP). We compared enrollment outcomes (ie, receiving PrEP vs being excluded by a counselor or declining PrEP) in Mexico's PrEP demonstration project and evaluated the validity of a 4-criteria PrEP eligibility tool in which participants self-reported risk behavior-having condomless anal sex, transactional sex, a partner living with HIV, or a sexually transmitted infection-as compared with PrEP eligibility assessed by a counselor. METHODS: We recruited men who have sex with men and transwomen who were offered PrEP services in Mexico. We characterized participants according to enrollment outcome and identified underlying factors through logistic regression analyses. We calculated the sensitivity and specificity of the self-reported risk criteria, using the counselor's risk assessment as the point of reference. RESULTS: Of 2460 participants, 2323 (94%) had risk criteria of HIV acquisition according to the 4-criteria tool; 1701 (73%) received PrEP, 247 (11%) were excluded by a counselor, and 351 (15%) declined PrEP despite being considered eligible by the counselor. Participants who were excluded or who declined PrEP were less likely to report HIV risk behaviors than those who received PrEP, and participants who declined PrEP were more likely to be transwomen (vs men who have sex with men) and aged ≤25 years (vs >25 y). The 4-criteria risk tool had high sensitivity (98.6%) and low specificity (29.8%). CONCLUSION: The screening tool identified most participants at risk of HIV acquisition, but counselors' assessment helped refine the decision for enrollment in PrEP by excluding those with low risk. Public health strategies are needed to enhance enrollment in PrEP among some groups.

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"Why don't students learn?" is a common question that educators try to address. To encourage students to become more engaged in the learning process, we believe in fostering their natural curiosity by encouraging them to ask high-level questions. To support this approach, we have compiled a dataset of questions that we hope will aid in the training of artificial intelligence (AI) models and ultimately improve the learning experience for students. To develop our dataset, we collected anonymous student questioning data in the Summer 2023 semester, utilizing our online application named "Palta Question", resulting in a dataset of 8,811 unique questions. The dataset consists of students' inquiries which underwent basic question validation using a sophisticated keyword-based approach, manual categorization by topic and course content, as well as complexity assessment using Bloom's taxonomy keywords which have also been included in the dataset. To ensure question uniqueness, we implemented the Levenshtein distance algorithm to exclude questions with a high similarity rate. This dataset provides targeted insights into student inquiry patterns and knowledge gaps within the domain of 'Introduction to Computers and Research' and 'Data Structure' courses, originating from the students at Independent University, Bangladesh (IUB). While its scope is confined to a specific student group and academic context, limiting broader applicability, it remains valuable for detailed studies in these subjects and serves as a useful foundation for AI-based educational research tools. To demonstrate the effectiveness of the dataset, we also tested it to train the AI to perform basic tasks like sorting questions according to their courses and topics. However, we envision researchers utilizing it to enhance education and aid in students' learning.

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BACKGROUND: Current online interventions dedicated to assisting individuals in managing stress and negative emotions often necessitate substantial time commitments. This can be burdensome for users, leading to high dropout rates and reducing the effectiveness of these interventions. This highlights an urgent need for concise digital activities that individuals can swiftly access during instances of negative emotions or stress in their daily lives. OBJECTIVE: The primary aim of this study was to investigate the viability of using a brief digital exercise, specifically a reflective questioning activity (RQA), to help people reflect on their thoughts and emotions about a troubling situation. The RQA is designed to be quick, applicable to the general public, and scalable without requiring a significant support structure. METHODS: We conducted 3 simultaneous studies. In the first study, we recruited 48 participants who completed the RQA and provided qualitative feedback on its design through surveys and semistructured interviews. In the second study, which involved 215 participants from Amazon Mechanical Turk, we used a between-participants design to compare the RQA with a single-question activity. Our hypotheses posited that the RQA would yield greater immediate stress relief and higher perceived utility, while not significantly altering the perception of time commitment. To assess these, we measured survey completion times and gathered multiple self-reported scores. In the third study, we assessed the RQA's real-world impact as a periodic intervention, exploring engagement via platforms such as email and SMS text messaging, complemented by follow-up interviews with participants. RESULTS: In our first study, participants appreciated the RQA for facilitating structured reflection, enabling expression through writing, and promoting problem-solving. However, some of the participants experienced confusion and frustration, particularly when they were unable to find solutions or alternative perspectives on their thoughts. In the second study, the RQA condition resulted in significantly higher ratings (P=.003) for the utility of the activity and a statistically significant decrease (P<.001) in perceived stress rating compared with the single-question activity. Although the RQA required significantly more time to be completed (P<.001), there was no statistically significant difference in participants' subjective perceived time commitment (P=.37). Deploying the RQA over 2 weeks in the third study identified some potential challenges to consider for such activities, such as the monotony of doing the same activity several times, the limited affordances of mobile phones, and the importance of having the prompts align with the occurrence of new troubling situations. CONCLUSIONS: This paper describes the design and evaluation of a brief online self-reflection activity based on cognitive behavioral therapy principles. Our findings can inform practitioners and researchers in the design and exploration of formats for brief interventions to help people with everyday struggles.

