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Sample records for clinical skills assessment

  1. Clinical skills assessment with standardized patients.

    PubMed

    Gómez, J M; Prieto, L; Pujol, R; Arbizu, T; Vilar, L; Pi, F; Borrell, F; Roma, J; Martínez-Carretero, J M

    1997-03-01

    Previous projects (Combell I & II) to assess clinical skills were conducted in medical schools in Catalonia, in order to introduce a model of such an assessment using standardized patients (SP). The aim of this study (Combell III) was to measure selected characteristics of our model. Seventy-three medical students in the final year at the Bellvitge teaching unit of the University of Barcelona participated in a clinical skills assessment (CSA) project that used 10 SP cases. The mean group scores for the four components of clinical skills for each day of testing were studied, and ratings for each student in the 10 sequential encounters were checked. The study also compared the clinical skills scores with their academic grades. The total case mean score (mean score of history-taking, physical examination and patient notes scores) was 51.9%, and the mean score for communication skills was 63.6%. The clinical skills scores over the 8 testing days showed no day-to-day differences. The study did not find differences among the sequential encounters for each student (training effect). There was a lack of correlation between clinical skills scores and academic grades. The project demonstrated the feasibility of the method for assessing clinical skills, confirmed its reliability, and showed that there is no correlation between scores with this method and academic examinations that mainly reflect knowledge.

  2. Teaching and Assessing Clinical Reasoning Skills.

    PubMed

    Modi, Jyoti Nath; Anshu; Gupta, Piyush; Singh, Tejinder

    2015-09-01

    Clinical reasoning is a core competency expected to be acquired by all clinicians. It is the ability to integrate and apply different types of knowledge, weigh evidence critically and reflect upon the process used to arrive at a diagnosis. Problems with clinical reasoning often occur because of inadequate knowledge, flaws in data gathering and improper approach to information processing. Some of the educational strategies which can be used to encourage acquisition of clinical reasoning skills are: exposure to a wide variety of clinical cases, activation of previous knowledge, development of illness scripts, sharing expert strategies to arrive at a diagnosis, forcing students to prioritize differential diagnoses; and encouraging reflection, metacognition, deliberate practice and availability of formative feedback. Assessment of clinical reasoning abilities should be done throughout the training course in diverse settings. Use of scenario based multiple choice questions, key feature test and script concordance test are some ways of theoretically assessing clinical reasoning ability. In the clinical setting, these skills can be tested in most forms of workplace based assessment. We recommend that clinical reasoning must be taught at all levels of medical training as it improves clinician performance and reduces cognitive errors. PMID:26519715

  3. Assessment of Clinical Skills in Medical Practice

    ERIC Educational Resources Information Center

    Scoles, Peter V.; Hawkins, Richard E.; LaDuca, Anthony

    2003-01-01

    The introduction of a clinical skills examination (CSE) to Step 2 of the U.S. Medical Licensing Examination (USMLE) has focused attention on the design and delivery of large-scale standardized tests of clinical skills and raised the question of the appropriateness of evaluation of these competencies across the span of a physician's career. This…

  4. Assessment of Clinical Skills Using Simulator Technologies

    ERIC Educational Resources Information Center

    Srinivasan, Malathi; Hwang, Judith C.; West, Daniel; Yellowlees, Peter M.

    2006-01-01

    Objective: Simulation technologies are used to assess and teach competencies through the provision of reproducible stimuli. They have exceptional utility in assessing responses to clinical stimuli that occur sporadically or infrequently. In this article, the authors describe the utility of emerging simulation technologies, and discuss critical…

  5. Assessing clinical communication skills in physicians: are the skills context specific or generalizable

    PubMed Central

    Baig, Lubna A; Violato, Claudio; Crutcher, Rodney A

    2009-01-01

    Background Communication skills are essential for physicians to practice Medicine. Evidence for the validity and domain specificity of communication skills in physicians is equivocal and requires further research. This research was conducted to adduce evidence for content and context specificity of communication skills and to assess the usefulness of a generic instrument for assessing communication skills in International Medical Graduates (IMGs). Methods A psychometric design was used for identifying the reliability and validity of the communication skills instruments used for high-stakes exams for IMG's. Data were collected from 39 IMGs (19 men – 48.7%; 20 women – 51.3%; Mean age = 41 years) assessed at 14 station OSCE and subsequently in supervised clinical practice with several instruments (patient surveys; ITERs; Mini-CEX). Results All the instruments had adequate reliability (Cronbach's alpha: .54 – .96). There were significant correlations (r range: 0.37 – 0.70, p < .05) of communication skills assessed by examiner with standardized patients, and of mini-CEX with patient surveys, and ITERs. The intra-item reliability across all cases for the 13 items was low (Cronbach's alpha: .20 – .56). The correlations of communication skills within method (e.g., OSCE or clinical practice) were significant but were non-significant between methods (e.g., OSCE and clinical practice). Conclusion The results provide evidence of context specificity of communication skills, as well as convergent and criterion-related validity of communication skills. Both in OSCEs and clinical practice, communication checklists need to be case specific, designed for content validity. PMID:19445685

  6. Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

    PubMed Central

    Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

    2012-01-01

    Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first

  7. Promoting Assessment Efficacy through an Integrated System for Online Clinical Assessment of Practical Skills

    ERIC Educational Resources Information Center

    Hay, Peter J.; Engstrom, Craig; Green, Anita; Friis, Peter; Dickens, Sue; Macdonald, Doune

    2013-01-01

    This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of "practical" skills assessment in knee…

  8. Assessing Nonverbal Communication Skills through Video Recording and Debriefing of Clinical Skill Simulation Exams

    ERIC Educational Resources Information Center

    Heinerichs, Scott; Cattano, Nicole M.; Morrison, Katherine E.

    2013-01-01

    Context: Nonverbal communication (NVC) skills are a critical component to clinician interactions with patients, and no research exists on the investigation of athletic training students' nonverbal communication skills. Video recording and debriefing have been identified as methods to assess and educate students' NVC skills in other allied health…

  9. Preceptor doctors' assessment of the clinical skills of chiropractic externs

    PubMed Central

    Hynes, Roger J.R.; Callender, Alana K.; Hynes, Rachelle A.; Gran, Donald F.

    2016-01-01

    Objective: This study surveyed preceptor doctors' opinions of student competence before and after a chiropractic preceptorship. Methods: The qualitative and quantitative survey asked doctors about the competence of externs in various skills and asked opened-ended questions about the strengths and weaknesses of the externs. The survey was conducted using a common Web-based platform called SurveyMonkey. Results: A total of 125 doctors responded to the survey. The doctors tended to agree that they saw a positive change in the skills of the externs over time. Externs presented to the preceptors lacking in confidence and office management skills. The preceptors reported an increase from 2.7 to 3.9 on a 5.0 Likert scale in the students' confidence in adjusting skills during the preceptorship. The preceptor doctors were split on students' preparedness in chiropractic adjusting technique, reporting it as both the strongest and the weakest presenting skill. Conclusion: Preceptor doctors perceived that their student externs were academically qualified but were weaker in the clinical application of procedures. Results from this survey suggest that the preceptor program can improve the confidence levels and practice management knowledge of chiropractic externs. PMID:26600271

  10. Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

    ERIC Educational Resources Information Center

    Armstrong, Kirk J.; Jarriel, Amanda J.

    2016-01-01

    Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…

  11. Assessment of first-year veterinary students' clinical skills using objective structured clinical examinations.

    PubMed

    Hecker, Kent; Read, Emma K; Vallevand, Andrea; Krebs, Gord; Donszelmann, Darlene; Muelling, Christoph K W; Freeman, Sarah L

    2010-01-01

    The DVM program at the University of Calgary offers a Clinical Skills course each year for the first three years. The course is designed to teach students the procedural skills required for entry-level general veterinary practice. Objective Structured Clinical Examinations (OSCEs) were used to assess students' performance on these procedural skills. A series of three OSCEs were developed for the first year. Content was determined by an exam blueprint, exam scoring sheets were created, rater training was provided, a mock OSCE was performed with faculty and staff, and the criterion-referencing Ebel method was used to set cut scores for each station using two content experts. Each station and the overall exam were graded as pass or fail. Thirty first-year DVM students were assessed. Content validity was ensured by the exam blueprint and expert review. Reliability (coefficient α) of the stations from the three OSCE exams ranged from 0.0 to 0.71. The three exam reliabilities (Generalizability Theory) were, for OSCE 1, G=0.56; OSCE 2, G=0.37; and OSCE 3, G=0.32. Preliminary analysis has suggested that the OSCEs demonstrate face and content validity, and certain stations demonstrated adequate reliability. Overall exam reliability was low, which reflects issues with first-time exam delivery. Because this year was the first that this course was taught and this exam format was used, work continues in the program on the teaching of the procedural skills and the development and revision of OSCE stations and scoring checklists.

  12. Assessing the Clinical Skills of Dental Students: A Review of the Literature

    ERIC Educational Resources Information Center

    Taylor, Carly L.; Grey, Nick; Satterthwaite, Julian D.

    2013-01-01

    Education, from a student perspective, is largely driven by assessment. An effective assessment tool should be both valid and reliable, yet this is often not achieved. The aim of this literature review is to identify and appraise the evidence base for assessment tools used primarily in evaluating clinical skills of dental students. Methods:…

  13. Instructor and Dental Student Perceptions of Clinical Communication Skills via Structured Assessments.

    PubMed

    McKenzie, Carly T

    2016-05-01

    The aim of this study was to use structured assessments to assess dental students' clinical communication skills exhibited during patient appointments. Fourth-year dental students (n=55) at the University of Alabama at Birmingham evaluated their own interpersonal skills in a clinical setting utilizing the Four Habits Coding Scheme. An instructor also assessed student-patient clinical communication. These assessments were used to identify perceived strengths and weaknesses in students' clinical communication. Both instructor assessments and student self-assessments pinpointed the following clinical communication skills as effective the most often: patient greeting, avoidance of jargon, and non-verbal behavior. There was also relative agreement between instructor assessments and student self-assessments regarding clinical communication skills that were rated as not effective most frequently: ensuring patient comprehension, identification of patient feelings, and exploration of barriers to treatment. These resulted pointed to strengths and weaknesses in the portion of the curriculum designed to prepare students for effective provider-patient communication. These results may suggest a need for the school's current behavioral science curriculum to better address discussion of potential treatment barriers and patient feelings as well as techniques to ensure patient comprehension.

  14. How Good Are Our Raters? Rater Errors in Clinical Skills Assessment

    ERIC Educational Resources Information Center

    Iramaneerat, Cherdsak; Yudkowsky, Rachel

    2006-01-01

    A multi-faceted Rasch measurement (MFRM) model was used to analyze a clinical skills assessment of 173 fourth-year medical students in a Midwestern medical school to investigate four types of rater errors: leniency, inconsistency, halo, and restriction of range. Each student performed six clinical tasks with six standardized patients (SPs), who…

  15. Test of Integrated Professional Skills: Objective Structured Clinical Examination/Simulation Hybrid Assessment of Obstetrics-Gynecology Residents' Skill Integration

    PubMed Central

    Winkel, Abigail Ford; Gillespie, Colleen; Hiruma, Marissa T.; Goepfert, Alice R.; Zabar, Sondra; Szyld, Demian

    2014-01-01

    Background Assessment of obstetrics-gynecology residents' ability to integrate clinical judgment, interpersonal skills, and technical ability in a uniform fashion is required to document achievement of benchmarks of competency. An observed structured clinical examination that incorporates simulation and bench models uses direct observation of performance to generate formative feedback and standardized evaluation. Methods The Test of Integrated Professional Skills (TIPS) is a 5-station performance-based assessment that uses standardized patients and complex scenarios involving ultrasonography, procedural skills, and evidence-based medicine. Standardized patients and faculty rated residents by using behaviorally anchored checklists. Mean scores reflecting performance in TIPS were compared across competency domains and by developmental level (using analysis of variance) and then compared to standard faculty clinical evaluations (using Spearman ρ). Participating faculty and residents were also asked to evaluate the usefulness of the TIPS. Results Twenty-four residents participated in the TIPS. Checklist items used to assess competency were sufficiently reliable, with Cronbach α estimates from 0.69 to 0.82. Performance improved with level of training, with wide variation in performance. Standard faculty evaluations did not correlate with TIPS performance. Several residents who were rated as average or above average by faculty performed poorly on the TIPS (> 1 SD below the mean). Both faculty and residents found the TIPS format useful, providing meaningful evaluation and opportunity for feedback. Conclusions A simulation-based observed structured clinical examination facilitates observation of a range of skills, including competencies that are difficult to observe and measure in a standardized way. Debriefing with faculty provides an important interface for identification of performance gaps and individualization of learning plans. PMID:24701321

  16. Teaching and Assessing Clinical Skills Using a Modified Essay Examination. Teaching Activity Poster.

    ERIC Educational Resources Information Center

    Brown, Stephen W.

    A "modified essay examination" was used to help teach and to assess clinical problem-solving skills with 11 first trimester doctoral students. This examination provided a paper-and-pencil simulation of problems encountered in case management. Students were required to generate hypotheses, formulate questions, discuss issues, and make management…

  17. Formative Assessment of Procedural Skills: Students' Responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument

    ERIC Educational Resources Information Center

    Nestel, Debra; Kneebone, Roger; Nolan, Carmel; Akhtar, Kash; Darzi, Ara

    2011-01-01

    Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment--the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through "stations" or "scenarios" undertaking…

  18. Teaching and assessing clinical skills: a competency-based programme in China.

    PubMed

    Stillman, P L; Wang, Y; Ouyang, Q; Zhang, S; Yang, Y; Sawyer, W D

    1997-01-01

    The objective of this study was to develop a competency-based clinical skills teaching and assessment programme in China utilizing modern teaching techniques. Medical teachers from three schools agreed on items for inclusion in the complete physical examination of an asymptomatic adult, an outline for an adult and paediatric history, and important interviewing skills. Lesson plans, performance checklists, and written and videotape training materials were developed. Standardized patients were trained at one school to assist with the teaching at that school and with the assessment at all three schools. A national, a provincial, and a local medical school in China were used. Before beginning the new curriculum for students in their first year of clinical training, baseline data were collected on skills of students at various levels of training in the previous curriculum at all three schools. Although in the previous curriculum there was some improvement in clinical skills among advanced compared to more junior students, performance was lower than expected by staff. One year after implementation of the new curriculum, students were evaluated. These students significantly outperformed their counterparts as well as the more senior level students tested the previous year. This project has established a competency-based teaching and assessment programme in China that allows for rapid improvement in the clinical skills of students. Within a short time, a sophisticated group of medical educators has been formed, who now function as consultants to other educators in their own country. Many aspects of this programme are being adapted throughout China and are applicable to medical schools throughout the world. PMID:9231122

  19. Multisource feedback: 360-degree assessment of professional skills of clinical directors.

    PubMed

    Palmer, Robert; Rayner, Hugh; Wall, David

    2007-08-01

    For measuring behaviour of National Health Service (NHS) staff, 360-degree assessment is a valuable tool. The important role of a clinical director as a medical leader is increasingly recognized, and attributes of a good clinical director can be defined. Set against these attributes, a 360-degree assessment tool has been designed. The job description for clinical directors has been used to develop a questionnaire sent to senior hospital staff. The views of staff within the hospital are similar irrespective of gender, post held or length of time in post. Analysis has shown that three independent factors can be distilled, namely operational management, interpersonal skills and creative/strategic thinking. A simple validated questionnaire has been developed and successfully introduced for the 360-degree assessment of clinical directors.

  20. Multisource feedback: 360-degree assessment of professional skills of clinical directors.

    PubMed

    Palmer, Robert; Rayner, Hugh; Wall, David

    2007-08-01

    For measuring behaviour of National Health Service (NHS) staff, 360-degree assessment is a valuable tool. The important role of a clinical director as a medical leader is increasingly recognized, and attributes of a good clinical director can be defined. Set against these attributes, a 360-degree assessment tool has been designed. The job description for clinical directors has been used to develop a questionnaire sent to senior hospital staff. The views of staff within the hospital are similar irrespective of gender, post held or length of time in post. Analysis has shown that three independent factors can be distilled, namely operational management, interpersonal skills and creative/strategic thinking. A simple validated questionnaire has been developed and successfully introduced for the 360-degree assessment of clinical directors. PMID:17683657

  1. The Validity of Written Simulation Exercises for Assessing Clinical Skills in Legal Education.

    ERIC Educational Resources Information Center

    Alderman, Donald L.; And Others

    1981-01-01

    Four different groups of respondents completed a set of simulation exercises intended to reflect lawyering skills involved in client interviews. Results suggest the appropriateness of simulation exercises as measures of clinical skills in legal education and the effectiveness of clinical programs in promoting development of such skills in law…

  2. Application of National Testing Standards to Simulation-Based Assessments of Clinical Palpation Skills

    PubMed Central

    Pugh, Carla M.

    2014-01-01

    With the advent of simulation technology, several types of data acquisition methods have been used to capture hands-on clinical performance. Motion sensors, pressure sensors, and tool-tip interaction software are a few of the broad categories of approaches that have been used in simulation-based assessments. The purpose of this article is to present a focused review of 3 sensor-enabled simulations that are currently being used for patient-centered assessments of clinical palpation skills. The first part of this article provides a review of technology components, capabilities, and metrics. The second part provides a detailed discussion regarding validity evidence and implications using the Standards for Educational and Psychological Testing as an organizational and evaluative framework. Special considerations are given to content domain and creation of clinical scenarios from a developer’s perspective. The broader relationship of this work to the science of touch is also considered. PMID:24084306

  3. Assessment of clinical psychiatric skills in final-year medical students: the use of videotape.

    PubMed

    Fenton, G W; O'Gorman, E C

    1984-09-01

    Sixty final-year medical students had their clinical performance in psychiatry assessed by the following three methods: a multiple choice questionnaire based on a series of short videotaped interviews with psychiatric patients; the examination of a traditional long 'case' with presentation of the history, mental state findings and formulation about diagnosis and management to a panel of three examiners; and a conventional oral examination about the principles and practice of psychiatry with a different trio of examiners. The total mark on the videotape session correlated significantly with the combined clinical and oral marks. There was also a significant positive correlation between the total video marks and the individual clinical marks, but none between the marks obtained during the video and oral components of the examination. However, the significant positive correlations between the video marks and those of the clinical examination were modest and only accounted for not more than 14% of the variance. Inspection of the distribution of correct answers to the videotape questions shows that students do best in identifying mental state symptoms and signs and in choosing the correct diagnosis. They do less well in the areas of aetiology and treatment. Indeed, optimal performance in the latter distinguishes those who do well in the clinical/oral examination from those whose performance is mediocre. The significance of these findings to the teaching and assessment of psychiatric skills in medical students is discussed. PMID:6472143

  4. The clinical skills unit.

    PubMed Central

    Bligh, J.

    1995-01-01

    Clinical skills units offer exciting and innovative ways of learning about clinical skills. Links between theoretical knowledge and clinical practice are appropriate for both undergraduate and postgraduate training. Students and doctors can practice and acquire technical and examination skills in a standardised and protected environment without being concerned about the distress such learning may cause real patients. Models and simulators used in skills units are being developed to keep pace with demand, with a corresponding increase in standards of quality and durability. As undergraduate medical courses respond to the demands of modern clinical practice the use of such facilities will increase. This paper describes the functions of skills units and provides practical examples of educational strategies in use. Images p731-a p731-b p731-c p731-d PMID:8552536

  5. An innovative method to assess clinical reasoning skills: Clinical reasoning tests in the second national medical science Olympiad in Iran

    PubMed Central

    2011-01-01

    score were highest for KF and CIP. The correlation between scores for each test and grade point average was low to intermediate for all four of the tests. Conclusion The combination of these four clinical reasoning tests is a reliable evaluation tool that can be implemented to assess clinical reasoning skills in talented undergraduate medical students, however these data may not generalizable to whole medical students population. The CIP and KF tests showed the greatest potential to measure clinical reasoning skills. Grade point averages did not necessarily predict performance in the clinical domain of the national competitive examination for medical school students. PMID:22005350

  6. Developing an Evaluation Tool for Assessing Clinical Ethics Consultation Skills in Simulation Based Education: The ACES Project.

