The importance of prerequisites for education has recently become a promising research direction. This work proposes a statistical model for measuring dependencies in learning resources between knowledge units. Instructors are expected to present knowledge units in a semantically well-organized manner to facilitate students’ understanding of the material. The proposed model reveals how inner concepts of a knowledge unit are dependent on each other and on concepts not in the knowledge unit. To help understand the complexity of the inner concepts themselves, WordNet is included as an external knowledge base in this model. The goal is to develop a model that will enable instructors to evaluate whether or not a learning regime has hidden relationships which might hinder students’ ability to understand the material. The evaluation, employing three textbooks, shows that the proposed model succeeds in discovering hidden relationships among knowledge units in learning resources and in exposing the knowledge gaps in some knowledge units.

Despite the availability of online educational resources about human papillomavirus (HPV), many women around the world may be prevented from obtaining the necessary knowledge about HPV. One way to mitigate the lack of HPV knowledge is the use of auto-generated text summarization tools. This study compares the level of HPV knowledge between women who read an auto-generated summary of HPV made using the BERT deep learning model and women who read a long-form text of HPV. We randomly assigned 386 women to two conditions: half read an auto-generated summary text about HPV (n = 193) and half read an original text about HPV (n = 193). We administrated measures of HPV knowledge that consisted of 29 questions. As a result, women who read the original text were more likely to correctly answer two questions on the general HPV knowledge subscale than women who read the summarized text. For the HPV testing knowledge subscale, there was a statistically significant difference in favor of women who read the original text for only one question. The final subscale, HPV vaccination knowledge questions, did not significantly differ across groups. Using BERT for text summarization has shown promising effectiveness in increasing women’s knowledge and awareness about HPV while saving their time.

Background: Deep learning models have shown potential in improving cancer diagnosis and treatment. This study aimed to develop a convolutional neural network (CNN) model to predict Invasive Ductal Carcinoma (IDC), a common type of breast cancer. Additionally, a user-friendly interface was designed to facilitate the use of the model by healthcare professionals. Methods: The CNN model was trained and tested using a dataset of high-resolution microscopic images derived from 162 whole-mount slide images of breast cancer specimens. These images were meticulously scanned at 40× magnification using a state-of-the-art digital slide scanner to capture detailed information. Each image was then divided into 277,524 patches of 50 × 50 pixels, resulting in a diverse dataset containing 198,738 IDC-negative and 78,786 IDC-positive patches. Results: The model achieved an accuracy of 98.24% in distinguishing between benign and malignant cases, demonstrating its effectiveness in cancer detection. Conclusions: This study suggests that the developed CNN model has promising potential for clinical applications in breast cancer diagnosis and personalized treatment strategies. Our study further emphasizes the importance of accurate and reliable cancer detection methods for timely diagnosis and treatment. This study establishes a foundation for utilizing deep learning models in future cancer treatment research by demonstrating their effectiveness in analyzing large and complex datasets. This approach opens exciting avenues for further research and potentially improves our understanding of cancer and its treatment.