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Despite being one of the world's largest pharmaceutical markets, interactions between Japanese physicians and pharmaceutical companies often remain opaque. Importantly, potential conflicts of interest associated with these interactions can compromise patient care and increase costs. We conducted an online survey of Japanese physicians to elucidate perspectives on pharmaceutical company promotional activities and how these influence physician prescribing patterns. Anticipating that physicians might downplay their reliance on, or the value of, pharmaceutical company-provided information, the survey incorporated a direct questioning method and an unmatched count technique (UCT) to identify hidden perceptions on factors likely to influence prescribing. Overall, 1080 eligible physicians participated. Of these, 105 (9.7%) self-identified as hospital directors or managers. Surprisingly, nearly twice as many participants responding to direct questioning (18.9%) versus those responding to the UCT (10.1%) asserted that information provided by pharmaceutical companies was important when prescribing medicine. Hospital directors or managers (adjusted odds ratio [adjOR] 2.56, 95% confidence interval [95% CI]: 1.00-6.54, reference = physician without title) and frequent interactions with pharmaceutical sales representatives (adjOR 5.96, 95% CI: 1.88-18.9, reference = rare interaction) significantly valued the information from sales representatives and sponsored lectures when considering prescribing decisions. Additionally, 77.1% of respondents believed that sales representatives provide fair, neutral, or relatively honest and unbiased information about their products. Few Japanese physicians acknowledged the influence of industry-provided information on prescribing patterns. Our study uniquely applies two distinct question formats, providing a novel approach to understanding the depth of physician-industry relationships and the effectiveness of various survey methodologies.

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Ethical questioning is a framework for considering the ethical implications and practices in research and is used as a tool for thinking about the connections between art and health. It enables researchers and practitioners to gain a deeper understanding of the emotional dimensions in the field of art and health. In this paper, we propose that ethical questioning, grounded in the principles of ethics of care, can foster a more reflexive and holistic approach to understanding the concept of well-being. We also propose that adopting ethical questioning as a methodology, which requires intentional self-reflection and recognition of positionality, can expose and challenge conventional knowledge hierarchies, resulting in more ethical research outcomes and relationships between researchers and participants. Ultimately, our hypothesis proposes that ethical questioning holds the potential to offer an actionable practice that demonstrates ethics of care.

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Grooming is a common tactic among perpetrators of child sexual abuse (CSA). It is important that grooming is addressed in court to explain the unintuitive ways a child may act when they have been victims of abuse. The present study draws upon 134 transcripts of CSA criminal trials to establish how attorneys talk about grooming in court. Only 1.8% of attorney's questions addressed grooming behaviors. The majority of these focusing on exposure to pornography (27%) or boundary pushing (19%). Invitations elicited the most productive reports of grooming from children. There was a statistically significant difference in the proportion with which defense and prosecuting attorney's raised grooming issues, with prosecutors raising grooming issues more often than defense attorneys. We suggest that attorneys consider devoting proportionally more time to addressing grooming in court, to help jurors demystify common myths surrounding CSA.

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In recent decades, much attention has been placed on reducing health disparities that have plagued the lesbian, gay, bisexual, transgender, and queer or questioning community. Significant health disparities continue to exist compared with the heterosexual population. Sexual minorities tend to experience higher rates of acute and chronic conditions than the general population. Sexual minorities are more likely to delay seeking medical care and are less likely to lack a consistent source for health care. A provider's failure to recognize and a person's lack of disclosure prevent vital discussions about human immunodeficiency virus risk, hormone therapy, cancer risk, hepatitis, and sexual health.

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Visual question generation aims to focus on some target objects in an image to generate questions with certain questioning purposes. Existing studies mainly utilize an answer to extract the target object corresponding to the questioning purpose for questioning. However, answers fail to accurately and completely map to every target object, such as the objects corresponding to the answer are ambiguous or the answers are the relationship between multiple objects. To address this problem, we propose a content-controlled question generation model, which generates questions based on a given target object set specified from an image. Considering that the target objects have different contributions during the generation process, we design a recurrent generative architecture to explicitly control attention to different objects and their corresponding image information at each generative stage. Extensive experiments on the VQA v2.0 dataset and the Visual7w dataset show that the proposed model outperforms the state-of-the-art models and can controllably generate questions with specified content.

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Personalized education has been a widely shared goal pursued by Chinese and foreign educators. As the primary method of teacher-student interaction, the importance of personalized questioning is self-evident. Due to a lack of technical support, teachers rely on their teaching experience to ask questions without considering the learning situation of learners. This results in teaching questioning being unable to support learners' learning. These questions are relatively shallow and cannot promote the construction and transfer of learners' knowledge. Cognitive diagnostic technology could diagnose learners' cognitive states and provide services for personalized teaching. Therefore, a personalized teaching questioning strategy based on learners' cognitive structure diagnosis was proposed in this study. Firstly, we diagnosed learners' cognitive structure through usability, distinguishability, and stability. Secondly, we discussed the types of questions that teachers should raise when facing learners in different situations. We also discussed the application of personalized teaching questioning strategies. The experiment took place at M Primary School in Ningxia, China, with the participation of one teacher and ninety-seven fourth-grade students. Seven lessons were observed and videotaped across a range of topics. The study revealed that personalized teaching questioning strategies could improve learners' academic performance and subject literacy. They can also increase the number of teacher questioning, change the depth of teacher questioning content, and expand the scope of questioning subjects.

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In previous studies comparing the intonation of questions and statements in German, greater f0 excursions of phrase-final rises have been associated with questions in both read speech and spontaneous speech. This holds for production studies as well as perception studies. However, a major question remains whether these differences are perceived categorically or continuously. Furthermore, we ask whether the differences in f0 scaling correspond to categorical linguistic functions or rather an attitudinal continuum. We conducted three different perception experiments: a classical categorical perception task, an imitation task, and a semantic evaluation task. The results suggest that f0 scaling in phrase-final rises is perceived as a phonetic continuum rather than in phonological categories. Furthermore, the gradual increase of the final rise is associated with a gradual increase in perceived questioning. Lastly, the phonetic cues to this degree of questioning are distinct from those to the other investigated meanings surprise and uncertainty. Accordingly, this study supports the assumption that questioning constitutes an attitudinal meaning in its own right.

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