    PubMed

    Wasson, Katherine; Parsi, Kayhan; McCarthy, Michael; Siddall, Viva Jo; Kuczewski, Mark

    2016-06-01

    The American Society for Bioethics and Humanities has created a quality attestation (QA) process for clinical ethics consultants; the pilot phase of reviewing portfolios has begun. One aspect of the QA process which is particularly challenging is assessing the interpersonal skills of individual clinical ethics consultants. We propose that using case simulation to evaluate clinical ethics consultants is an approach that can meet this need provided clear standards for assessment are identified. To this end, we developed the Assessing Clinical Ethics Skills (ACES) tool, which identifies and specifies specific behaviors that a clinical ethics consultant should demonstrate in an ethics case simulation. The aim is for the clinical ethics consultant or student to use a videotaped case simulation, along with the ACES tool scored by a trained rater, to demonstrate their competence as part of their QA portfolio. The development and piloting of the tool is described. PMID:25794891

  7. Developing an Evaluation Tool for Assessing Clinical Ethics Consultation Skills in Simulation Based Education: The ACES Project.

    PubMed

    Wasson, Katherine; Parsi, Kayhan; McCarthy, Michael; Siddall, Viva Jo; Kuczewski, Mark

    2016-06-01

    The American Society for Bioethics and Humanities has created a quality attestation (QA) process for clinical ethics consultants; the pilot phase of reviewing portfolios has begun. One aspect of the QA process which is particularly challenging is assessing the interpersonal skills of individual clinical ethics consultants. We propose that using case simulation to evaluate clinical ethics consultants is an approach that can meet this need provided clear standards for assessment are identified. To this end, we developed the Assessing Clinical Ethics Skills (ACES) tool, which identifies and specifies specific behaviors that a clinical ethics consultant should demonstrate in an ethics case simulation. The aim is for the clinical ethics consultant or student to use a videotaped case simulation, along with the ACES tool scored by a trained rater, to demonstrate their competence as part of their QA portfolio. The development and piloting of the tool is described.

  8. Assessing Skill Development

    ERIC Educational Resources Information Center

    Mueller, Jon

    2008-01-01

    Most educators are familiar with instances of authentic assessment of "content" within the disciplines or of authentic assessment of "discipline-specific skills." In such authentic assessments, students apply the knowledge and skills of the discipline to situations or tasks that replicate real world challenges. The measurement of skills is…

  9. Implementation of an Electronic Objective Structured Clinical Exam for Assessing Practical Skills in Pre-Professional Physiotherapy and Occupational Therapy Programs: Examiner and Course Coordinator Perspectives

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne J.; Ashby, Samantha E.; Rivett, Darren A.; Russell, Trevor

    2014-01-01

    Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and…

  10. Will patients agree to have their literacy skills assessed in clinical practice?

    PubMed

    Ryan, John G; Leguen, Fermin; Weiss, Barry D; Albury, Sonya; Jennings, Terri; Velez, Fulton; Salibi, Nadia

    2008-08-01

    If health providers are aware of their patients' literacy skills, they can more appropriately tailor their communication with patients. Few providers, however, assess patient's literacy skills for fear of offending patients, but no research has ever determined if patients object to such assessments. Our objectives were to determine the percentage of patients seen for routine health care that would agree to undergo literacy assessment and if satisfaction of patients differs in practices that perform literacy assessments versus practices that do not. We randomized 20 private and public medical practices to an intervention group that implemented literacy assessments with the Newest Vital Sign and a control group that did not. For intervention practices, we noted the percentage of patients agreeing to undergo the assessment. For both intervention and control practices, we assessed patient satisfaction. Of 289 patients asked to undergo literacy assessment in the intervention practices, 284 (98.3%) agreed to do so, including 125 (46.1%) with low or possibly low literacy skills. There was no difference in satisfaction between the intervention group and the control group. We conclude that patients are willing to undergo literacy assessments during routine office visits and performing such assessments does not decrease patient satisfaction.

  11. A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students

    PubMed Central

    2013-01-01

    Background Simulation as a pedagogical approach has been used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice. However, evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity are lacking. Woman centred care is a core premise of the midwifery profession and describes the behaviours of an individual midwife who demonstrates safe and effective care of the individual woman. Woman centred care occurs when the midwife modifies the care to ensure the needs of each individual woman are respected and addressed. However, a review of the literature demonstrates an absence of a valid and reliable tool to measure the development of woman centred care behaviours. This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives. Methods/Design Three-arm, randomised, intervention trial. In this research we plan to: a) trial three levels of simulation fidelity - low, medium and progressive, on student midwives performing the procedure of vaginal examination; b) measure clinical assessment skills using the Global Rating Scale (GRS) and Integrated Procedural Performance Instrument (IPPI); and c) pilot the newly developed Woman Centred Care Scale (WCCS) to measure clinical behaviors related to Woman-Centredness. Discussion This project aims to enhance knowledge in relation to the appropriate levels of fidelity in simulation that yield the best educational outcomes for the development of woman centred clinical assessment in student midwives. The outcomes of this project may contribute to improved woman centred clinical assessment for student midwives, and more broadly influence decision making regarding education resource allocation for

  12. Assessment of Genetics Knowledge and Skills in Medical Students: Insight for a Clinical Neurogenetics Curriculum

    ERIC Educational Resources Information Center

    Pearl, Phillip L.; Pettiford, Jennifer M.; Combs, Susan E.; Heffron, Ari; Healton, Sean; Hovaguimian, Alexandra; Macri, Charles J.

    2011-01-01

    The pace of discovery in biochemistry and genetics and its effect on clinical medicine places new curricular challenges in medical school education. We sought to evaluate students' understanding of neurogenetics and its clinical applications to design a pilot curriculum into the clinical neurology clerkship. We utilized a needs assessment and a…

  13. Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

    PubMed

    Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

    2016-08-01

    Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection. PMID:27480702

  14. Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

    PubMed

    Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

    2016-08-01

    Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

  15. Assessing Employee Skills.

    ERIC Educational Resources Information Center

    1997

    This document contains four papers from a symposium on assessing employee skills. "Bridging the Training Gap: Identifying Work Place Transferable Skills Needs in Manufacturing Organizations in East Central Minnesota" (K. Peter Kuchinke, James M. Brown, Howie Anderson, Joe Hobson) reports a study of a workplace education program in rural Minnesota…

  16. Assessment of photoselective vaporization of prostate skills during Urology Objective Structured Clinical Examinations (OSCE)

    PubMed Central

    Noureldin, Yasser A.; Elkoushy, Mohamed A.; Fahmy, Nader; Carrier, Serge; Elhilali, Mostafa M.; Andonian, Sero

    2015-01-01

    Introduction: We evaluated the use of the GreenLight Simulator (GL-SIM) (American Medical Systems, Guelph, ON) in the skill assessment of postgraduate trainees (PGTs) in photoselective vaporization of the prostate (PVP). We also sought to determine whether previous PVP experience or GL-SIM practice improved performance. Methods: PGTs in postgraduate years (PGY-3 to PGY-5) from all 4 Quebec urology training programs were recruited during 2 annual Objective Structured Clinical Examinations (OSCEs). During a 20-minute OSCE station, PGTs were asked to perform 2 exercises: (1) identification of endoscopic landmarks and (2) a PVP of a 30-g normal prostate. Grams vaporized, global scores, and number of correct anatomical landmarks were recorded and correlated with PGY level, practice on the GL-SIM, and previous PVP experience. Results: In total, 25 PGTs were recruited at each OSCE, with 13 PGTs participating in both OSCEs. When comparing scores from the first and second OSCEs, there was a significant improvement in the number of grams vaporized (2.9 vs. 4.3 g; p = 0.003) and global score (100 vs. 165; p = 0.03). There was good correlation between the number of previously performed PVPs and the global score (r = 0.4, p = 0.04). Similarly, PGTs with previous practice on the GL-SIM had significantly higher global score (100.6 vs. 162.6; p = 0.04) and grams vaporized (3.1 vs. 4.1 g; p = 0.04) when compared with those who did not practice on GL-SIM. Furthermore, there were significantly more competent PGTs among those who had previously practiced on the GL-SIM (32.7% vs. 10.2%; p = 0.009). PGY level did not significantly affect grams vaporized or global score (p > 0.05). Conclusion: Performance on the GL-SIM at OSCEs significantly correlated with previous practice on the GL-SIM and previous PVP experience rather than PGY level. Furthermore, there were significantly more competent PGTs among those who had previously practiced on the GL-SIM. PMID:25737763

  17. Adult Survival Skills Assessment.

    ERIC Educational Resources Information Center

    Walsko, Gregory M.

    The purpose of this instrument is to supplement data from the Adult Basic Learning Examination in assessing the functional level of adults in daily situations. It may also be used as a teaching tool for adults requesting tutoring in specific concepts and skills presented in the instrument. This instrument is an informal assessment instrument and…

  18. Can script concordance testing be used in nursing education to accurately assess clinical reasoning skills?

    PubMed

    Dawson, Tyia; Comer, Linda; Kossick, Mark A; Neubrander, Judy

    2014-05-01

    The Script Concordance Test (SCT) has been used successfully in medical schools to assess clinical reasoning in medical students, but it has not been widely used in nursing education. The purpose of this study was to provide additional evidence of the validity and reliability of the SCT in evaluating clinical reasoning in nursing students by replicating a previous study. The test was administered to 48 first-year Bachelor of Science in Nursing students. A scoring grid was developed using the aggregate scores method based on the modal responses of 13 panel members. The reliability of the scores was measured by Cronbach's alpha coefficient, and the scores of the students and the panel were compared using a t test. The difference between the panel's and the students' scores was statistically significant, and the reliability of the scores is high. The SCT provides a reliable, standardized, and easy-to-administer method of evaluating clinical reasoning in nursing students.

  19. Math Skills Assessment

    ERIC Educational Resources Information Center

    Hartel, R. W.; Adem, M.

    2004-01-01

    A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…

  20. A pilot test of WebOSCE: a system for assessing trainees' clinical skills via teleconference.

    PubMed

    Novack, Dennis H; Cohen, Diane; Peitzman, Steven J; Beadenkopf, Scott; Gracely, Ed; Morris, John

    2002-09-01

    WebOSCE is a computer-based system that allows a student at an affiliate site to participate in a 10-station standardized patient-based exam using a videoconference interface, while nine other students take the exam on-site. We pilot-tested this system during a required year-end objective structured clinical exam. We compared performance data between the 26 distance students taking the exam via WebOSCE with 221 on-site students. We also compared both student groups' responses on a post-exam questionnaire, and conducted a post-exam structured interview to elicit the Pittsburgh students' perspectives on the WebOSCE experience. Students taking the exam via WebOSCE scored significantly lower in most categories except for physical exam and information-giving skills, on which the groups did not differ. There were no differences between groups in students' overall evaluation of the exam experiences. In general, Pittsburgh students rated WebOSCE highly and offered many helpful comments to improve the technology and the experience. PMID:12474813

  1. Development and use of an instrument adapted to assess the clinical skills learning environment in the pre-clinical years

    PubMed Central

    Rdesinski, Rebecca E.; Chappelle, Kathryn G.; Elliot, Diane L.; Litzelman, Debra K.; Palmer, Ryan; Biagioli, Frances E.

    2015-01-01

    Background The Communication, Curriculum, and Culture (C3) instrument is a well-established survey for measuring the professional learning climate or hidden curriculum in the clinical years of medical school. However, few instruments exist for assessing professionalism in the pre-clinical years. We adapted the C3 instrument and assessed its utility during the pre-clinical years at two U.S. medical schools. Methods The ten-item Pre-Clinical C3 survey was adapted from the C3 instrument. Surveys were administered at the conclusion of the first and second years of medical school using a repeated cross-sectional design. Factor analysis was performed and Cronbach’s alphas were calculated for emerging dimensions. Results The authors collected 458 and 564 surveys at two medical schools during AY06-07 and AY07-09 years, respectively. Factor analysis of the survey data revealed nine items in three dimensions: “Patients as Objects”, “Talking Respectfully of Colleagues”, and “Patient-Centered Behaviors”. Reliability measures (Cronbach’s alpha) for the Pre-Clinical C3 survey data were similar to those of the C3 survey for comparable dimensions for each school. Gender analysis revealed significant differences in all three dimensions. Conclusions The Pre-Clinical C3 instrument’s performance was similar to the C3 instrument in measuring dimensions of professionalism. As medical education moves toward earlier and more frequent clinical and inter-professional educational experiences, the Pre-Clinical C3 instrument may be especially useful in evaluating the impact of curricular revisions. PMID:26509103

  2. Creativity in clinical communication: from communication skills to skilled communication.

    PubMed

    Salmon, Peter; Young, Bridget

    2011-03-01

    Medical Education 2011: 45: 217-226 Objectives  The view that training in communication skills produces skilled communication is sometimes criticised by those who argue that communication is individual and intuitive. We therefore examine the validity of the concept of communication as a skill and identify alternative principles to underpin future development of this field. Methods  We critically examine research evidence about the nature of clinical communication, and draw from theory and evidence concerning education and evaluation, particularly in creative disciplines. Results  Skilled communication cannot be fully described using the concept of communication skills. Attempts to do so risk constraining and distorting pedagogical development in communication. Current education practice often masks the difficulties with the concept by introducing subjectivity into the definition and assessment of skills. As all clinical situations differ to some extent, clinical communication is inherently creative. Because it is rarely possible to attribute specific effects to specific elements of communication, communication needs to be taught and evaluated holistically. Conclusions  For communication teaching to be pedagogically and clinically valid in supporting the inherent creativity of clinical communication, it will need to draw from education theory and practice that have been developed in explicitly creative disciplines.

  3. Employability Skills Assessment Tool Development

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Rauf, Rose Amnah Abd; Mansor, Azlin Norhaini; Puvanasvaran, A. P.

    2012-01-01

    Research nationally and internationally found that technical graduates are lacking in employability skills. As employability skills are crucial in outcome-based education, the main goal of this research is to develop an Employability Skill Assessment Tool to help students and lecturers produce competent graduates in employability skills needed by…

  4. Let your communication skills equal your clinical skills.

    PubMed

    Demarais, Ann; Baum, Neil

    2012-01-01

    Relating effectively with patients is among the most valued skills of clinical care. Honing your communication skills is an art that every physician needs to learn and understand. In this era of increased volume of patients there is a tendency to lose sight of the importance of having good communication skills. This article will review 11 suggestions for letting your communication skills equal your clinical skills.

  5. Web-Based Learning System for Developing and Assessing Clinical Diagnostic Skills for Dermatology Residency Program

    ERIC Educational Resources Information Center

    Kuo, Fan-Ray; Chin, Yi-Ying; Lee, Chao-Hsien; Chiu, Yu-Hsien; Hong, Chien-Hu; Lee, Kuang-Lieh; Ho, Wen-Hsien; Lee, Chih-Hung

    2016-01-01

    Few studies have explored the learning difficulties and misconceptions that students encounter when using information and communication technology for e-learning. To address this issue, this research developed a system for evaluating the learning efficiency of medical students by applying two-tier diagnosis assessment. The effectiveness of the…

  6. Assessing Applied Skills

    ERIC Educational Resources Information Center

    DiMartino, Joe; Castaneda, Andrea

    2007-01-01

    A recent employer survey sponsored by the Partnership for 21st Century Skills found that the skills new job entrants most need for success in the workplace--oral and written communication, time management, critical thinking, problem solving, personal accountability, and the ability to work effectively with others--are the areas in which recent…

  7. Assessing Writing Skills

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2013-12-01

    This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further

  8. Two Thinking Skills Assessment Approaches: "Assessment of Pupils' Thinking Skills" and "Individual Thinking Skills Assessments"

    ERIC Educational Resources Information Center

    Burke, Lynsey A.; Williams, Joanne M.

    2012-01-01

    This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make…

  9. Assessing Pupils' Skills in Experimentation

    ERIC Educational Resources Information Center

    Hammann, Marcus; Phan, Thi Thanh Hoi; Ehmer, Maike; Grimm, Tobias

    2008-01-01

    This study is concerned with different forms of assessment of pupils' skills in experimentation. The findings of three studies are reported. Study 1 investigates whether it is possible to develop reliable multiple-choice tests for the skills of forming hypotheses, designing experiments and analysing experimental data. Study 2 compares scores from…

  10. Phacoemulsification skills training and assessment.

    PubMed

    Spiteri, Anthony; Aggarwal, Rajesh; Kersey, Tom; Benjamin, Larry; Darzi, Ara; Bloom, Philip

    2010-05-01

    BACKGROUND The quality of ophthalmic surgical training is increasingly challenged by an untimely convergence of several factors. This article reviews the tools currently available for training and assessment in phacoemulsification surgery. METHODS Medline searches were performed to identify articles with combinations of the following words: phacoemulsification, training, curriculum, virtual reality and assessment. Further articles were obtained by manually searching the reference lists of identified papers. RESULTS Thus far phacoemulsification training outside the operating room include wet labs and micro-surgical skills courses. These methods have been criticised for being unrealistic, inaccurate and inconsistent. Virtual reality simulators have the ability to teach phacoemulsification psychomotor skills, as well as to carry out objective assessment. Other ophthalmic surgical skill assessment tools such as Objective Assessment of Skills in Intraocular Surgery (OASIS) and Global Rating Assessment of Skills in Intraocular Surgery (GRASIS) are emerging. Assessor bias is minimised by using video-based assessments, which have been shown to reduce subjectivity. Dexterity analysis technology such as the Imperial College Surgical Assessment Device (ICSAD) and virtual reality simulators can be used as objective assessment devices. CONCLUSION Improvements in technology can be utilised in ophthalmology and will help to address the increasingly limited opportunities for training and assessment during training and throughout a subsequent career (re-training and re-validation). This will inevitably translate into enhanced patient care. PMID:19628497

  11. Developing Technical Skill Assessments

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2009-01-01

    One of the biggest challenges facing the career and technical education (CTE) community as it works to implement the 2006 Perkins Act is responding to more rigorous requirements for reporting on CTE students' technical skill attainment. The U.S. Department of Education suggested in non-regulatory guidance that states and locals use the number of…

  12. Do Clinical Breast Examination Skills Improve During Medical School?

    ERIC Educational Resources Information Center

    Lee, Karen C.; Dunlop, Dorothy; Dolan, Nancy C.

    1998-01-01

    A study assessed the effect of training stage, gender, and specialty interest on 493 Northwestern University (Illinois) medical students' breast cancer knowledge, attitudes, and clinical breast examination skills. Results suggest knowledge and attitudes are not related to clinical breast examination proficiency, which is a practiced tactile skill.…

  13. The clinical skills resource: a review of current practice.

    PubMed

    du Boulay, C; Medway, C

    1999-03-01

    This review is based on the findings of the Southampton Clinical Skills Project, which was a needs assessment and feasibility study to consider the development of a multiprofessional Clinical Skills Resource at Southampton. The project spanned a period of 18 months and used a range of methods of data collection, including visits to 12 clinical skills facilities in the UK. Most existing clinical skills centres have developed in response to changing healthcare policy, curricular initiatives and increasing emphasis on the quality of assessments and competencies. There is also increasing recognition that clinicians are no longer able to teach effectively all skills to students in the traditional ways, and that clinical skills training and assessment, particularly for undergraduates, is an area of deficiency. The potential scope of clinical skills centres is broad and encompasses not only clinical and communication skills but medical informatics, computer assisted learning, multiprofessional learning and assessment. Skills centres can also promote self directed and lifelong learning methods. The planning of skills centres involves a variety of stakeholders and users, including undergraduates, postgraduates, acute and community Trusts, Postgraduate Deans and medical schools. A successful skills centre needs to be flexible in its design, integral to the curriculum and relevant to educational and training requirements. This requires planning, organization and resources. Different organizational models can be used, depending on local factors. The management of skills centres involves consideration of issues such as security, safety, supervision of learners and staff development, informed by a network of experts and everyday users. The development of skills centres should include ongoing educational evaluation of outcomes and educational research. The use of a clinical skills centre has potential benefits for staff and students, including the provision of a safe environment

  14. Assessing Business Student Thinking Skills

    ERIC Educational Resources Information Center

    Smith, Gerald F.

    2014-01-01

    The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student…

  15. A Procedural Skills OSCE: Assessing Technical and Non-Technical Skills of Internal Medicine Residents

    ERIC Educational Resources Information Center

    Pugh, Debra; Hamstra, Stanley J.; Wood, Timothy J.; Humphrey-Murto, Susan; Touchie, Claire; Yudkowsky, Rachel; Bordage, Georges

    2015-01-01

    Internists are required to perform a number of procedures that require mastery of technical and non-technical skills, however, formal assessment of these skills is often lacking. The purpose of this study was to develop, implement, and gather validity evidence for a procedural skills objective structured clinical examination (PS-OSCE) for internal…

  16. Counselling on breastfeeding: assessing knowledge and skills.

    PubMed Central

    Rea, M. F.; Venancio, S. I.; Martines, J. C.; Savage, F.

    1999-01-01

    Reported are the results of a randomized controlled trial to assess the effectiveness of the WHO/UNICEF 40-hour course "Breastfeeding counselling: a training course". The course was conducted in a maternity hospital which provides care to a low-income population in a metropolitan area in São Paulo, Brazil. Health workers from 60 health units were randomly assigned to be either participants (20) or controls (40), and their breastfeeding knowledge and skills were assessed before and immediately after the course, as well as 3 months later. Immediately after the course the participants' knowledge of breastfeeding had increased significantly compared to controls. Both their clinical and counselling skills also improved significantly. When assessed 3 months later, the scores remained high with only a small decrease. The implementation of the course was also evaluated. The methods used were participatory observation, key interviews and focus group discussion. In the 33 sessions of the course, the average score was 8.43 out of 10. Scores were highest for content and methodology of the theory sessions, and lowest for "use of time", "clinical management of lactation", and "discussion of clinical practice". "Breastfeeding counselling: a training course" therefore effectively increases health workers' knowledge and their clinical and counselling skills for the support of breastfeeding. The course can be conducted adequately using the material and methodology proposed, but could be more satisfactory if the time allocated to exercises and clinical practice sessions were increased. PMID:10427934

  17. Assessing Students' Technical Skill Attainment

    ERIC Educational Resources Information Center

    Jorgensen, Haley

    2010-01-01

    The Wisconsin Technical College System (WTCS) is working to comply with the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) to ensure that its graduates have mastered the technical skills needed by business and industry. The legislation requires that each state identify and approve program assessment strategies…

  18. Clinical Skills Verification, Formative Feedback, and Psychiatry Residency Trainees

    ERIC Educational Resources Information Center

    Dalack, Gregory W.; Jibson, Michael D.

    2012-01-01

    Objective: The authors describe the implementation of Clinical Skills Verification (CSV) in their program as an in-training assessment intended primarily to provide formative feedback to trainees, strengthen the supervisory experience, identify the need for remediation of interviewing skills, and secondarily to demonstrating resident competence…

  19. The lasting value of clinical skills.

    PubMed

    Kern, D C; Parrino, T A; Korst, D R

    1985-07-01

    To assess the lasting value of clinical skills learned by residents in a subspecialty-oriented training program in internal medicine, we surveyed recent graduates. Graduates received a questionnaire contrasting separate ratings of the amount of training (preparation) they received during residency with the importance of this training in subsequent career activities. Topics included 12 traditional medical disciplines, 15 areas related to the practice of medicine, 15 allied medical disciplines, ten basic skill and knowledge areas, and 28 technical procedures. Response rate was 91.8% (56/61). Ninety-five percent of respondents had certification from the American Board of Internal Medicine, 80% had subspecialty training, and 89% rendered direct patient care. Fifty-six topics showed disparity between preparation and importance scores (45 with P less than .0001). For 14 categories, mainly technical procedures, disparate ratings suggested excessive programmatic emphasis, while for 42 categories, including history taking and physical examination, there may have been inadequate emphasis. These data suggest that basic clinical skills may require greater emphasis, even in traditional programs. The opinion of program graduates is an important resource in designing training programs in internal medicine. PMID:3999353

  20. Learning Clinical Skills: An Interprofessional Approach.

    ERIC Educational Resources Information Center

    Freeth, Della; Nicol, Maggie

    1998-01-01

    In a clinical skills center, nurses, doctors, and specialists helped nursing and medical students develop clinical and communication skills in the context of holistic patient care. Two aspects of the format received high ratings: realistic patient scenarios and interdisciplinary team teaching. (SK)

  1. Development of a Learning-Oriented Computer Assisted Instruction Designed to Improve Skills in the Clinical Assessment of the Nutritional Status: A Pilot Evaluation

    PubMed Central

    García de Diego, Laura; Cuervo, Marta; Martínez, J. Alfredo

    2015-01-01

    Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient’s nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient’s needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum. PMID:25978456

  2. Development of a learning-oriented computer assisted instruction designed to improve skills in the clinical assessment of the nutritional status: a pilot evaluation.

    PubMed

    García de Diego, Laura; Cuervo, Marta; Martínez, J Alfredo

    2015-01-01

    Computer assisted instruction (CAI) is an effective tool for evaluating and training students and professionals. In this article we will present a learning-oriented CAI, which has been developed for students and health professionals to acquire and retain new knowledge through the practice. A two-phase pilot evaluation was conducted, involving 8 nutrition experts and 30 postgraduate students, respectively. In each training session, the software developed guides users in the integral evaluation of a patient's nutritional status and helps them to implement actions. The program includes into the format clinical tools, which can be used to recognize possible patient's needs, to improve the clinical reasoning and to develop professional skills. Among them are assessment questionnaires and evaluation criteria, cardiovascular risk charts, clinical guidelines and photographs of various diseases. This CAI is a complete software package easy to use and versatile, aimed at clinical specialists, medical staff, scientists, educators and clinical students, which can be used as a learning tool. This application constitutes an advanced method for students and health professionals to accomplish nutritional assessments combining theoretical and empirical issues, which can be implemented in their academic curriculum.

  3. Dental student attitudes towards communication skills instruction and clinical application.

    PubMed

    McKenzie, Carly T

    2014-10-01

    This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.

  4. Assessing scrub practitioner non-technical skills: a literature review.

    PubMed

    McClelland, Guy

    2015-01-01

    A review by Catchpole et al (2009) into the causes and types of harm experienced by the surgical patient emphasised the high risk nature of the perioperative period. Investigations into recent failures at NHS organisations have emphasised the relevance of non-technical skills education in improving clinical performance and patient outcomes. However, scrub practitioner non-technical skills are often developed on a tacit basis, making assessment of performance difficult. This literature review identifies strategies that facilitate assessment of non-technical skills during surgery. Recommendations are made that will assist scrub practitioners in using a validated scrub practitioner non-technical skills assessment framework reliably. PMID:26016259

  5. Implementation of Mock Competency Skill Assessments to Improve Student Outcomes.

    PubMed

    Payne, Camille; Ziegler, M Penny; Baughman, Diana M; Jones, Jackie

    2015-01-01

    A primary responsibility for nurse educators is to provide students with theoretical knowledge and clinical skills for professional nursing. In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. The purpose of this study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments. PMID:25950797

  6. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    PubMed

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-01

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum. PMID:27376604

  7. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    PubMed

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-01

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

  8. Enhancing Professional Writing Skills of Veterinary Technology Students: Linking Assessment and Clinical Practice in a Communications Course

    ERIC Educational Resources Information Center

    Clarke, Patricia; Schull, Daniel; Coleman, Glen; Pitt, Rachael; Manathunga, Catherine

    2013-01-01

    Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students' research…

  9. Comparing new BSN RN self skills assessment to actual skills demonstration.

    PubMed

    Adair, Jean; Hughes, Lin; Davis, Sue; Wolcott-Breci, Mary

    2014-01-01

    The purpose of the study was to compare the self-skills assessment with the skill competence during an actual skills demonstration of newly hired bachelor of science in nursing (BSN) registered nurse graduates. This retrospective study included 32 randomly selected BSN registered nurse graduates from January 2010 to December 31, 2010. The participants were already hired into a midwest health system. Because this was a retrospective study, no demographic data were collected, and no consent from participants was needed. This study included a clinical skills check list where the participants rated themselves on specific skills utilizing a Likert scale ranging from 1 (no knowledge) to 4 (able to perform independently). The same clinical check list was utilized by an expert registered nurse when the skill was demonstrated. This study compared the difference between the subject's self-rating of skills and the clinical demonstration of the skills. We used t tests in the analysis to demonstrate the differences between the participant's self-rating of skills and the expert evaluation of the clinical demonstration of the skills. The data were inserted into the Statistical Package for the Social Sciences 19 software program to assist in the analysis process. The study demonstrated 17 significant differences in the skills ratings between the participant and competency demonstration of new BSN graduates. These significant results (2 tailed) ranged from .000 to .048.The 17 out of 46 specific skills where differences were noted included the following: staple removal, nasal pharyngeal suctioning, urinary catheter specimen collection, site care dressing change, urinary catheter irrigation, Juzo application and measurement, 5-lead telemetry, oral airway insertion, hemovac/Jackson Pratt, oral pharyngeal suctioning, urinary catheter insertion, dry suction chest drainage, bed to cart/slider board, urinary catheter removal, antiembolism stockings, measurement and application, removal of

  10. Negotiation skills for clinical research professionals

    PubMed Central

    Hake, Sanjay; Shah, Tapankumar

    2011-01-01

    Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors. PMID:21897886

  11. Negotiation skills for clinical research professionals.

    PubMed

    Hake, Sanjay; Shah, Tapankumar

    2011-07-01

    Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors. PMID:21897886

  12. Assessing the Written Communication Skills of Medical School Graduates

    ERIC Educational Resources Information Center

    Boulet, John R.; Rebbecchi, Thomas A.; Denton, Elizabeth C.; McKinley, Danette W.; Whelan, Gerald P.

    2004-01-01

    The ECFMG[R] Clinical Skills Assessment (CSA[R]) was developed to evaluate whether graduates of international medical schools (IMGs) are ready to enter graduate training programs in the United States. The patient note (PN) exercise, conducted after a 15-minute interview with a standardized patient (SP), is specifically used to assess a candidate's…

  13. A program to enhance competence in clinical transaction skills.

    PubMed

    Gotterer, Gerald S; Petrusa, Emil; Gabbe, Steven G; Miller, Bonnie M

    2009-07-01

    The ability to take a comprehensive and accurate clinical history, perform a thorough and nuanced physical examination, engage in sequential clinical reasoning using all relevant clinical and laboratory data, and communicate clearly and compassionately with patients and other providers--the skills of the clinical transaction--are critical to a successful therapeutic outcome. Yet few medical schools' curricula include an explicit focus on developing these skills beyond the introductory level. Vanderbilt Medical School has developed a structured curriculum, integrated into the traditional clerkships of the third and fourth years, that ensures that each student receives specific instruction in clinical transaction skills. The clinical transaction curriculum is based on a set of 25 presenting problems, with learning objectives identified for each problem. Primary responsibility for instruction relating to each presenting problem is assigned to specific core clerkships, with the major portion of teaching provided by a nucleus of specially selected and compensated master clinical teachers. The Clinical Transaction Project at Vanderbilt was begun in 2004. Future development will focus on enhancing approaches to student assessment.

  14. Teamwork Skills Assessment for Cooperative Learning

    ERIC Educational Resources Information Center

    Strom, Paris S.; Strom, Robert D.

    2011-01-01

    Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

  15. Assessing a Political Skills Curriculum.

    ERIC Educational Resources Information Center

    Jackson, Robert M.

    This paper describes and evaluates a political skills course for college students. Course objectives include teaching students to do the following: organize and run a meeting; bargain effectively; communicate within and between groups; manage a crisis; organize a political coalition; be aware of personal stress and some of the ways to reduce it;…

  16. Does a Rater's Professional Background Influence Communication Skills Assessment?

    PubMed

    Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2015-01-01

    There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.

  17. The Relationship between Athletic Training Student Critical Thinking Skills and Clinical Instructor Supervision: A Pilot Study

    ERIC Educational Resources Information Center

    Kabay, Michele R.

    2013-01-01

    The purpose of this study was to 1) assess the critical thinking skill level of the athletic training student at onset and end of the clinical education experience 2) to examine the influence of the students' critical thinking skills and the CIs' supervision responses to the changes in the students' critical thinking skills and 3) to compare the…

  18. Conception of Learning and Clinical Skill Acquisition in Undergraduate Exercise Science Students: A Pilot Study

    ERIC Educational Resources Information Center

    Johnson, Nathan; Chuter, Vivienne; Rooney, Kieron

    2013-01-01

    Learning clinical skills presents a novel experience for undergraduate students, particularly when it comes to preparing for skill assessment. Compared with the thousands of hours of practice believed to be necessary for the development of motor skill expertise (1), these students have significantly limited exposure time. Furthermore, effective…

  19. Undesired Variance Due to Examiner Stringency/Leniency Effect in Communication Skill Scores Assessed in OSCEs

    ERIC Educational Resources Information Center

    Harasym, Peter H.; Woloschuk, Wayne; Cunning, Leslie

    2008-01-01

    Physician-patient communication is a clinical skill that can be learned and has a positive impact on patient satisfaction and health outcomes. A concerted effort at all medical schools is now directed at teaching and evaluating this core skill. Student communication skills are often assessed by an Objective Structure Clinical Examination (OSCE).…

  20. Ecosystem Model Skill Assessment. Yes We Can!

    PubMed Central

    Olsen, Erik; Fay, Gavin; Gaichas, Sarah; Gamble, Robert; Lucey, Sean; Link, Jason S.

    2016-01-01

    Need to Assess the Skill of Ecosystem Models Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted. Northeast US Atlantis Marine Ecosystem Model We assessed the skill of the Northeast U.S. (NEUS) Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation), and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators) were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes. Skill Assessment Is Both Possible and Advisable We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that

  1. Enabling performance skills: Assessment in engineering education

    NASA Astrophysics Data System (ADS)

    Ferrone, Jenny Kristina

    Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team

  2. The Effect of Applying Direct Observation of Procedural Skills (DOPS) on Nursing Students’ Clinical Skills: A Randomized Clinical Trial

    PubMed Central

    Hengameh, Habibi; Afsaneh, Raiesifar; Morteza, Khaghanizade; Hosein, Mahmudi; Marjan, Seyed Mazhari; Ebadi, Abbas

    2015-01-01

    Background: Remarkable advances in educational measurement have proved need to the implementation of modern and appropriate methods of clinical evaluation. This study was carried out to compare the effect of applying direct observation procedural skills and routine evaluation method on clinical skills of nursing students. Methods: This randomized clinical trial was conducted on students of Nursing Army College, Tehran, Iran. After obtaining approval from the Ethics Committee of the Baqiyatallah University of Medical Sciences Research Deputy, all nursing students and instructors who agreed to participate in this study sign the informed consent. The participants were randomly assigned into intervention and control groups. After the teachers were trained and an inter-raters reliability test was conducted, evaluation was performed through DOPS in the intervention group while the control groups were evaluated through the routine method. Assessment checklists for two procedures (Intra venous catheterization and change dressing) were valid and reliable. Finally data were analyzed through descriptive and analytical statistics (Chi-square, t-test, Repeated Measure ANOVA) using SPSS version 16. Results: No significant difference was observed between the two groups in terms of demographic variables (P>0.05), but a significant difference was observed between intervention and control scores (P=0.000). In other words, application of DOPS has improved clinical skills of the students significantly. Conclusion: Using this new method improved the students’ scores in clinical procedures implementation; therefore, we suggest that nursing colleges apply this evaluation method for clinical education. PMID:26153199

  3. Educational Assessment Knowledge and Skills for Teachers

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2011-01-01

    The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

  4. The Assessment of Structural Analysis Skills.

    ERIC Educational Resources Information Center

    Johnson, Dale D.; And Others

    Two studies were undertaken to continue a line of research designed to identify the subskills of word identification that correlate most highly with reading comprehension and to develop empirically based instruments to assess those subskills. The issues studied related to the broad area of structural analysis and concerned assessment of skills in…

  5. Teaching communication skills to clinical students.

    PubMed Central

    McManus, I C; Vincent, C A; Thom, S; Kidd, J

    1993-01-01

    Seven years' experience in teaching communication skills to first year clinical students at St Mary's Hospital School of Medicine is described. The first component consists of a day during the introductory clinical course; this is divided into a lecture and small seminar groups and involves behavioural scientists and clinicians from many departments. The second component uses simulated patients and video feedback and takes place in small groups later in the year. Participation of the students through active critical discussion, role play, and interactive video feedback are important aspects in the success of the course. The methods have been refined through evaluation by students and tutors. This article aims to allow others, already running or considering such a course, to develop effective courses within the practical constraints of their own institutions. Images p1325-a PMID:8518575

  6. Teaching clinical interviewing skills using role-playing: conveying empathy to performing a suicide assessment: a primer for individual role-playing and scripted group role-playing.

    PubMed

    Shea, Shawn Christopher; Barney, Christine

    2015-03-01

    This article provides a useful introduction to the art of role-playing in both the individual format and the group format using scripted group role-playing (SGRP). Role-playing can provide powerful learning opportunities, but to do so it must be done well. This article imparts guidance toward this goal. SGRP may greatly enhance the acquisition of critical complex interviewing skills, such as suicide assessment and uncovering domestic violence, in health care providers across all disciplines, an educational goal that has not been achievable to date. Although research is at an early stage of development, the hope represented by SGRP is tangible.

  7. Teaching clinical interviewing skills using role-playing: conveying empathy to performing a suicide assessment: a primer for individual role-playing and scripted group role-playing.

    PubMed

    Shea, Shawn Christopher; Barney, Christine

    2015-03-01

    This article provides a useful introduction to the art of role-playing in both the individual format and the group format using scripted group role-playing (SGRP). Role-playing can provide powerful learning opportunities, but to do so it must be done well. This article imparts guidance toward this goal. SGRP may greatly enhance the acquisition of critical complex interviewing skills, such as suicide assessment and uncovering domestic violence, in health care providers across all disciplines, an educational goal that has not been achievable to date. Although research is at an early stage of development, the hope represented by SGRP is tangible. PMID:25725575

  8. Skill Assessment in Ocean Biological Data Assimilation

    NASA Technical Reports Server (NTRS)

    Gregg, Watson W.; Friedrichs, Marjorie A. M.; Robinson, Allan R.; Rose, Kenneth A.; Schlitzer, Reiner; Thompson, Keith R.; Doney, Scott C.

    2008-01-01

    There is growing recognition that rigorous skill assessment is required to understand the ability of ocean biological models to represent ocean processes and distributions. Statistical analysis of model results with observations represents the most quantitative form of skill assessment, and this principle serves as well for data assimilation models. However, skill assessment for data assimilation requires special consideration. This is because there are three sets of information in the free-run model, data, and the assimilation model, which uses Data assimilation information from both the flee-run model and the data. Intercom parison of results among the three sets of information is important and useful for assessment, but is not conclusive since the three information sets are intertwined. An independent data set is necessary for an objective determination. Other useful measures of ocean biological data assimilation assessment include responses of unassimilated variables to the data assimilation, performance outside the prescribed region/time of interest, forecasting, and trend analysis. Examples of each approach from the literature are provided. A comprehensive list of ocean biological data assimilation and their applications of skill assessment, in both ecosystem/biogeochemical and fisheries efforts, is summarized.

  9. Case History Skill Assessment: Breadth versus Depth.

    ERIC Educational Resources Information Center

    Haine, Charles L.; Gross, Leon J.

    1999-01-01

    Study investigated whether poor performance on the case history portion of the National Board of Examiners in Optometry clinical skills examination was due to candidates' failure to inquire about major issues or explore issues thoroughly. Data from tests administered to 1,266 candidates were analyzed. Results indicate candidates generally…

  10. Sibling Conflict Resolution Skills: Assessment and Training

    ERIC Educational Resources Information Center

    Thomas, Brett W.; Roberts, Mark W.

    2009-01-01

    Sibling conflict can rise to the level of a clinical problem. In Phase 1 a lengthy behavioral role-play analog sampling child reactions to normal sibling conflicts was successfully shortened. In Phase 2 normal children who lacked sibling conflict resolution skills were randomly assigned to a Training or Measurement Only condition. Training…

  11. Assessment of dental students’ communication skills with patients

    PubMed Central

    MEMARPOUR, MAHTAB; BAZRAFKAN, LEILA; ZAREI, ZAHRA

    2016-01-01

    Introduction Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients' perspectives and students' self-assessments. Methods This cross-sectional study enrolled the fifth and sixth year dental students and one of each student’s patients who was chosen using simple random sampling method. We used a checklist for data collection. Students’ communication skills were assessed at three steps of the student-patient interview – at the beginning of the interview, during the interview, and at the end of the interview. The checklist was completed by three groups: 1) an observer, 2) the patient and 3) the student, as self-assessment. The validity of the checklist was confirmed by clinical professors and the reliability was determined by Cronbach's alpha test. Data were analyzed using descriptive statistics and Student’s t test. A repeated measure MANOVA was used to compare the mean communication skills in the researcher, patients, and students at each step of the patient interviews. Results There were 110 students (mean age: 22.3±8.4 years) and 110 patients (mean age: 32±8.8 years) who completed the checklists. Overall, the communication skills of dental students were rated as good according to the patients. However, the observer and student participants rated the skills at the moderate level. We observed significant differences between communication skills in all three groups and in the three steps of the patient interviews (p<0.001). According to patients' beliefs and students' self assessments, there were no differences between male and female students in communication skills in the three steps of the patient interviews (all p>0.05). However from the observer’s viewpoint, female students

  12. An Alumni Assessment of MIS Related Job Skill Importance and Skill Gaps

    ERIC Educational Resources Information Center

    Wilkerson, Jerod W.

    2012-01-01

    This paper presents the results of a job skill survey of Management Information Systems (MIS) alumni from a Northeastern U.S. university. The study assesses job skill importance and skill gaps associated with 104 technical and non-technical skill items. Survey items were grouped into 6 categories based on prior research. Skill importance and skill…

  13. Assessing Writing Skill. Research Monograph No. 11.

    ERIC Educational Resources Information Center

    Breland, Hunter M.; And Others

    Six university English departments collaborated in this examination of the differences between multiple-choice and essay tests in evaluating writing skills. The study also investigated ways the two tools can complement one another, ways to improve cost effectiveness of essay testing, and ways to integrate assessment and the educational process.…

  14. A Model for Evaluating Student Clinical Psychomotor Skills.

    ERIC Educational Resources Information Center

    And Others; Fiel, Nicholas J.

    1979-01-01

    A long-range plan to evaluate medical students' physical examination skills was undertaken at the Ingham Family Medical Clinic at Michigan State University. The development of the psychomotor skills evaluation model to evaluate the skill of blood pressure measurement, tests of the model's reliability, and the use of the model are described. (JMD)

  15. Pairing as an instructional strategy to promote soft skills amongst clinical dental students.

    PubMed

    Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A

    2014-02-01

    Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills. PMID:24423176

  16. Pairing as an instructional strategy to promote soft skills amongst clinical dental students.

    PubMed

    Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A

    2014-02-01

    Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills.

  17. Construction and Validation of the Clinical Judgment Skill Inventory: Clinical Judgment Skill Competencies That Measure Counselor Debiasing Techniques

    ERIC Educational Resources Information Center

    Austin, Bryan S.; Leahy, Michael J.

    2015-01-01

    Purpose: To construct and validate a new self-report instrument, the Clinical Judgment Skill Inventory (CJSI), inclusive of clinical judgment skill competencies that address counselor biases and evidence-based strategies. Method: An Internet-based survey design was used and an exploratory factor analysis was performed on a sample of rehabilitation…

  18. Assessing clinical competency: reports from discussion groups.

    PubMed

    Turnwald, Grant; Stone, Elizabeth; Bristol, David; Fuentealba, Carmen; Hardie, Lizette; Hellyer, Peter; Jaeger, Laurie; Kerwin, Sharon; Kochevar, Deborah; Lissemore, Kerry; Olsen, Christopher; Rogers, Kenita; Sabin, Beth; Swanson, Cliff; Warner, Angeline

    2008-01-01

    This report describes proposed new models for assessment of eight of the nine clinical competencies the American Veterinary Medical Association Council on Education requires for accreditation. The models were developed by discussion groups at the Association of American Veterinary Medical Colleges' Clinical Competency Symposium. Clinical competencies and proposed models (in parentheses) are described. Competency 1: comprehensive patient diagnosis (neurologic examination on a dog, clinical reasoning skills); Competency 2: comprehensive treatment planning (concept mapping, computerized case studies); Competency 3: anesthesia, pain management (student portfolio); Competency 4: surgery skills (objective structured clinical examination, cased-based examination, "super dog" model); Competency 5: medicine skills (clinical reasoning and case management, skills checklist); Competency 6: emergency and intensive care case management (computerized case study or scenario); Competency 7: health promotion, disease prevention/biosecurity (360 degrees evaluation, case-based computer simulation); Competency 8: client communications and ethical conduct (Web-based evaluation forms, client survey, communicating with stakeholders, telephone conversation, written scenario-based cases). The report also describes faculty recognition for participating in clinical competency assessments.

  19. A pilot project in distance education: nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills.

    PubMed

    Strand, Haakan; Fox-Young, Stephanie; Long, Phil; Bogossian, Fiona

    2013-03-01

    This paper reports on a pilot project aimed at exploring postgraduate distance students' experiences using personal video capture technology to complete competency assessments in physical examination. A pre-intervention survey gathered demographic data from nurse practitioner students (n=31) and measured their information communication technology fluency. Subsequently, thirteen (13) students were allocated a hand held video camera to use in their clinical setting. Those participating in the trial completed a post-intervention survey and further data were gathered using semi-structured interviews. Data were analysed by descriptive statistics and deductive content analysis, and the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) were used to guide the project. Uptake of the intervention was high (93%) as students recognised the potential benefit. Students were video recorded while performing physical examinations. They described high level of stress and some anxiety, which decreased rapidly while assessment was underway. Barriers experienced were in the areas of facilitating conditions (technical character e.g. upload of files) and social influence (e.g. local ethical approval). Students valued the opportunity to reflect on their recorded performance with their clinical mentors and by themselves. This project highlights the demands and difficulties of introducing technology to support work-based learning.

  20. Getting Skills Right: Assessing and Anticipating Changing Skill Needs

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    Digitalisation, globalisation, demographic shifts and other changes in work organisation are constantly reshaping skill needs. This can lead to persistent skill shortages and mismatch which are costly for individuals, firms and society in terms of lost wages and lower productivity and growth. These costs can be reduced through better assessment…

  1. Peer Assessment of Soft Skills and Hard Skills

    ERIC Educational Resources Information Center

    Zhang, Aimao

    2012-01-01

    Both the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) demand soft-skill training in higher education and require IT graduates to demonstrate competence in interpersonal communication, teamwork, and conflict management. Group projects provide teamwork environment for soft-skill training, but…

  2. Computerized assessment of dental student writing skills.

    PubMed

    Holtzman, Joseph M; Elliot, Norbert; Biber, Cheryl L; Sanders, R Michael

    2005-02-01

    This study tested the feasibility of using computer-based tools for the assessment of written materials produced by dental students. Written assignments produced by three consecutive incoming dental school classes (240 students) were assessed, and the performance among and between classes was analyzed. Computerized assessment of documents produced by students in the context of their regular coursework proved to be an efficient and effective mechanism for assessing performance. Student performance, assessed as a byproduct of this research, was disappointing. The performance of all classes fell below the eleventh grade level, with some students producing written material at a level of sophistication generally expected from middle school children. Existing technology shows promise as a vehicle for enhancing the assessment of dental students' written communication skills. The ease of use and minimal training necessary to apply this technology can help mitigate the time-intensive nature of writing assessment. If this assessment information is then used to enhance instruction--a process inherently available through software such as WebCT--the distance between assessment and instruction may be more readily bridged through an increase in the use of technology. PMID:15689614

  3. Computerized assessment of dental student writing skills.

    PubMed

    Holtzman, Joseph M; Elliot, Norbert; Biber, Cheryl L; Sanders, R Michael

    2005-02-01

    This study tested the feasibility of using computer-based tools for the assessment of written materials produced by dental students. Written assignments produced by three consecutive incoming dental school classes (240 students) were assessed, and the performance among and between classes was analyzed. Computerized assessment of documents produced by students in the context of their regular coursework proved to be an efficient and effective mechanism for assessing performance. Student performance, assessed as a byproduct of this research, was disappointing. The performance of all classes fell below the eleventh grade level, with some students producing written material at a level of sophistication generally expected from middle school children. Existing technology shows promise as a vehicle for enhancing the assessment of dental students' written communication skills. The ease of use and minimal training necessary to apply this technology can help mitigate the time-intensive nature of writing assessment. If this assessment information is then used to enhance instruction--a process inherently available through software such as WebCT--the distance between assessment and instruction may be more readily bridged through an increase in the use of technology.

  4. Defining and Assessing Team Skills of Business and Accountancy Students

    ERIC Educational Resources Information Center

    Alghalith, Nabil; Blum, Michael; Medlock, Amanda; Weber, Sandy

    2004-01-01

    The objectives of the project are (1) to define the skills necessary for students to work effectively with others to achieve common goals, and (2) to develop an assessment instrument to measure student progress toward achieving these skills. The defined skill set will form a basis for common expectations related to team skills that will be shared…

  5. Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination.

    PubMed

    Urteaga, Elizabeth M; Attridge, Rebecca L; Tovar, John M; Witte, Amy P

    2015-10-25

    Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.

  6. Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

    PubMed Central

    Attridge, Rebecca L.; Tovar, John M.; Witte, Amy P.

    2015-01-01

    Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains. PMID:26690286

  7. Construct Validity of an Objective Structured Clinical Examination (OSCE) in Psychiatry: Associations with the Clinical Skills Examination and Other Indicators

    ERIC Educational Resources Information Center

    Park, Robin S.; Chibnall, John T.; Blaskiewicz, Robert J.; Furman, Gail E.; Powell, Jill K.; Mohr, Clinton J.

    2004-01-01

    Objective: The construct validity of checklist and global process scores for an objective structured clinical examination (OSCE) in psychiatry was assessed. Multiple regression analysis was used to predict psychiatry OSCE scores from the clinical skills examination, an obstetrics/gynecology (OB/GYN) OSCE, and the National Board of Medical…

  8. Teaching students in the classroom and clinical skills environment.

    PubMed

    Dix, Greg; Hughes, Suzanne

    This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted.

  9. Illinois Occupational Skill Standards: Clinical Laboratory Science/Biotechnology Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for clinical laboratory occupations programs. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the…

  10. Clinical skills: bed making and patient positioning.

    PubMed

    Pellatt, Glynis Collis

    Providing a clean, comfortable bed and positioning a patient in the optimum posture for prevention of complications and to enable maximum independence are fundamental nursing skills. Bed-making is a daily routine that requires practical and technical skills. Selecting the correct posture for a patient in bed or in a chair is essential for physiological functioning and recovery. In this article bed-making is described, as are positioning and re-positioning in relation to patients in bed, armchairs and wheelchairs. Infection control and moving and handling issues are also considered. PMID:17505378

  11. Assessing Higher Order Thinking and Communication Skills: Literacy.

    ERIC Educational Resources Information Center

    Venezky, Richard L.

    Assessment of higher order literacy skills encounters three initial problems aside from assessment methods: (1) definition of literacy; (2) range of skills to assess; and (3) whether or not higher order literacy can be assessed independently of a particular content area. Regardless of definitions, the general performance areas to be covered must…

  12. Assessment of the Long-Term Benefits of Life Skills Programming on Psychosocial Adjustment

    ERIC Educational Resources Information Center

    Sharma, Ruby; Reddon, John R.; Hoglin, Brenda; Woodman, Mary-Ann

    2008-01-01

    The durability of the psychosocial benefits of Life Skills programming on outpatient adults with mental health/forensic issues was examined. Participants were 52 adults (28 males, 24 females) who completed 16 weeks of Life Skills at a psychiatric outpatient clinic and were re-assessed between six months and six years following treatment.…

  13. Assessments of "Learning-Related Skills" and "Interpersonal Skills" Constructs within Early Childhood Environments in Singapore"

    ERIC Educational Resources Information Center

    Lim, Sok Mui; Rodger, Sylvia; Brown, Ted

    2010-01-01

    Social skills are necessary for developing successful relationships and promoting learning. "Interpersonal skills" (IPS) are needed for maintaining friendships while "learning-related skills" (LRS) are required for positive classroom behaviours. In this study, we investigated the construct validity of LRS and IPS within two existing assessments:…

  14. How well do final year undergraduate medical students master practical clinical skills?

    PubMed Central

    Störmann, Sylvère; Stankiewicz, Melanie; Raes, Patricia; Berchtold, Christina; Kosanke, Yvonne; Illes, Gabrielle; Loose, Peter; Angstwurm, Matthias W.

    2016-01-01

    Introduction: The clinical examination and other practical clinical skills are fundamental to guide diagnosis and therapy. The teaching of such practical skills has gained significance through legislative changes and adjustments of the curricula of medical schools in Germany. We sought to find out how well final year undergraduate medical students master practical clinical skills. Methods: We conducted a formative 4-station objective structured clinical examination (OSCE) focused on practical clinical skills during the final year of undergraduate medical education. Participation was voluntary. Besides the examination of heart, lungs, abdomen, vascular system, lymphatic system as well as the neurological, endocrinological or orthopaedic examination we assessed other basic clinical skills (e.g. interpretation of an ECG, reading a chest X-ray). Participants filled-out a questionnaire prior to the exam, inter alia to give an estimate of their performance. Results: 214 final year students participated in our study and achieved a mean score of 72.8% of the total score obtainable. 9.3% of participants (n=20) scored insufficiently (<60%). We found no influence of sex, prior training in healthcare or place of study on performance. Only one third of the students correctly estimated their performance (35.3%), whereas 30.0% and 18.8% over-estimated their performance by 10% and 20% respectively. Discussion: Final year undergraduate medical students demonstrate considerable deficits performing practical clinical skills in the context of a formative assessment. Half of the students over-estimate their own performance. We recommend an institutionalised and frequent assessment of practical clinical skills during undergraduate medical education, especially in the final year. PMID:27579358

  15. Assessing Topographical Orientation Skills in Cannabis Users

    PubMed Central

    Palermo, Liana; Bianchini, Filippo; Iaria, Giuseppe; Tanzilli, Antonio; Guariglia, Cecilia

    2012-01-01

    The long-term effects of cannabis on human cognition are still unclear, but, considering that cannabis is a widely used substance and, overall, its potential use in therapeutic interventions, it is important to evaluate them. We hypothesize that the discrepancies among studies could be attributed to the specific cognitive function investigated and that skills subserved by the hippocampus, such as the spatial orientation abilities and, specifically, the ability to form and use cognitive maps, should be more compromised than others. Indeed it has been showed that cannabis users have a reduced hippocampus and that the hippocampus is the brain region in which cannabis has the greatest effect since it contains the highest concentration of cannabinoid receptors. To test this hypothesis we asked 15 heavy cannabis users and 19 nonusers to perform a virtual navigational test, the CMT, that assesses the ability to form and use cognitive maps. We found that using cannabis has no effect on these hippocampus-dependent orientation skills. We discuss the implications of our findings and how they relate to evidence reported in the literature that the intervention of functional reorganization mechanisms in cannabis user allows them to cope with the cognitive demands of navigational tasks. PMID:22272167

  16. Practical Clinical Training in Skills Labs: Theory and Practice.

    PubMed

    Bugaj, T J; Nikendei, C

    2016-01-01

    Today, skills laboratories or "skills labs", i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that allows the repeated, anxiety- and risk-free practice of targeted skills. In this selective literature review, the first section is devoted to (I) the development and dissemination of the skills lab concept. There follows (II) an outline of the underlying idea and (III) an analysis of key efficacy factors. Thereafter, (IV) the training method's effectiveness and transference are illuminated, before (V) the use of student tutors, in the sense of peer-assisted-learning, in skills labs is discussed separately. Finally, (VI) the efficiency of the skills lab concept is analyzed, followed by an outlook on future developments and trends in the field of skills lab training. PMID:27579363

  17. Practical Clinical Training in Skills Labs: Theory and Practice

    PubMed Central

    Bugaj, T. J.; Nikendei, C.

    2016-01-01

    Today, skills laboratories or “skills labs”, i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that allows the repeated, anxiety- and risk-free practice of targeted skills. In this selective literature review, the first section is devoted to (I) the development and dissemination of the skills lab concept. There follows (II) an outline of the underlying idea and (III) an analysis of key efficacy factors. Thereafter, (IV) the training method’s effectiveness and transference are illuminated, before (V) the use of student tutors, in the sense of peer-assisted-learning, in skills labs is discussed separately. Finally, (VI) the efficiency of the skills lab concept is analyzed, followed by an outlook on future developments and trends in the field of skills lab training. PMID:27579363

  18. Soft Skills Assessment: Theory Development and the Research Agenda

    ERIC Educational Resources Information Center

    Gibb, Stephen

    2014-01-01

    Soft skills have become a subject of increasing interest in lifelong learning. Soft skills development is intended to enable and enhance personal development, participation in learning and success in employment. The assessment of soft skill is therefore widely practised, but there is little in the way of research or evidence on how well this…

  19. Using the Academic Skills Inventory to Assess the Biology Major

    ERIC Educational Resources Information Center

    Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

    2009-01-01

    The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

  20. Needs Assessment: "Management Skills of Educational Administrators."

    ERIC Educational Resources Information Center

    Sklarz, David P.

    Administrators in the Marblehead Public Schools in Massachusetts were asked to rate 48 administrative skills in terms of their importance for administrators in the local district, the need for improvement in these skills among district administrators in general, and the need for improvement in the skills by the survey respondent in particular. Of…

  1. Survey on the clinical skills of osteopathic medical students.

    PubMed

    Gimpel, John R; Boulet, John R; Weidner, Angela C

    2006-05-01

    As part of the standard-setting methods used by the National Board of Osteopathic Medical Examiners for its Comprehensive Osteopathic Medical Licensing Examination clinical skills performance evaluation (COMLEX-USA Level 2-PE), a self-administered survey was distributed electronically and by mail to deans of colleges of osteopathic medicine, directors of graduate medical education programs, osteopathic medical students, and experts chosen demographically to represent osteopathic physicians in the United States. Groups were asked to rate fourth-year osteopathic medical students and interns on their clinical skills and acceptable pass rates and expected pass rates on the COMLEX-USA Level 2-PE. The surveys were not used systematically to compute the passing standards but to provide additional support for their validity. The viewpoints of the deans differed from those of the students, osteopathic graduate medical education program directors, and experts regarding clinical skills proficiencies and acceptable pass rates. However, all of the groups agreed that, on average, some students and interns do not have adequate clinical skills. These results provide additional support for requiring acceptable performance on a comprehensive clinical skills examination before admission to osteopathic graduate medical education programs.

  2. Direct teaching of thinking skills using clinical simulation.

    PubMed

    Su, Whei Ming; Juestel, Marne J

    2010-01-01

    Because of the nursing faculty shortage, many academic leaders hire clinicians who are not formally prepared for an academic role. Novice faculty face an immediate need to develop teaching skills. One of the most crucial areas is the ability to help students develop critical thinking. To address this need, the authors describe how they used clinical simulation to incorporate direct teaching of thinking skills into course content and how this resulted in a faculty mentoring experience.

  3. Teaching students in the classroom and clinical skills environment.

    PubMed

    Dix, Greg; Hughes, Suzanne

    This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted. PMID:15915956

  4. Walking the bridge: Nursing students' learning in clinical skill laboratories.

    PubMed

    Ewertsson, Mona; Allvin, Renée; Holmström, Inger K; Blomberg, Karin

    2015-07-01

    Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified - walking the bridge - in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking. PMID:25892366

  5. Walking the bridge: Nursing students' learning in clinical skill laboratories.

    PubMed

    Ewertsson, Mona; Allvin, Renée; Holmström, Inger K; Blomberg, Karin

    2015-07-01

    Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified - walking the bridge - in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking.

  6. Clinical skills training in undergraduate medical education using a student-centered approach.

    PubMed

    Tolsgaard, Martin Grønnebæk

    2013-08-01

    This thesis focuses on how to engage students in self-directed learning and in peer-learning activities to improve clinical skills training in undergraduate medical education. The first study examined the clinical skills teaching provided by student teachers compared to that provided by associate professors. This study showed that student teachers performed as good as or even better than associate professors when teaching simple clinical skills. The second study of this thesis examined how complex clinical skills--such as patient management skills--develop with increasing levels of competence. The Reporter-Interpreter-Manager-Educator framework was used to reflect this change and construct validity was explored for RIME-based evaluations of single-patient encounters. In the third study the effects of training in pairs--also known as dyad practice--examined. This study showed that the students practicing in pairs significantly out-performed those training alone using RIME-based assessments and that dyad training significantly improved students' confidence in managing future patient encounters. The final study examined students' use of self-directed clinical encounter cards (CECs) based on the RIME framework. Results from this study showed that self-directed CECs can have positive effects on participatory practice and clinical reasoning when implemented in a supporting environment but the chance of success depends on the context of use. Self-directed CECs can be successful but major faculty development initiatives are required before implementation in large and dispersed settings. In conclusion, this thesis demonstrated different aspects of student-centered approaches to clinical skills learning. Whereas self-directed learning is difficult in clinical clerkship, the experimental studies demonstrated remarkable advantages to peer-learning in skills-lab. Thus, peer-learning activities could be essential to providing high-quality medical training in the face of limited

  7. Clinical skills training in undergraduate medical education using a student-centered approach.

    PubMed

    Tolsgaard, Martin Grønnebæk

    2013-08-01

    This thesis focuses on how to engage students in self-directed learning and in peer-learning activities to improve clinical skills training in undergraduate medical education. The first study examined the clinical skills teaching provided by student teachers compared to that provided by associate professors. This study showed that student teachers performed as good as or even better than associate professors when teaching simple clinical skills. The second study of this thesis examined how complex clinical skills--such as patient management skills--develop with increasing levels of competence. The Reporter-Interpreter-Manager-Educator framework was used to reflect this change and construct validity was explored for RIME-based evaluations of single-patient encounters. In the third study the effects of training in pairs--also known as dyad practice--examined. This study showed that the students practicing in pairs significantly out-performed those training alone using RIME-based assessments and that dyad training significantly improved students' confidence in managing future patient encounters. The final study examined students' use of self-directed clinical encounter cards (CECs) based on the RIME framework. Results from this study showed that self-directed CECs can have positive effects on participatory practice and clinical reasoning when implemented in a supporting environment but the chance of success depends on the context of use. Self-directed CECs can be successful but major faculty development initiatives are required before implementation in large and dispersed settings. In conclusion, this thesis demonstrated different aspects of student-centered approaches to clinical skills learning. Whereas self-directed learning is difficult in clinical clerkship, the experimental studies demonstrated remarkable advantages to peer-learning in skills-lab. Thus, peer-learning activities could be essential to providing high-quality medical training in the face of limited

  8. Clinical performance and skill retention after simulation-based education for nephrology fellows.

    PubMed

    Ahya, Shubhada N; Barsuk, Jeffrey H; Cohen, Elaine R; Tuazon, Jennifer; McGaghie, William C; Wayne, Diane B

    2012-07-01

    We previously demonstrated that simulation-based education (SBE) improved temporary hemodialysis catheter (THDC) insertion skills by nephrology fellows. SBE, featuring deliberate practice and rigorous achievement standards, was a powerful method to enhance THDC insertion skills in nephrology fellows. However, experts have called for further research to evaluate skill transfer from the simulated environment to actual clinical care and skill retention. This is a prospective observational cohort study of THDC insertion skills. Twelve nephrology fellows from three academic centers in Chicago were evaluated using a skills checklist from July 2008 to June 2009. Simulator-trained fellows were tested after the SBE intervention and expected to meet or exceed a minimum passing score (MPS) set by an expert panel. To assess transfer of skill to clinical care, three simulator-trained fellows were assessed at 6 months on actual patient THDC insertions using the checklist. To assess retention of skill, 11 of 12 simulator-trained fellows were reassessed at 1 year using the checklist and central venous catheter simulator. Outcomes were determined by THDC insertion skill performance. Simulator-trained fellows scored similarly during 6-month THDC insertions on actual patients and immediate posttest (M = 86.2%, SD = 22.3% vs. M = 93.5%, SD = 5.3%, p = 0.32). However, 1 year after SBE, simulated THDC insertion scores were significantly lower than at immediate posttest (M = 73.4%, SD = 22.2% vs. M = 93.5%, SD = 5.3%, p = 0.01). Our results show that nephrology fellows who completed SBE displayed high levels of performance during THDC insertions on actual patients 6 months later. At 1 year, there was statistically significant skills decay. We recommend booster training at 6 months.

  9. Assessing Elementary Students' Writing Skills. Publication No. 78.74.

    ERIC Educational Resources Information Center

    Friedman, Myron; Fowler, Elaine

    An instrument was developed for use in the evaluation of a pilot program to improve the writing skills of elementary school students in the Austin (Texas) Independent School District. Called the "Assessment of Writing Skills" (AWS), the instrument assesses writing maturity, productivity, and writing mechanics by collecting a holistic evaluation…

  10. Assessing Students' Communication Skills: Validation of a Global Rating

    ERIC Educational Resources Information Center

    Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

    2008-01-01

    Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to…

  11. Assessing Practical Laboratory Skills in Undergraduate Molecular Biology Courses

    ERIC Educational Resources Information Center

    Hunt, Lynne; Koenders, Annette; Gynnild, Vidar

    2012-01-01

    This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students' employment prospects through provision of evidence of their skills. Previously, assessment was based on written…

  12. Feedback on students' clinical reasoning skills during fieldwork education

    PubMed Central

    de Beer, Marianne; Mårtensson, Lena

    2015-01-01

    Background/aim Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability. Method A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. Results Students' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. Conclusions Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. PMID:26256854

  13. Assessing Basic Skill Performance in Appalachian Kentucky.

    ERIC Educational Resources Information Center

    DeYoung, Alan J.; Vaught, Charles

    Basic skill performance levels of third-, fifth-, seventh-, and tenth-grade students attending schools in the Appalachian School Districts of Kentucky are reported and discussed. School district scores on the reading, language and mathematics subtests of the Comprehensive Test of Basic Skills clearly show that children in most Appalachian school…

  14. Defining and Assessing Competence in Generic Skills.

    ERIC Educational Resources Information Center

    Tait, Hilary; Godfrey, Helen

    1999-01-01

    Argues that attempts to provide university students in the United Kingdom with generic skills (such as study and information technology skills) are hampered by the differing needs and expectations of various disciplines and courses and of diverse student population groups. Describes and critically analyzes a case study of one such course,…

  15. Empirically Assessing the Importance of Computer Skills

    ERIC Educational Resources Information Center

    Baker, William M.

    2013-01-01

    This research determines which computer skills are important for entry-level accountants, and whether some skills are more important than others. Students participated before and after internships in public accounting. Longitudinal analysis is also provided; responses from 2001 are compared to those from 2008-2009. Responses are also compared to…

  16. Cognitive Skills: Enhancement and Assessment Issues.

    ERIC Educational Resources Information Center

    Block, Richard A.; Taylor, Shannon V.

    A thinking-skills course at Montana State University is described, along with recent issues concerning the potential effectiveness of such courses. Advantages and disadvantages of different designs for studying the effects of thinking-skills training are also considered. The focus of the course is: hypothesis formation and evaluation, problem…

  17. A rapid assessment of skills in young children with autism.

    PubMed Central

    Lerman, Dorothea C; Vorndran, Christina; Addison, Laura; Kuhn, Stephanie A

    2004-01-01

    Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions. PMID:15154212

  18. Developing a Measurement Strategy for Assessing Family Caregiver Skills: Conceptual Issues

    PubMed Central

    Farran, Carol J.; McCann, Judith J.; Fogg, Louis G.; Etkin, Caryn D.

    2009-01-01

    This report presents a conceptual approach to assessing skills of family caregivers for persons with Alzheimer’s disease and recommends next steps for development of this science. Researchers used multiple methods to develop a conceptual strategy for assessing family caregiver skills. Study participants included clinical/outreach staff from an Alzheimer’s Disease Center, nursing faculty with expertise in dementia care, and family caregivers. Mixed methods contributed to the conceptual clarification of caregiving skill and to the development of three approaches to assessing caregiver skill: caregiver self report, clinician assessment, and direct observational assessment. Caregiver effectiveness has the potential to affect the process of caregiving and outcomes for the person with dementia and caregiver. PMID:20179779

  19. Augmented Reality M-Learning to Enhance Nursing Skills Acquisition in the Clinical Skills Laboratory

    ERIC Educational Resources Information Center

    Garrett, Bernard M.; Jackson, Cathryn; Wilson, Brian

    2015-01-01

    Purpose: This paper aims to report on a pilot research project designed to explore if new mobile augmented reality (AR) technologies have the potential to enhance the learning of clinical skills in the lab. Design/methodology/approach: An exploratory action-research-based pilot study was undertaken to explore an initial proof-of-concept design in…

  20. Interactive Development of Reading Skills in an Educational Clinic.

    ERIC Educational Resources Information Center

    Grocke, Margaret

    Computer-based reading programs have been used at the City Educational Clinic in Canberra, Australia, to improve the reading skills of children who are "reading disabled." Children interacted with the computer via a graphic display, touch sensitive screen, and synthesized speech. The first program taught a basic sight vocabulary and allowed…

  1. Assessing clinical pragmatism.

    PubMed

    Jansen, Lynn A

    1998-03-01

    "Clinical pragmatism" is an important new method of moral problem-solving in clinical practice. This method draws on the pragmatic philosophy of John Dewey and recommends an experimental approach to solving moral problems in clinical practice. Although the method may shed some light on how clinicians and their patients ought to interact when moral problems are at hand, it nonetheless is deficient in a number of respects. Clinical pragmatism fails to explain adequately how moral poblems can be solved experimentally, it underestimates the relevance and importance of judgment in clinical ethics, and it presents a questionable account of the role that moral principles should play in moral problem solving.

  2. Responsive Assessment: Assessing Student Nurses' Clinical Competence.

    ERIC Educational Resources Information Center

    Neary, Mary

    2001-01-01

    A study involving 300 nursing students, 155 nurse practitioners, and 80 assessors tested a model of responsive assessment that includes identification of learning needs and potential, assignment to suitable placements, continuous assessment of clinical practice and patient care, and alignment of teaching and assessment with patient needs and…

  3. Towards an Integrated Model for Developing Sustainable Assessment Skills

    ERIC Educational Resources Information Center

    Fastre, Greet M. J.; van der Klink, Marcel R.; Sluijsmans, Dominique; van Merrienboer, Jeroen J. G.

    2013-01-01

    One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning…

  4. Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses.

    PubMed

    Al-Dossary, Reem Nassar; Kitsantas, Panagiota; Maddox, P J

    2016-01-01

    Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia.

  5. Assessment of Anger Coping Skills in Individuals with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Willner, P.; Brace, N.; Phillips, J.

    2005-01-01

    Recent controlled studies have supported the effectiveness of anger management training for people with intellectual disabilities (IDs). This report describes an evaluation instrument designed to assess their usage of specific anger coping skills. The Profile of Anger Coping Skills (PACS) is designed for completion by a staff member or carer.…

  6. Developing Employability Skills: Peer Assessment in Higher Education

    ERIC Educational Resources Information Center

    Cassidy, Simon

    2006-01-01

    Purpose: Reports examining graduate employment issues suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of educational institutions to develop such skills. The current study seeks to identify peer assessment as a…

  7. Innovative Use of Blackboard[R] to Assess Laboratory Skills

    ERIC Educational Resources Information Center

    Epping, Ronald J.

    2010-01-01

    A novel application of the popular web instruction architecture Blackboard Academic Suite[R] is described. The method was applied to a large number of students to assess quantitatively the accuracy of each student's laboratory skills. The method provided immediate feedback to students on their personal skill level, replaced labour-intensive…

  8. Assessment of Preschool Narrative Skills: Prerequisite for Literacy.

    ERIC Educational Resources Information Center

    McCabe, Allyssa; Rollins, Pamela Rosenthal

    This paper provides information concerning preschool narrative development in typically developing North American children, stressing previously documented links between early narrative skills and literacy development. Methods are provided for assessing narrative skills of language-impaired children. The methods involve eliciting from the children…

  9. The consequences of using advanced physical assessment skills in medical and surgical nursing: A hermeneutic pragmatic study

    PubMed Central

    Zambas, Shelaine I.; Smythe, Elizabeth A.; Koziol-Mclain, Jane

    2016-01-01

    Aims and objectives The aim of this study was to explore the consequences of the nurse's use of advanced assessment skills on medical and surgical wards. Background Appropriate, accurate, and timely assessment by nurses is the cornerstone of maintaining patient safety in hospitals. The inclusion of “advanced” physical assessment skills such as auscultation, palpation, and percussion is thought to better prepare nurses for complex patient presentations within a wide range of clinical situations. Design This qualitative study used a hermeneutic pragmatic approach. Method Unstructured interviews were conducted with five experienced medical and surgical nurses to obtain 13 detailed narratives of assessment practice. Narratives were analyzed using Van Manen's six-step approach to identify the consequences of the nurse's use of advanced assessment skills. Results The consequences of using advanced assessment skills include looking for more, challenging interpretations, and perseverance. The use of advanced assessment skills directs what the nurse looks for, what she sees, interpretation of the findings, and her response. It is the interpretation of what is seen, heard, or felt within the full context of the patient situation, which is the advanced skill. Conclusion Advanced assessment skill is the means to an accurate interpretation of the clinical situation and contributes to appropriate diagnosis and medical management in complex patient situations. Relevance to clinical practice The nurse's use of advanced assessment skills enables her to contribute to diagnostic reasoning within the acute medical and surgical setting. PMID:27607193

  10. Right person, right skills, right job: the contribution of objective structured clinical examinations in advancing staff nurse experts.

    PubMed

    Mitchell, Marion; Strube, Petra; Vaux, Amanda; West, Nicky; Auditore, Anthony

    2013-10-01

    Recruitment processes need to discriminate among candidates to ensure that the right person with the right skills is selected for advancement opportunities. An innovative recruitment process using an objective structured clinical examination grounded in best practice guidelines resulted in improved recruitment practices for senior nursing clinical expert roles. Candidates' skills, knowledge, and attitudes in the areas of patient focus, clinical expertise, teamwork, and leadership were assessed using a clinical simulation. Candidates achieving advancement were assessed at 6 months to validate the efficacy of the process.

  11. Skills Assessment Module (S.A.M.): A Unique & Practical Approach to the Assessment Process.

    ERIC Educational Resources Information Center

    Rosinek, Michele

    The Skills Assessment Module (SAM) is designed to assess special needs students' affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system. Initial sections outline procedures and techniques (including paper-pencil tests, hands-on skill modules and…

  12. Evaluating the Accuracy of Pharmacy Students' Self-Assessment Skills

    PubMed Central

    Gregory, Paul A. M.

    2007-01-01

    Objectives To evaluate the accuracy of self-assessment skills of senior-level bachelor of science pharmacy students. Methods A method proposed by Kruger and Dunning involving comparisons of pharmacy students' self-assessment with weighted average assessments of peers, standardized patients, and pharmacist-instructors was used. Results Eighty students participated in the study. Differences between self-assessment and external assessments were found across all performance quartiles. These differences were particularly large and significant in the third and fourth (lowest) quartiles and particularly marked in the areas of empathy, and logic/focus/coherence of interviewing. Conclusions The quality and accuracy of pharmacy students' self-assessment skills were not as strong as expected, particularly given recent efforts to include self-assessment in the curriculum. Further work is necessary to ensure this important practice competency and life skill is at the level expected for professional practice and continuous professional development. PMID:17998986

  13. Social Skills: Adolf Meyer's Revision of Clinical Skill for the New Psychiatry of the Twentieth Century.

    PubMed

    Lamb, Susan

    2015-07-01

    Adolf Meyer (1866-1950) exercised considerable influence over the development of Anglo-American psychiatry during the first half of the twentieth century. The concepts and techniques he implemented at his prominent Phipps Psychiatric Clinic at Johns Hopkins remain important to psychiatric practice and neuro-scientific research today. In the 1890s, Meyer revised scientific medicine's traditional notion of clinical skill to serve what he called the 'New Psychiatry', a clinical discipline that embodied social and scientific ideals shared with other 'new' progressive reform movements in the United States. This revision conformed to his concept of psychobiology - his biological theory of mind and mental disorders - and accorded with his definition of scientific medicine as a unity of clinical-pathological methods and therapeutics. Combining insights from evolutionary biology, neuron theory and American pragmatist philosophy, Meyer concluded that subjective experience and social behaviour were functions of human biology. In addition to the time-honoured techniques devised to exploit the material data of the diseased body - observing and recording in the clinic, dissecting in the morgue and conducting histological experiments in the laboratory - he insisted that psychiatrists must also be skilled at wielding social interaction and interpersonal relationships as investigative and therapeutic tools in order to conceptualise, collect, analyse and apply the ephemeral data of 'social adaptation'. An examination of his clinical practices and teaching at Johns Hopkins between 1913 and 1917 shows how particular historical and intellectual contexts shaped Meyer's conceptualisation of social behaviour as a biological function and, subsequently, his new vision of clinical skill for twentieth-century psychiatry.

  14. Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

    NASA Astrophysics Data System (ADS)

    Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

    2016-07-01

    Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

  15. Developing and Assessing College Student Teamwork Skills

    ERIC Educational Resources Information Center

    Hughes, Richard L.; Jones, Steven K.

    2011-01-01

    Some form of team-oriented work is employed in most, if not all, organizations today. It would seem, then, that an important role for higher education should involve developing critical teamwork skills among students so as to prepare them for success in life. This very point was highlighted in a 2009 poll conducted on behalf of the Association of…

  16. Results of the Student Skills Assessment Surveys.

    ERIC Educational Resources Information Center

    Lamberts, Julie; Ellison, Jim

    Surveys of 150 full-time faculty and a stratified sample of 1,111 full- and part-time students at Lane Community College were conducted in order to obtain information on the skill levels of students, as perceived by faculty, and on educational needs and availability of information on student services, as perceived by students. A majority of both…

  17. Core Skills Assessment to Improve Mathematical Competency

    ERIC Educational Resources Information Center

    Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat

    2013-01-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these…

  18. Computer Aided Assessment and Development of Basic Skills

    ERIC Educational Resources Information Center

    Macleod, Iain; Overheu, Don

    1977-01-01

    The advantages of applying computer techniques to assessment and development of basic skills in mildly intellectually handicapped children are discussed, and several applications of computer devices to instruction are described. (SBH)

  19. Intimate Behavior and Assessment of Benefits in Clinical Groups.

    ERIC Educational Resources Information Center

    Shadish, William R., Jr.

    1984-01-01

    Developed three measures of clinical group benefits and presented empirical evidence (N=27) explicating the logic of the Interpersonal Relations Scale as an assessment device. Conceptualized the benefits of clinical groups as the fostering of intimacy skills by which group members learn about themselves, others, and their interpersonal…

  20. How Effective Are Self- and Peer Assessment of Oral Presentation Skills Compared with Teachers' Assessments?

    ERIC Educational Resources Information Center

    De Grez, Luc; Valcke, Martin; Roozen, Irene

    2012-01-01

    Assessment of oral presentation skills is an underexplored area. The study described here focuses on the agreement between professional assessment and self- and peer assessment of oral presentation skills and explores student perceptions about peer assessment. The study has the merit of paying attention to the inter-rater reliability of the…

  1. Effect of establishing pain committee on the pain assessment skills of paediatric nurses.

    PubMed

    Farahani, Pouran Varvani; Alhani, Fatemeh; Mohammadi, Eisa

    2014-10-01

    Successful pain management relies on pain assessment. The purpose of this study is to investigate the effect of establishing pain committee on pain assessment skills of paediatric nurses. We used a quasi-experimental design. The study was conducted in surgery, emergency and orthopaedic wards of two teaching hospitals selected through simple random sampling. The intervention consisted of establishing a pain committee, the steps of which included organizing (3 months), holding workshop (five sessions) and clinical training (1 week). We found that the scores in the intervention group were significantly higher than those in the control group. Therefore, establishing pain committee in the management level of nursing improves nurses' pain assessment skills.

  2. Assessing pragmatic skills in elicited production.

    PubMed

    de Villiers, Peter

    2004-02-01

    In developing a test of pragmatic skills for children ages 4 to 9 years, we focused on a number of functional language skills that are important for children's success in early schooling and for the development of fluent reading and writing. They included (1) wh-question asking, (2) communicative role taking, (3) linking events in a cohesive narrative, and (4) articulating the mental states of the characters in a story. All of the proposed items provide specific referential support and pragmatic motivation for the forms and content to be produced by the child. The pictured materials and elicitation prompts constrain the range of appropriate utterances, so the children's productions are more easily scored than an open-ended spontaneous speech sample. All tasks described show a clear developmental trend, a clear separation between the performance of typically developing and language-impaired children, and no performance differences between African American English- and Mainstream American English-speaking children.

  3. Impact of tailored feedback in assessment of communication skills for medical students

    PubMed Central

    Uhm, Seilin; Lee, Gui H.; Jin, Jeong K.; Bak, Yong I.; Jeoung, Yeon O.; Kim, Chan W.

    2015-01-01

    Background Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. Methods This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. Results There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (p<0.001). Conclusions Incorporating feedback based on qualitative analysis for communication skills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis. PMID:26154864

  4. Core skills assessment to improve mathematical competency

    NASA Astrophysics Data System (ADS)

    Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

    2013-12-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

  5. Students' experiences of learning manual clinical skills through simulation.

    PubMed

    Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

    2013-03-01

    Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. PMID:22395307

  6. EQClinic: a platform for learning communication skills in clinical consultations

    PubMed Central

    Liu, Chunfeng; Scott, Karen M.; Lim, Renee L.; Taylor, Silas; Calvo, Rafael A.

    2016-01-01

    Background Doctors’ verbal and non-verbal communication skills have an impact on patients’ health outcomes, so it is important for medical students to develop these skills. Traditional, non-verbal communication skills training can involve a tutor manually annotating a student's non-verbal behaviour during patient–doctor consultations, but this is very time-consuming. Tele-conference systems have been used in verbal communication skills training. Methods We describe EQClinic, a system that enables verbal and non-verbal communication skills training during tele-consultations with simulated patients (SPs), with evaluation exercises promoting reflection. Students and SPs can have tele-consultations through the tele-consultation component. In this component, SPs can provide feedback to students through a thumbs-up/ thumbs-down tool and a comments box. EQClinic automatically analyses communication features in the recorded consultations, such as facial expressions, and provides graphical representations. Our 2015 pilot study investigated whether EQClinic helped students be aware of their non-verbal behaviour and improve their communication skills, and evaluated the usability of the platform. Students received automated feedback, and SP and tutor evaluations, and then completed self-assessment and reflection questionnaires. Results Eight medical students and three SPs conducted 13 tele-consultations using EQClinic. More students paid attention to their non-verbal communication and students who were engaged in two consultations felt more confident in their second consultation. Students rated the system positively, felt comfortable using it (5.9/7), and reported that the structure (5.4/7) and information (5.8/7) were clear. This pilot provides evidence that EQClinic helps, and positively influences, medical students practise their communication skills with SPs using a tele-conference platform. Discussion It is not easy to improve non-verbal communication skills in a

  7. Assessing Patients’ Cognitive Therapy Skills: Initial Evaluation of the Competencies of Cognitive Therapy Scale

    PubMed Central

    Strunk, Daniel R.; Hollars, Shannon N.; Adler, Abby D.; Goldstein, Lizabeth A.; Braun, Justin D.

    2014-01-01

    In Cognitive Therapy (CT), therapists work to help patients develop skills to cope with negative affect. Most current methods of assessing patients’ skills are cumbersome and impractical for clinical use. To address this issue, we developed and conducted an initial psychometric evaluation of self and therapist reported versions of a new measure of CT skills: the Competencies of Cognitive Therapy Scale (CCTS). We evaluated the CCTS at intake and post-treatment in a sample of 67 patients participating in CT. The CCTS correlated with a preexisting measure of CT skills (the Ways of Responding Questionnaire) and was also related to concurrent depressive symptoms. Across CT, self-reported improvements in CT competencies were associated with greater changes in depressive symptoms. These findings offer initial evidence for the validity of the CCTS. We discuss the CCTS in comparison with other measures of CT skills and suggest future research directions. PMID:25408560

  8. Assessing Patients' Cognitive Therapy Skills: Initial Evaluation of the Competencies of Cognitive Therapy Scale.

    PubMed

    Strunk, Daniel R; Hollars, Shannon N; Adler, Abby D; Goldstein, Lizabeth A; Braun, Justin D

    2014-10-01

    In Cognitive Therapy (CT), therapists work to help patients develop skills to cope with negative affect. Most current methods of assessing patients' skills are cumbersome and impractical for clinical use. To address this issue, we developed and conducted an initial psychometric evaluation of self and therapist reported versions of a new measure of CT skills: the Competencies of Cognitive Therapy Scale (CCTS). We evaluated the CCTS at intake and post-treatment in a sample of 67 patients participating in CT. The CCTS correlated with a preexisting measure of CT skills (the Ways of Responding Questionnaire) and was also related to concurrent depressive symptoms. Across CT, self-reported improvements in CT competencies were associated with greater changes in depressive symptoms. These findings offer initial evidence for the validity of the CCTS. We discuss the CCTS in comparison with other measures of CT skills and suggest future research directions.

  9. Three types of skills for effective forensic psychological assessments.

    PubMed

    Sageman, Marc

    2003-12-01

    This article examines three types of skills required for effective assessments in the forensic arena. Forensic psychology is the application of scientific psychology to the resolution of legal conflicts. The first skill is knowledge of the legal issues to be addressed. Examples of such issues are criminal responsibility, legal competencies, and linking mental states to legal issues in question. The second set of skills comprises those skills often required by the demands of the legal system--specifically, gathering complete information about the case at hand, striving for neutrality, reconstructing the past, and predicting the future. The last set of skills includes practical ones required during the process of litigation--that is, supporting the retaining attorney's overall strategy, addressing the testimony to the appropriate audience, and deferring to the prerogative of the fact finder.

  10. Assessing the surgeon's technical skills: analysis of the available tools.

    PubMed

    Memon, Muhammed Ashraf; Brigden, David; Subramanya, Manjunath S; Memon, Breda

    2010-05-01

    The concept of assessing competency in surgical practice is not new and has taken on an added urgency in view of the recent high-profile inquiries into "botched cases" involving surgeons of various levels in different parts of the world. Until very recently, surgeons in the United Kingdom and other parts of the world, although required to undergo formal and compulsory examinations to test their factual knowledge and decision making, were not required to demonstrate technical ability. Therefore, there existed (and still exist) no objective assessment criteria to test trainees' surgical skill, especially during the exit examination, which, if passed, provides unrestricted license to surgeons to practice their specialties. However, with the introduction of a new curriculum by various surgical societies and a demand from the lay community for better standards, new assessment tools are emerging that focus on technical competency and that could objectively and reliably measure surgical skills. Furthermore, training authorities and hospitals are keen to embrace these changes for satisfactory accreditation and reaccreditation processes and to assure the public of the safety of the public and private health care systems. In the United Kingdom, two new surgical tools (Surgical Direct Observation of Procedural Skill, and Procedure Based Assessments) have been simultaneously introduced to assess surgical trainees. The authors describe these two assessment methods, provide an overview of other assessment tools currently or previously used to assess surgical skills, critically analyze the two new assessment tools, and reflect on the merit of simultaneously introducing them.

  11. The Use of Structured Imagery and Dispositional Measurement to Assess Situational Use of Mindfulness Skills

    PubMed Central

    Mitchell, Jonathan C.; Bach, Patricia A.; Cassisi, Jeffrey E.

    2013-01-01

    The recent proliferation of studies on mindfulness produced varying theoretical models, each based in part on how mindfulness is assessed. These models agree, however, that mindfulness encompasses moment-to-moment or situational experiences. Incongruence between dispositional and situational assessment would be problematic for theory and empirical research. In particular, it remains to be established whether situational measurement is an accurate method for mindfulness assessment and whether dispositional measures are able to accurately detect mindfulness skills in various situations. The association between dispositional and situational mindfulness processes (i.e., situational attention awareness and emotion acceptance) was examined in two studies. In Study 1 (N = 148), independent groups who reported high and low levels of dispositional mindfulness skills were compared on a continuous measure of situational mindfulness skills. In Study 2 (N = 317), dispositional mindfulness questionnaires were used to predict situational use of mindfulness skills. Results suggest not only that situational measures accurately detect use of mindfulness skills, but also that dispositional measures can predict one’s use of situational mindfulness skills. Findings from both studies were consistent across both positive and negative situations. Moreover, neither neuroticism nor extraversion was shown to have a moderating effect on the relationship between dispositional and situational use of mindfulness skills. The implications of these findings for clinical practice and future investigations pertaining to measurement validity in this area are discussed. PMID:23936175

  12. The use of structured imagery and dispositional measurement to assess situational use of mindfulness skills.

    PubMed

    Mitchell, Jonathan C; Bach, Patricia A; Cassisi, Jeffrey E

    2013-01-01

    The recent proliferation of studies on mindfulness produced varying theoretical models, each based in part on how mindfulness is assessed. These models agree, however, that mindfulness encompasses moment-to-moment or situational experiences. Incongruence between dispositional and situational assessment would be problematic for theory and empirical research. In particular, it remains to be established whether situational measurement is an accurate method for mindfulness assessment and whether dispositional measures are able to accurately detect mindfulness skills in various situations. The association between dispositional and situational mindfulness processes (i.e., situational attention awareness and emotion acceptance) was examined in two studies. In Study 1 (N = 148), independent groups who reported high and low levels of dispositional mindfulness skills were compared on a continuous measure of situational mindfulness skills. In Study 2 (N = 317), dispositional mindfulness questionnaires were used to predict situational use of mindfulness skills. Results suggest not only that situational measures accurately detect use of mindfulness skills, but also that dispositional measures can predict one's use of situational mindfulness skills. Findings from both studies were consistent across both positive and negative situations. Moreover, neither neuroticism nor extraversion was shown to have a moderating effect on the relationship between dispositional and situational use of mindfulness skills. The implications of these findings for clinical practice and future investigations pertaining to measurement validity in this area are discussed. PMID:23936175

  13. Development of a virtual reality assessment of everyday living skills.

    PubMed

    Ruse, Stacy A; Davis, Vicki G; Atkins, Alexandra S; Krishnan, K Ranga R; Fox, Kolleen H; Harvey, Philip D; Keefe, Richard S E

    2014-04-23

    Cognitive impairments affect the majority of patients with schizophrenia and these impairments predict poor long term psychosocial outcomes.  Treatment studies aimed at cognitive impairment in patients with schizophrenia not only require demonstration of improvements on cognitive tests, but also evidence that any cognitive changes lead to clinically meaningful improvements.  Measures of "functional capacity" index the extent to which individuals have the potential to perform skills required for real world functioning.  Current data do not support the recommendation of any single instrument for measurement of functional capacity.  The Virtual Reality Functional Capacity Assessment Tool (VRFCAT) is a novel, interactive gaming based measure of functional capacity that uses a realistic simulated environment to recreate routine activities of daily living. Studies are currently underway to evaluate and establish the VRFCAT's sensitivity, reliability, validity, and practicality. This new measure of functional capacity is practical, relevant, easy to use, and has several features that improve validity and sensitivity of measurement of function in clinical trials of patients with CNS disorders.

  14. Development of a virtual reality assessment of everyday living skills.

    PubMed

    Ruse, Stacy A; Davis, Vicki G; Atkins, Alexandra S; Krishnan, K Ranga R; Fox, Kolleen H; Harvey, Philip D; Keefe, Richard S E

    2014-01-01

    Cognitive impairments affect the majority of patients with schizophrenia and these impairments predict poor long term psychosocial outcomes.  Treatment studies aimed at cognitive impairment in patients with schizophrenia not only require demonstration of improvements on cognitive tests, but also evidence that any cognitive changes lead to clinically meaningful improvements.  Measures of "functional capacity" index the extent to which individuals have the potential to perform skills required for real world functioning.  Current data do not support the recommendation of any single instrument for measurement of functional capacity.  The Virtual Reality Functional Capacity Assessment Tool (VRFCAT) is a novel, interactive gaming based measure of functional capacity that uses a realistic simulated environment to recreate routine activities of daily living. Studies are currently underway to evaluate and establish the VRFCAT's sensitivity, reliability, validity, and practicality. This new measure of functional capacity is practical, relevant, easy to use, and has several features that improve validity and sensitivity of measurement of function in clinical trials of patients with CNS disorders. PMID:24798174

  15. Summative clinical competency assessment: A survey of ultrasound practitioners' views.

    PubMed

    Harrison, Gill

    2015-02-01

    Clinical competency and the assessment of core skills is a crucial element of any programme leading to an award with a clinical skills component. This has become a more prominent feature of current reports on quality health care provision. This project aimed to determine ultrasound practitioners' opinions about how best to assess clinical competency. An on-line questionnaire was sent to contacts from the Consortium for the Accreditation of Sonographic Education and details distributed at the British Medical Ultrasound Society conference in 2011. One hundred and sixteen responses were received from a range of clinical staff with an interest in ultrasound assessment. The majority of respondents suggested that competency assessments should take place in the clinical departments with or without an element of assessment at the education centre. Moderation was an important area highlighted by respondents, with 84% of respondents suggesting that two assessors were required and 66% of those stating some element of external moderation should be included. The findings suggest that respondents' preference is for some clinical competency assessments to take place on routine lists within the clinical department, assessed by two people one of which would be an external assessor. In view of recent reports relating to training and assessment of health care professionals, the ultrasound profession needs to begin the debate about how best to assess clinical competence and ensure appropriate first post-competency of anyone undertaking ultrasound examinations.

  16. Does Computer-Based Motor Skill Assessment Training Transfer to Live Assessing?

    ERIC Educational Resources Information Center

    Kelly, Luke E.; Taliaferro, Andrea; Krause, Jennifer

    2012-01-01

    Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by…

  17. Assessment of DoD Job Skill Enhancement Programs.

    ERIC Educational Resources Information Center

    Fletcher, J. D.; And Others

    In response to Congressional direction, an assessment was undertaken of programs developed by the Department of Defense (DoD) that can be made available to civilian organizations to provide immediate support and assistance to upgrade skills for better civilian employment opportunities. The assessment focuses on interactive courseware programs and…

  18. Academic Skills Problems. Third Edition. Direct Assessment and Intervention

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2004-01-01

    This text provides a comprehensive framework for the direct assessment of academic skills. Presented is a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. School-based practitioners are guided sequentially through assessment of the instructional…

  19. Investigating Secondary School Students' Unmediated Peer Assessment Skills

    ERIC Educational Resources Information Center

    Tsivitanidou, Olia E.; Zacharia, Zacharias C.; Hovardas, Tasos

    2011-01-01

    The purpose of this study was to investigate secondary school students' unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers' science web-portfolios. Additionally, students' attitudes towards and intentions about the use of…

  20. Developing Enterprise Skills through Peer-Assessed Pitch Presentations

    ERIC Educational Resources Information Center

    Faherty, Anna

    2015-01-01

    Purpose: The purpose of this paper is to investigate the impact of using summative peer assessment to develop enterprise skills within higher education. Design/methodology/approach: An empirical investigation analysing students own perceptions of the peer assessment process to evaluate its impact. Findings: Participating students indicate that…

  1. Alverno College's Program in Developing and Assessing Oral Communication Skills.

    ERIC Educational Resources Information Center

    Loacker, S. Georgine

    The rationale and procedures for assessing students' oral communication skills at Alverno College (Milwaukee, Wisconsin) are outlined in this paper. Since the curriculum at Alverno emphasizes ongoing performance assessment as an integral part of the learning process and as an effective measurement of educational progress, the discussion focuses on…

  2. Assessing Job Knowledge and Generally Useful Skills of Young Americans

    ERIC Educational Resources Information Center

    Ahmann, J. Stanley

    1977-01-01

    Discusses data collection and presents data analysis of NAEP's (National Assessment of Educational Progress) career and occupational development (COD) assessment, designed to determine how knowledgeable young Americans are about the work of the world and how well developed their basic skills (needed to obtain almost any job) are. (SH) Aspect of…

  3. Programmatic Assessment of Information Literacy Skills Using Rubrics

    ERIC Educational Resources Information Center

    Warner, Dorothy Anne

    2009-01-01

    The author describes the programmatic assessment of her medium-sized institution's library instruction program that focuses on the information literacy skills taught in the research component of the required English composition course. A research journal kept by each student serves as the assessment tool, and multiple rubrics are used for data…

  4. Teaching & Assessing 21st Century Skills. The Classroom Strategies Series

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Heflebower, Tammy

    2012-01-01

    As the 21st century unfolds, the pace of change in the world is accelerating. Teachers and administrators must lead the cultural shift required to ensure their students can survive and thrive in the changing world. In Teaching & Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of…

  5. Assessment of Inquiry Skills in the SAILS Project

    ERIC Educational Resources Information Center

    Harrison, Chris

    2014-01-01

    Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the…

  6. Skill Assessment in the Interpretation of 3D Fracture Patterns from Radiographs

    PubMed Central

    Rojas-Murillo, Salvador; Hanley, Jessica M; Kreiter, Clarence D; Karam, Matthew D; Anderson, Donald D

    2016-01-01

    Abstract Background Interpreting two-dimensional radiographs to ascertain the three-dimensional (3D) position and orientation of fracture planes and bone fragments is an important component of orthopedic diagnosis and clinical management. This skill, however, has not been thoroughly explored and measured. Our primary research question is to determine if 3D radiographic image interpretation can be reliably assessed, and whether this assessment varies by level of training. A test designed to measure this skill among orthopedic surgeons would provide a quantitative benchmark for skill assessment and training research. Methods Two tests consisting of a series of online exercises were developed to measure this skill. Each exercise displayed a pair of musculoskeletal radiographs. Participants selected one of three CT slices of the same or similar fracture patterns that best matched the radiographs. In experiment 1, 10 orthopedic residents and staff responded to nine questions. In experiment 2, 52 residents from both orthopedics and radiology responded to 12 questions. Results Experiment 1 yielded a Cronbach alpha of 0.47. Performance correlated with experience; r(8) = 0.87, p<0.01, suggesting that the test could be both valid and reliable with a slight increase in test length. In experiment 2, after removing three non-discriminating items, the Cronbach coefficient alpha was 0.28 and performance correlated with experience; r(50) = 0.25, p<0.10. Conclusions Although evidence for reliability and validity was more compelling with the first experiment, the analyses suggest motivation and test duration are important determinants of test efficacy. The interpretation of radiographs to discern 3D information is a promising and a relatively unexplored area for surgical skill education and assessment. The online test was useful and reliable. Further test development is likely to increase test effectiveness. Clinical Relevance Accurately interpreting radiographic images is an

  7. Clinical program leadership: skill requirements for contemporary leaders.

    PubMed

    Spallina, Joseph M

    2002-01-01

    With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future. PMID:12068993

  8. Assessing the written communication skills of medical school graduates.

    PubMed

    Boulet, John R; Rebbecchi, Thomas A; Denton, Elizabeth C; McKinley, Danette W; Whelan, Gerald P

    2004-01-01

    The ECFMG Clinical Skills Assessment (CSA) was developed to evaluate whether graduates of international medical schools (IMGs) are ready to enter graduate training programs in the United States. The patient note (PN) exercise, conducted after a 15-minute interview with a standardized patient (SP), is specifically used to assess a candidate's ability to summarize and synthesize the data collected. On a yearly basis, approximately 75,000 patient notes are reviewed and scored by physician raters. Recent changes to the PN scoring rubric, combined with enhancements to quality assurance procedures, mandate that additional evidence be provided to support the intended use of PN scores. The purpose of this study was to further investigate the psychometric adequacy of PN scores. Generalizability analyses suggest that while variability in PN ratings can be attributed to the choice of rater, candidate scores are reproducible over the 10-encounter CSA. The relationship of PN scores with other related ability measures and select candidate characteristics provides additional evidence to support the validity of the written exercise.

  9. Competency Assessment in Senior Emergency Medicine Residents for Core Ultrasound Skills

    PubMed Central

    Schmidt, Jessica N.; Kendall, John; Smalley, Courtney

    2015-01-01

    Introduction Quality resident education in point-of-care ultrasound (POC US) is becoming increasingly important in emergency medicine (EM); however, the best methods to evaluate competency in graduating residents has not been established. We sought to design and implement a rigorous assessment of image acquisition and interpretation in POC US in a cohort of graduating residents at our institution. Methods We evaluated nine senior residents in both image acquisition and image interpretation for five core US skills (focused assessment with sonography for trauma (FAST), aorta, echocardiogram (ECHO), pelvic, central line placement). Image acquisition, using an observed clinical skills exam (OSCE) directed assessment with a standardized patient model. Image interpretation was measured with a multiple-choice exam including normal and pathologic images. Results Residents performed well on image acquisition for core skills with an average score of 85.7% for core skills and 74% including advanced skills (ovaries, advanced ECHO, advanced aorta). Residents scored well but slightly lower on image interpretation with an average score of 76%. Conclusion Senior residents performed well on core POC US skills as evaluated with a rigorous assessment tool. This tool may be developed further for other EM programs to use for graduating resident evaluation. PMID:26594291

  10. [Analysis of nursing skills in the clinical diagnosis and evaluation setting].

    PubMed

    Pedarribes, Georges; Lefeuvre, Gwenaël

    2014-01-01

    The research work presented in this article concerns reengineering of the registered nurse diploma, particularly definition of Skills group No. 1: evaluate a clinical situation and establish a nursing diagnosis. It was designed to analyse real nursing practices in a typical clinical evaluation and diagnosis setting on admission of a patient to hospital. This analysis essentially focused on the cognitive processes used to organise nursing practices. The theoretical framework of professional training allowed this analysis to be performed on the basis of concepts of skills, schema and operative model. The research protocol focused on self-assessment interviews allowing explanation of the schemas used by a skilled nurse and a trainee nurse on admission of a patient in the day hospital for colonoscopy. An analysis of these schemas and especially the operative model of the skilled nurse demonstrated the organising concepts of effective nursing practice. The results, apart from their heuristic value to provide a better understanding of nursing professional practices, also provide resources to design training in nursing clinical evaluation. PMID:25490222

  11. Summary diagrams for coupled hydrodynamic-ecosystem model skill assessment

    NASA Astrophysics Data System (ADS)

    Jolliff, Jason K.; Kindle, John C.; Shulman, Igor; Penta, Bradley; Friedrichs, Marjorie A. M.; Helber, Robert; Arnone, Robert A.

    2009-02-01

    The increasing complexity of coupled hydrodynamic-ecosystem models may require skill assessment methods that both quantify various aspects of model performance and visually summarize these aspects within compact diagrams. Hence summary diagrams, such as the Taylor diagram [Taylor, 2001, Journal of Geophysical Research, 106, D7, 7183-7192], may meet this requirement by exploiting mathematical relationships between widely known statistical quantities in order to succinctly display a suite of model skill metrics in a single plot. In this paper, sensitivity results from a coupled model are compared with Sea-viewing Wide Field-of-view Sensor (SeaWiFS) satellite ocean color data in order to assess the utility of the Taylor diagram and to develop a set of alternatives. Summary diagrams are only effective as skill assessment tools insofar as the statistical quantities they communicate adequately capture differentiable aspects of model performance. Here we demonstrate how the linear correlation coefficients and variance comparisons (pattern statistics) that constitute a Taylor diagram may fail to identify other potentially important aspects of coupled model performance, even if these quantities appear close to their ideal values. An additional skill assessment tool, the target diagram, is developed in order to provide summary information about how the pattern statistics and the bias (difference of mean values) each contribute to the magnitude of the total Root-Mean-Square Difference (RMSD). In addition, a potential inconsistency in the use of RMSD statistics as skill metrics for overall model and observation agreement is identified: underestimates of the observed field's variance are rewarded when the linear correlation scores are less than unity. An alternative skill score and skill score-based summary diagram is presented.

  12. Notes from the Field: Residents' Perceptions of Simulation-Based Skills Assessment in Obstetrics and Gynecology.

    PubMed

    Winkel, Abigail Ford; Niles, Paulomi; Lerner, Veronica; Zabar, Sondra; Szyld, Demian; Squires, Allison

    2016-03-01

    Simulation in obstetrics and gynecology (OBGYN) training captures a range of interpersonal, cognitive, and technical skills. However, trainee perspectives on simulation-based assessment remain unexplored. After an observed structured clinical examination (OSCE) simulation hybrid exam, two focus groups of residents were conducted. Analysis grounded in a thematic coding guided the qualitative research process. Responses suggest a valuation of cognitive and technical skills over interpersonal skills. Realism was seen as critical and residents perceived the assessment as more valuable for the educator than the learner. Feedback was highly valued. Resident perspectives on this exam give insight into their perceptions of simulation-based assessment as well as their conceptions of their own learning through simulations. PMID:25511557

  13. Assessing family caregiver skill in managing behavioral symptoms of Alzheimer’s disease

    PubMed Central

    Farran, Carol J.; Fogg, Louis G.; McCann, Judith J.; Etkin, Caryn; Dong, Xinqi; Barnes, Lisa L.

    2011-01-01

    Objectives This measurement study operationalized family caregiver skill in managing behavioral symptoms associated with Alzheimer’s disease (AD) by testing a Caregiver Assessment of Behavioral Skill-Self Report measure (CAB-SR). Method A cross-sectional design was used. Caregivers had a family member with possible/probable AD, resided at home with the care recipient and provided the majority of care (N=82). The mail-administered assessment included the CAB-SR and other care recipient and caregiver measures. Results Preliminary CAB-SR reliability and validity were determined, using reliability, factor analytic and correlational procedures. Conclusion This measure provides a preliminary assessment of caregiver skill in managing behavioral symptoms of AD and shows promise for use in research and clinical intervention settings. PMID:21500018

  14. Assessing Teaching Skills with a Mobile Simulation

    ERIC Educational Resources Information Center

    Gibson, David

    2013-01-01

    Because mobile technologies are overtaking personal computers as the primary tools of Internet access, and cloud-based resources are fundamentally transforming the world's knowledge, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K-12 teachers. A key feature of mobile technology…

  15. Assessing Thinking Skills in Social Problem Solving.

    ERIC Educational Resources Information Center

    Nagy, Philip

    The purpose of this report is to explore an analysis of discussions, among groups of elementary school children, of a social problem. The intent of the research is to contribute to the advancement of methods for program and student assessment, particularly toward goals not usually evaluated by traditional testing programs. The analysis method used…

  16. Clinical Research Careers: Reports from a NHLBI Pediatric Heart Network Clinical Research Skills Development Conference

    PubMed Central

    Lai, Wyman W.; Richmond, Marc; Li, Jennifer S.; Saul, J. Philip; Mital, Seema; Colan, Steven D.; Newburger, Jane W.; Sleeper, Lynn A.; McCrindle, Brain W.; Minich, L. LuAnn; Goldmuntz, Elizabeth; Marino, Bradley S.; Williams, Ismee A.; Pearson, Gail D.; Evans, Frank; Scott, Jane D.; Cohen, Meryl S.

    2013-01-01

    Background Wyman W. Lai, MD, MPH, and Victoria L. Vetter, MD, MPH. The Pediatric Heart Network (PHN), funded under the U.S. National Institutes of Health-National Heart, Lung, and Blood Institute (NIH–NHLBI), includes two Clinical Research Skills Development (CRSD) Cores, which were awarded to The Children's Hospital of Philadelphia and to the Morgan Stanley Children's Hospital of New York–Presbyterian. To provide information on how to develop a clinical research career to a larger number of potential young investigators in pediatric cardiology, the directors of these two CRSD Cores jointly organized a one-day seminar for fellows and junior faculty from all of the PHN Core sites. The participants included faculty members from the PHN and the NHLBI. The day-long seminar was held on April 29, 2009, at the NHLBI site, immediately preceding the PHN Steering Committee meeting in Bethesda, MD. Methods The goals of the seminar were 1) to provide fellows and early investigators with basic skills in clinical research 2) to provide a forum for discussion of important research career choices 3) to introduce attendees to each other and to established clinical researchers in pediatric cardiology, and 4) to publish a commentary on the future of clinical research in pediatric cardiology. Results The following chapters are compilations of the talks given at the 2009 PHN Clinical Research Skills Development Seminar, published to share the information provided with a broader audience of those interested in learning how to develop a clinical research career in pediatric cardiology. The discussions of types of clinical research, research skills, career development strategies, funding, and career management are applicable to research careers in other areas of clinical medicine as well. Conclusions The aim of this compilation is to stimulate those who might be interested in the research career options available to investigators. PMID:21167335

  17. An assessment tool for developing healthcare managerial skills and roles.

    PubMed

    Guo, Kristina L

    2003-01-01

    This article is based on a study to identify, and by doing so help develop, the skills and roles of senior-level healthcare managers related to the needs of the current healthcare environment. To classify these roles and skills, a qualitative study was conducted to examine the literature on forces in the healthcare environment and their impact on managers. Ten senior managers were interviewed, revealing six roles as the most crucial to their positions along with the skills necessary to perform those roles. A pilot study was conducted with these senior managers to produce a final assessment tool. This assessment tool helps managers to identify strengths and weaknesses, develop in deficient areas, and promote competence in all areas as demanded by the market and organization. This tool can be used by organizations in the recruitment process and in the training process.

  18. Assessing skill of a global bimonthly streamflow ensemble prediction system

    NASA Astrophysics Data System (ADS)

    van Dijk, A. I.; Peña-Arancibia, J.; Sheffield, J.; Wood, E. F.

    2011-12-01

    Ideally, a seasonal streamflow forecasting system might be conceived of as a system that ingests skillful climate forecasts from general circulation models and propagates these through thoroughly calibrated hydrological models that are initialised using hydrometric observations. In practice, there are practical problems with each of these aspects. Instead, we analysed whether a comparatively simple hydrological model-based Ensemble Prediction System (EPS) can provide global bimonthly streamflow forecasts with some skill and if so, under what circumstances the greatest skill may be expected. The system tested produces ensemble forecasts for each of six annual bimonthly periods based on the previous 30 years of global daily gridded 1° resolution climate variables and an initialised global hydrological model. To incorporate some of the skill derived from ocean conditions, a post-EPS analog method was used to sample from the ensemble based on El Niño Southern Oscillation (ENSO), Indian Ocean Dipole (IOD), North Atlantic Oscillation (NAO) and Pacific Decadal Oscillation (PDO) index values observed prior to the forecast. Forecasts skill was assessed through a hind-casting experiment for the period 1979-2008. Potential skill was calculated with reference to a model run with the actual forcing for the forecast period (the 'perfect' model) and was compared to actual forecast skill calculated for each of the six forecast times for an average 411 Australian and 51 pan-tropical catchments. Significant potential skill in bimonthly forecasts was largely limited to northern regions during the snow melt period, seasonally wet tropical regions at the transition of wet to dry season, and the Indonesian region where rainfall is well correlated to ENSO. The actual skill was approximately 34-50% of the potential skill. We attribute this primarily to limitations in the model structure, parameterisation and global forcing data. Use of better climate forecasts and remote sensing

  19. The Status of Alternative Assessments through the 1990s: Performance and Authentic Assessments in Relation to Vocational-Technical Education Technical Skills, Workplace Skills, and Related Academic Skills.

    ERIC Educational Resources Information Center

    Border, Barbara

    This study examines performance and authentic assessments related to job and academic skills. It begins with a general historical perspective that discusses the evolution of assessment systems used by education and industry in the United States, Germany, the United Kingdom, Australia, and Japan. The influence of federal policy also is discussed,…

  20. Examination of the Psychometric Properties of the Measurement Skills Assessment

    ERIC Educational Resources Information Center

    Vasilyeva, Marina; Ludlow, Larry H.; Casey, Beth M.; Onge, Caroline St.

    2009-01-01

    This article introduces the Measurement Skills Assessment (MeSA), which was designed to evaluate the mastery of measurement in elementary school students. The primary objectives for the MeSA include covering a broad range of measurement concepts, distinguishing between major subtypes of measurement, and constructing a continuum of items varying in…

  1. Using Oral Exams to Assess Communication Skills in Business Courses

    ERIC Educational Resources Information Center

    Burke-Smalley, Lisa A.

    2014-01-01

    Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

  2. Assessment of Critical Business Skill Development by MBA Alumni

    ERIC Educational Resources Information Center

    Glynn, Joseph G.; Wood, Gregory R.

    2008-01-01

    Six years of survey data were analyzed to assess, among other things, the degree to which an AACSB accredited graduate business program successfully developed student skills in a variety of areas deemed important for career success. The study illustrates a methodology institutions can use to respond to increasing demands for program evaluation and…

  3. Assessing the Writing Skill of Prospective English Teachers.

    ERIC Educational Resources Information Center

    Veal, Ramon; Hulme, Gale

    The basic communication skills of prospective teachers at the University of Georgia were assessed with knowledge and performance instruments. The knowledge instrument was a criterion referenced test in communicative arts (logical reasoning, library research, composition, language, communications media and careers, literature, reading, and oral…

  4. Assessment of Cognitive Social Skills in Learning Disabled Boys.

    ERIC Educational Resources Information Center

    Romano, Joan M.; Bellack, Alan S.

    Cognitive social skills were assessed in 22 learning disabled (LD), 18 behavior problem, and 20 control boys in grades 7-9. Measures included an interview tapping social knowledge, self-reported behavior, generation of alternative solutions to social problems, and the Wechsler Intelligence Scale for Children-Revised Vocabulary Scale. Sociometric…

  5. Adapted Assessment of Phonological Sensitivity Skills: A Preliminary Investigation

    ERIC Educational Resources Information Center

    Pufpaff, Lisa A.

    2011-01-01

    Children with little or no functional speech are at risk for literacy acquisition. Assessment of early literacy skills is particularly challenging among this population due to the need for children to provide a spoken response to tasks. This study explored the effects of adapted response modes on measures of phonological sensitivity. Assessment…

  6. Continuing care nurses' perceptions of need for physical assessment skills.

    PubMed

    Anderson, M C; Skillen, D L; Knight, C L

    2001-07-01

    The purpose of this descriptive research was to identify the perceived learning needs of registered nurse case managers for physical assessment skills, their facility with computers, and barriers and supports to the enhancement and application of physical assessment by these caregivers in the work-place. Nineteen continuing care facilities in one Alberta Health Region participated. Using data source triangulation, two independent groups, case managers (n = 150) and nurse administrators or staff development officers (n = 39) responded to a questionnaire developed by the researchers. The case managers reported that skill in physical assessment was very important in their work, but current skill was inadequate to meet resident care needs. Both groups ranked the thorax and lungs, cardiovascular/peripheral vascular systems, and abdomen as the top three body systems or regions in terms of the case managers' learning needs. This research identified that for these case managers, upgrading skills in physical assessment was a continuing education priority and suggested computer-assisted instruction as a potential delivery method.

  7. Clinical Vignettes Improve Performance in Anatomy Practical Assessment

    ERIC Educational Resources Information Center

    Ikah, December S. K.; Finn, Gabrielle M.; Swamy, Meenakshi; White, Pamela M.; McLachlan, John C.

    2015-01-01

    Although medical curricula now adopt an integrated teaching approach, this is not adequately reflected in assessment of anatomy knowledge and skills. In this study, we aimed to explore the impact of the addition of clinical vignette to item stems on students' performance in anatomy practical examinations. In this study, 129 undergraduate medical…

  8. Assessment of Macular Function Using the SKILL Card in Adults With Type 2 Diabetes Mellitus

    PubMed Central

    Dhamdhere, Kavita P.; Schneck, Marilyn E.; Bearse, Marcus A.; Lam, Wendy; Barez, Shirin; Adams, Anthony J.

    2014-01-01

    Purpose. To evaluate the impact of reduced contrast and reduced luminance on visual acuity (VA) using the Smith–Kettlewell Institute Low Luminance (SKILL) Card in patients with type 2 diabetes mellitus (T2DM). Methods. We studied adults aged 27 to 65 years, 32 with T2DM and no retinopathy (NoRet group), 22 with T2DM and nonproliferative diabetic retinopathy (NPDR group), and 38 healthy control subjects. Monocular high-contrast (SKILL light) and low-contrast, low-luminance (SKILL dark) near visual acuities were tested. The SKILL score was calculated as the difference between dark chart and light chart acuities and was corrected for age. Contrast sensitivity (CS) was also measured. Subject group differences were examined using ANOVA and Tukey honestly significant difference test. Receiver operating characteristic curve analysis was used to assess the ability of the SKILL Card and CS to discriminate the subject groups. Results. The SKILL score and CS were significantly worse in both diabetes groups compared with the controls (P < 0.01). SKILL scores in the NPDR group were poorest (highest) and significantly worse than those in the NoRet group (P < 0.05). SKILL scores discriminated NPDR and NoRet patients from the controls with high accuracy (99% and 88%, respectively), which was significantly (P < 0.03) better than CS (78% and 74%, respectively). Conclusions. The SKILL Card demonstrated vision function changes in diabetes even in the absence of clinically evident retinopathy. Diabetic retinopathy led to a further increase in the SKILL score, while high-contrast VA remained unchanged. PMID:24825104

  9. The standardized patient encounter: a dynamic educational approach to enhance students' clinical healthcare skills.

    PubMed

    Herge, E Adel; Lorch, Arlene; Deangelis, Tina; Vause-Earland, Tracey; Mollo, Kimberly; Zapletal, Audrey

    2013-01-01

    Occupational therapy educators are challenged to prepare students entering the profession to be skilled in assessment, critical thinking, self-analysis, and decision-making. Simulation is an effective strategy used in medical and nursing curriculums to develop or enhance critical thinking, self-analysis, and decision-making skills. Through simulated learning activities, such as encounters with standardized patients (SP), students develop skills in decision-making, clinical reasoning, and interpersonal communication, skills necessary to function effectively in the current health care environment. This paper describes the process for integrating SP encounters in a professional healthcare curriculum for occupational therapy graduate students. Evidence that supports the use of simulation in healthcare curriculums for health profession students is explored. An example of an SP encounter in one occupational therapy course is described to illustrate how students engage in higher-level thinking as they administer an assessment tool and interact with an SP. The process of developing and evaluating the SP encounter is described and the outcomes are presented. The authors believe the SP experience is a viable teaching method in preparing competent, reflective practitioners for tomorrow's healthcare environment.

  10. Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

    PubMed Central

    Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

    2016-01-01

    Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

  11. Brief Report: Suitability of the Social Skills Performance Assessment (SSPA) for the Assessment of Social Skills in Adults with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Verhoeven, E. W. M.; Smeekens, I.; Didden, R.

    2013-01-01

    The present study aims at examining whether the "Social Skills Performance Assessment" (SSPA; Patterson et al. in "Schizophr Res" 48(2-3):351-360, 2001) is a suitable performance-based measure to assess social skills in adults with autism spectrum disorders (ASD). For this purpose, social skills of individuals with ASD and…

  12. Assessing clinical competency in the health sciences

    NASA Astrophysics Data System (ADS)

    Panzarella, Karen Joanne

    To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p < .05 and for the HD case r = .700, p < .01. The SPs scored students higher than the other raters. Students' self-assessments were most closely aligned with the investigator. Effects were apparent due to case. Content validity was gathered in the process of developing cases and patient scenarios that were used in this study. Construct validity was obtained from the survey results analyzed from the experts and students. Future studies should examine the effect of rater training upon the reliability. Criterion or predictive validity could be further studied by comparing students' performances on the ISPE with other independent estimates

  13. The Differential Effects of Task Complexity on Domain-Specific and Peer Assessment Skills

    ERIC Educational Resources Information Center

    van Zundert, Marjo J.; Sluijsmans, Dominique M. A.; Konings, Karen D.; van Merrienboer, Jeroen J. G.

    2012-01-01

    In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial…

  14. Getting Started on Assessment: Developing a Voluntary System of Assessment and Certification Based on Skill Standards.

    ERIC Educational Resources Information Center

    National Skill Standards Board (DOL/ETA), Washington, DC.

    This manual provides practical advice for voluntary partnerships that, since 1994, are part of the effort to build a voluntary national system of skill standards, assessment, and certification. Intended to be used with guidance from the National Skill Standards Board, it is designed for the voluntary partnerships that have completed the standards…

  15. A vertically integrated geriatric curriculum improves medical student knowledge and clinical skills.

    PubMed

    Supiano, Mark A; Fitzgerald, James T; Hall, Karen E; Halter, Jeffrey B

    2007-10-01

    The objective of this study was to determine the effect of a vertically integrated curriculum intervention on the geriatric knowledge and performance in clinical skills of third-year medical students. This observational cohort study conducted at the University of Michigan Medical School evaluates the performance of 622 third-year medical students from the graduating class years of 2004 through 2007. An integrated curriculum intervention was developed and implemented for the class of 2006. Its elements included identification and tracking of geriatric learning outcomes in an individualized Web-based student portfolio, integration of geriatric content into preclinical courses, development of a geriatric functional assessment standardized patient instructor, and an experience in a geriatrics clinic during the ambulatory component of the third-year internal medicine clerkship. Medical student performance was assessed on a geriatric knowledge test and during a geriatric functional assessment station administered during an Observed Structured Clinical Examination (OSCE) at the beginning of the fourth year. Student performance on the geriatric functional assessment OSCE station progressively improved from pre-intervention performance (mean performance+/-standard deviation 43+/-15% class of 2005, 62 + 15% class of 2006, 78+/-10% class of 2007; analysis of variance, P<.001). Similarly, student performance on the geriatric knowledge test was significantly better for the classes of 2006 and 2007 than for the class of 2005 (model F ratio=4.72; P<.001). In conclusion, an integrated approach to incorporating new educational geriatric objectives into the medical school curriculum leads to significant improvements in medical student knowledge and in important clinical skills in the functional assessment of older patients.

  16. A contextual clinical assessment for student midwives in Ireland.

    PubMed

    Phelan, Agnes; O Connell, Rhona; Murphy, Margaret; McLoughlin, Geri; Long, Olive

    2014-03-01

    Newly qualified midwives are required to be competent, safe practitioners providing high standards of care for mothers and babies. The role of educators is to teach for a sense of salience to enable students to meet this challenge with confidence and competence and to develop clinical reasoning skills. The difficulties of formulating an assessment that captures all these elements is challenging for all involved in midwifery education. Although the Objective Structured Clinical Skills Examination (OSCE) is a useful format for assessing aspects of practice, it does not capture the students' simultaneous interaction with a woman and her baby while performing routine care where a variety of issues can be assessed in a contextual way. In University College Cork, a clinical assessment has been developed whereby students perform an aspect of clinical care followed by a low-fidelity simulated pregnancy complication or emergency appropriate to the student's level of learning. The students demonstrate their level of knowledge and skills in a contextual environment. Assessment in practice is challenging for midwives and educators but is essential in determining fitness for entry into the profession. PMID:24238734

  17. Promoting Clinical Knowledge, Skills, and Empathy via a Creative Self-Suicide Assignment: Rationale, Purpose, and Student Responses

    ERIC Educational Resources Information Center

    Cook, Katrina; Juhnke, Gerald A.; Peters, Scott W.; Marbach, Christina R.; Day, Sally; Choucroun, Pierre; Baker, Ria E.

    2007-01-01

    Suicide is a leading cause of American deaths. Given suicide's overall frequency and negative effects, specialized suicide training is warranted. This article describes a creative self-suicide assignment designed to enhance doctoral students' suicide assessment and intervention knowledge and clinical skills, and promote greater counselor empathy…

  18. Training and assessment of laparoscopic skills using a haptic simulator.

    PubMed

    Rolfsson, Göran; Nordgren, Anna; Bindzau, Stefan; Hagström, J-P; McLaughlin, John; Thurfjell, Lennart

    2002-01-01

    Surgical simulation is a promising technique for training of laparoscopic surgery. Computer based simulation provides not only a cost effective alternative to traditional training but also a way to assess the surgeons performance. In this paper, we present a haptic simulator that allows for training and assessment of basic laparoscopic skills. The skills trained are modeled around a cholecystectomy procedure and include bi-manual dissection, clips setting, catheter insertion and cutting. The system uses accurate anatomic models of the organs involved in the procedure. This combined with effective methods for soft tissue deformation and haptic feedback, giving the surgeon a precise feeling of the interaction between organs and surgical instruments, provides a realistic training environment. The system has been designed with procedural training in mind and by putting together the individual tasks it will be possible to train on performing a complete cholecystectomy procedure. PMID:15458123

  19. Using a Structured Assessment Tool to Evaluate Nontechnical Skills of Nurse Anesthetists.

    PubMed

    Lyk-Jensen, Helle Teglgaard; Dieckmann, Peter; Konge, Lars; Jepsen, Rikke Malene H G; Spanager, Lene; Østergaard, Doris

    2016-04-01

    Nontechnical skills are critical for good anesthetic practice but are seldom addressed explicitly in clinical training. The purposes of this study were (1) to evaluate the reliability and validity of the observation-based assessment tool Nurse Anaesthetists' Non-Technical Skills system (N-ANTS) and (2) to evaluate the effect of training nurse anesthetist supervisors in the use of N-ANTS. This system comprises a global rating score, 4 categories, and 15 elements to rate nurse anesthetists' nontechnical skills. A 1-day workshop was conducted for 22 nurse anesthetist supervisors to rate nurse anesthetists' nontechnical skills in 9 scripted video scenarios. Data were gathered from 2 rating sessions separated by a 2-hour training session. The interrater reliability was high before and after the training. It remained stable for the global rating score in N-ANTS and its category ratings, but improved at the elements level. When the raters' ratings were compared with ratings by an expert reference group, there was no statistically significant effect on training. We conclude that Danish nurse anesthetist supervisors without further rater training besides their work experience can use N-ANTS to assess nontechnical skills of nurse anesthetists. PMID:27311153

  20. Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

    PubMed

    Coker, Patty

    2010-01-01

    This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

  1. A new methodology for teaching clinical reasoning skills: problem solving clinical seminars.

    PubMed

    Struyf, E; Beullens, J; Van Damme, B; Janssen, P; Jaspaert, H

    2005-06-01

    In the final year of the medical curriculum of the Faculty of Medicine of the Katholieke Universiteit Leuven (Belgium), a new methodology for teaching clinical skills was introduced: Problem Solving Clinical Seminars (PSCS). Two eight-week series of 70 seminars were offered. Students prepared for the seminars in groups of five students who worked on one or more clinical cases followed by half-open questions. Additional information was collected individually. At the clinical seminar the solutions were presented and discussed, guided by a clinical teacher. A questionnaire was administered to investigate whether students perceive the new type of clinical seminars as a powerful learning environment. Students were satisfied with the new methodology. The importance of the postulated educational aspects--preparation, clinical case and the seminar--was confirmed. The preparation phase (self-study and group work) and the clinical seminar were experienced as two separate and important learning events. The implementation of the problem solving clinical seminars is considered by students to be a powerful learning environment and therefore a broader applicability of the PSCS methodology is recommended.

  2. The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

    ERIC Educational Resources Information Center

    Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

    2010-01-01

    This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

  3. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

    ERIC Educational Resources Information Center

    Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

    2010-01-01

    Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

  4. Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne

    2011-01-01

    Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

  5. Teaching Clinical Reasoning and Problem-solving Skills Using Human Patient Simulation

    PubMed Central

    Vyas, Deepti; Ottis, Erica J.; Caligiuri, Frank J.

    2011-01-01

    This paper discusses using human patient simulation (HPS) to expose students to complex dynamic patient cases that require clinical judgment, problem-solving skills, and teamwork skills for success. An example of an HPS exercise used to teach multifaceted clinical concepts in a therapeutics course also is provided. PMID:22171117

  6. Impact of Facilitated Asynchronous Distance Education on Clinical Skills Development of International Pharmacy Graduates

    ERIC Educational Resources Information Center

    Austin, Zubin; Dean, Marie Rocchi

    2006-01-01

    The use of distance education for clinical skills development in the health professions has not been extensively described, due in part to the intensive nature of the relationship between the patient and practitioner. In the context of pharmacy practice, there are specific needs to develop new vehicles for clinical skills education due to growing…

  7. Assessment Training Effects on Student Assessment Skills and Task Performance in a Technology-Facilitated Peer Assessment

    ERIC Educational Resources Information Center

    Liu, Xiongyi; Li, Lan

    2014-01-01

    This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the…

  8. Goodness of Fit of Skills Assessment Approaches: Insights from Patterns of Real vs. Synthetic Data Sets

    ERIC Educational Resources Information Center

    Beheshti, Behzad; Desmarais, Michel C.

    2015-01-01

    This study investigates the issue of the goodness of fit of different skills assessment models using both synthetic and real data. Synthetic data is generated from the different skills assessment models. The results show wide differences of performances between the skills assessment models over synthetic data sets. The set of relative performances…

  9. Rapid application design of an electronic clinical skills portfolio for undergraduate medical students.

    PubMed

    Dornan, Tim; Lee, Catherine; Stopford, Adam; Hosie, Liam; Maredia, Neil; Rector, Alan

    2005-04-01

    The aim was to find how to use information and communication technology to present the clinical skills content of an undergraduate medical curriculum. Rapid application design was used to develop the product, and technical action research was used to evaluate the development process. A clinician-educator, two medical students, two computing science masters students, two other project workers, and a hospital education informatics lead, formed a design team. A sample of stakeholders took part in requirements planning workshops and continued to advise the team throughout the project. A university hospital had many features that favoured fast, inexpensive, and successful system development: a clearly defined and readily accessible user group; location of the development process close to end-users; fast, informal communication; leadership by highly motivated and senior end-users; devolved authority and lack of any rigidly imposed management structure; cooperation of clinicians because the project drew on their clinical expertise to achieve scholastic goals; a culture of learning and involvement of highly motivated students. A detailed specification was developed through storyboarding, use case diagramming, and evolutionary prototyping. A very usable working product was developed within weeks. "SkillsBase" is a database web application using Microsoft Active Server Pages, served from a Microsoft Windows 2000 Server operating system running Internet Information Server 5.0. Graphing functionality is provided by the KavaChart applet. It presents the skills curriculum, provides a password-protected portfolio function, and offers training materials. The curriculum can be presented in several different ways to help students reflect on their objectives and progress towards achieving them. The reflective portfolio function is entirely private to each student user and allows them to document their progress in attaining skills, as judged by self, peer and tutor assessment, and

  10. Rapid application design of an electronic clinical skills portfolio for undergraduate medical students.

    PubMed

    Dornan, Tim; Lee, Catherine; Stopford, Adam; Hosie, Liam; Maredia, Neil; Rector, Alan

    2005-04-01

    The aim was to find how to use information and communication technology to present the clinical skills content of an undergraduate medical curriculum. Rapid application design was used to develop the product, and technical action research was used to evaluate the development process. A clinician-educator, two medical students, two computing science masters students, two other project workers, and a hospital education informatics lead, formed a design team. A sample of stakeholders took part in requirements planning workshops and continued to advise the team throughout the project. A university hospital had many features that favoured fast, inexpensive, and successful system development: a clearly defined and readily accessible user group; location of the development process close to end-users; fast, informal communication; leadership by highly motivated and senior end-users; devolved authority and lack of any rigidly imposed management structure; cooperation of clinicians because the project drew on their clinical expertise to achieve scholastic goals; a culture of learning and involvement of highly motivated students. A detailed specification was developed through storyboarding, use case diagramming, and evolutionary prototyping. A very usable working product was developed within weeks. "SkillsBase" is a database web application using Microsoft Active Server Pages, served from a Microsoft Windows 2000 Server operating system running Internet Information Server 5.0. Graphing functionality is provided by the KavaChart applet. It presents the skills curriculum, provides a password-protected portfolio function, and offers training materials. The curriculum can be presented in several different ways to help students reflect on their objectives and progress towards achieving them. The reflective portfolio function is entirely private to each student user and allows them to document their progress in attaining skills, as judged by self, peer and tutor assessment, and

  11. Ability-versus skill-based assessment of emotional intelligence.

    PubMed

    Bradberry, Travis R; Su, Lac D

    2006-01-01

    Emotional intelligence has received an intense amount of attention in leadership circles during the last decade and continuing debate exists concerning the best method for measuring this construct. This study analyzed leader emotional intelligence scores, measured via skill and ability methodologies, against leader job performance. Two hundred twelve employees from three organizations participated in this study. Scores on the Emotional Intelligence Appraisal, a skill-based assessment, were positively, though not significantly, correlated with scores on the MSCEIT, an ability-based assessment of emotional intelligence. Scores on the MSCEIT did not have a significant relationship with job performance in this study, whereas, scores on the Emotional Intelligence Appraisal had a strong link to leader job performance. The four subcomponents of the Emotional Intelligence Appraisal were examined against job performance. Relationship management was a stronger predictor of leader job performance than the other three subcomponents. Social awareness was the single emotional intelligence skill that did not have a significant link to leader job performance. Factor analyses yielded a two-component model of emotional intelligence encompassing personal and social competence, rather than confirmation of a four-part taxonomy. PMID:17295959

  12. New graduate nurses, new graduate nurse transition programs, and clinical leadership skill: a systematic review.

    PubMed

    Chappell, Kathy B; Richards, Kathy C

    2015-01-01

    This systematic review evaluated the relationship between new graduate nurses and clinical leadership skill, and between new graduate nurse transition programs and clinical leadership skill. New graduate nurse transition programs have been cited as one strategy to improve clinical leadership skill, but to our knowledge, no one has synthesized the evidence on new graduate nurse transition programs and clinical leadership skill. Results of this review showed that new graduate nurse transition programs that were at least 24 weeks in length had a positive impact on clinical leadership skill. New graduate nurse transition programs using the University HealthSystem Consortium/American Association of Colleges of Nursing Nurse Residency curriculum had the greatest impact, followed by curriculum developed by the Versant New Graduate RN Residency, an important finding for nursing professional development specialists.

  13. Comparison of student self-assessment with faculty assessment of clinical competence.

    PubMed

    Root Kustritz, Margaret V; Molgaard, Laura K; Rendahl, Aaron

    2011-01-01

    At the University of Minnesota, fourth-year veterinary students assessed their clinical competence after completion of a small-animal, internal-medicine clinical rotation using the same rotation assessment form used by supervising faculty. Grades were compared between the two groups. Students identified by faculty as low-performing were more likely to overestimate their competence in the areas of knowledge, clinical skill, and professionalism than were students identified by faculty as higher performing. This finding mirrors research results in human health professional training. Self-assessment should not be used as the primary or sole measure of clinical competence in veterinary medical training without the introduction of measures to ensure the accuracy of student self-assessment, measures that include active faculty mentoring of student self-assessment, student goal-setting and reflection, and availability of subsequent opportunities to practice additional self-assessment.

  14. Mining Sector. Basic Skills Needs Assessment. INCO (Manitoba Division) & Local 6166 United Steelworkers of America.

    ERIC Educational Resources Information Center

    Cole, Lee Thomas

    A project examined the skills gap within the mining industry, identified and prioritized skills common to all jobs and occupations, and provided insight into skills that workers are likely to need in the future. The research for the basic skills needs assessment was conducted from June-October 1993 at INCO's Manitoba Division Operations in…

  15. Shortcomings in the evaluation of students' clinical skills and behaviors in medical school.

    PubMed

    Kassebaum, D G; Eaglen, R H

    1999-07-01

    The authors review the methods by which U.S. medical schools have evaluated student achievement during the twentieth century, especially for the assessment of noncognitive abilities, including clinical skills and behaviors. With particular reference to the current decade, information collected by the Liaison Committee on Medical Education (LCME) is used to examine the congruence of assessment methods with the rising tide of understanding--and accreditation requirements--that knowledge, competence, and behavioral objectives require different methods of assessment to measure the extent of students' learning in each domain. Amongst 97 medical schools having accreditation surveys between July 1993 and June 1998, only 186 of 751 basic science courses tested students' noncognitive achievements in things such as the preparation for and participation in small-group conferences, the quality of case-based discussion, library research and literature reviews, and research projects, despite staking out scholarship, habits of life-long learning, and reasoned thinking as educational objectives. In the clerkships of these schools, structured and observed assessments of clinical skills--with standardized patients and/or OSCEs--contributed 7.4-23.1% to a student's grade (depending on the clerkship discipline), while the predominant contribution (50-70% across the clerkships) was made by resident and faculty ratings that were based largely on recollections of case presentations and discussions having little relationship to interpersonal skills, rapport with patients, and logical and sequenced history taking and physical examination. On a more optimistic note, the results show that the number of schools using standardized patients in one or more clerkships increased between 1993 and 1998 from 34.1% to 50.4% of the 125 schools in the United States, and the number of schools using standardized patients in comprehensive fourth-year examinations increased from 19.1% to 48% of the total

  16. Assessing Social Skills in Early Elementary-Aged Children with Autism Spectrum Disorders: The Social Skills Q-Sort

    ERIC Educational Resources Information Center

    Locke, Jill; Kasari, Connie; Wood, Jeffrey J.

    2014-01-01

    This study employed a newly developed measure, the Social Skills Q-Sort (SSQ), to assess paraprofessionals' and teachers' reports of social skills for children with and without ASD. Paraprofessionals and teachers showed good rater-agreement on the SSQ. ROC curve analyses yielded an excellent profile of sensitivity and specificity for…

  17. The art of effectively teaching clinical interviewing skills using role-playing: a primer.

    PubMed

    Barney, Christine; Shea, Shawn Christopher

    2007-06-01

    Time pressure on trainees and supervisors alike places a premium on efficiency in training students to master clinical skills. Through role-playing, a supervisor can create multiple iterations of the desired skill until competence is obtained. The skill training can be advanced in intensity and complexity until the trainer and trainee are confident that the interviewing skill is accessible on demand and that the trainee is comfortable with its use. This article focuses on practical methods of creating believable roles for role-playing and how to use them to teach specific interviewing skills strategically.

  18. Assessing the skills of home care workers in helping older people take their prescribed medications.

    PubMed

    Smyth, Elizabeth E J

    2015-08-01

    The Southern Health and Social Care Trust in Northern Ireland applied a modified version of the Objective Structured Clinical Examination (OSCE) to assess the skills of home care workers in assisting older people taking prescribed medications. In Northern Ireland, home care workers are care workers employed by health and social care trusts or private agencies. The application of the model has developed the skills of this staff group, improved the relationship between the commissioner and provider, significantly reduced the time spent by community nurses in individual training and assessment, and enhanced the patient experience for those taking medication. Overall, the application of this model has provided assurances to the Trust board, the executive director of nursing, and operational directors that home care workers are competent in assisting older people in this high-risk activity. PMID:26252238

  19. An assessment of CPR skills using simulation: Are first responders prepared to save lives?

    PubMed

    Everett-Thomas, Ruth; Yero-Aguayo, Mercedes; Valdes, Beatriz; Valdes, Guillermo; Shekhter, Ilya; Rosen, Lisa F; Birnbach, David J

    2016-07-01

    The American Heart Association's (AHA) recommendation for biyearly recertification and annual mandatory CPR training may be suboptimal for first responders (nurses and technicians) working in outpatient clinics (American Heart Association, 2013). To determine the efficacy of the AHA guidelines, 40 simulated sudden cardiac arrest (SCA) encounters were conducted followed by debriefing and a subsequent SCA to determine a basic level of CPR proficiency. First responders' CPR skills were evaluated using a 19-item assessment form to quantify the event. A comparison of scores using two different viewing modalities was performed to provide an assessment of the training program. Of the 40 sessions, group mean performance scores for the first encounter were just above the organization's minimum required score of 24. Performance scores increased slightly (27-28) after the second encounter. Proficiency of skills was poor and frequent basic life support training may be indicated to help first responders provide high-quality CPR. PMID:27428694

  20. Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study.

    PubMed

    Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Bennett, Austin

    2016-03-01

    This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009). Fourth- and fifth-grade students (n = 1,346-1,926) were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students' motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students' demonstration of motor skill competency during a regular PE lesson. Key pointsCATCH PE is an empirically-evidenced quality PE curricular that is conducive to improving students' manipulative skill competency.Boys significantly outperformed than girls in all three manipulative skills.Girls need to improve motor skill competency in striking skill. PE Metrics are feasible assessment rubrics that can be easily used by trained physical

  1. Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study

    PubMed Central

    Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Bennett, Austin

    2016-01-01

    This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009). Fourth- and fifth-grade students (n = 1,346-1,926) were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students’ motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students’ demonstration of motor skill competency during a regular PE lesson. Key points CATCH PE is an empirically-evidenced quality PE curricular that is conducive to improving students’ manipulative skill competency. Boys significantly outperformed than girls in all three manipulative skills. Girls need to improve motor skill competency in striking skill. PE Metrics are feasible assessment rubrics that can be easily used by trained

  2. Clinical assessment of auditory dysfunction.

    PubMed Central

    Thomas, W G

    1982-01-01

    Many drugs, chemical substances and agents are potentially toxic to the human auditory system. The extent of toxicity depends on numerous factors. With few exceptions, toxicity in the auditory system affects various organs or cells within the cochlea or vestibular system, with brain stem and other central nervous system involvement reported with some chemicals and agents. This ototoxicity usually presents as a decrease in auditory sensitivity, tinnitus and/or vertigo or loss of balance. Classical and newer audiological techniques used in clinical assessment are beneficial in specifying the site of lesion in the cochlea, although auditory test results, themselves, give little information regarding possible pathology or etiology within the cochlea. Typically,, ototoxicity results in high frequency hearing loss, progressive as a function of frequency, usually accompanied by tinnitus and occasionally by vertigo or loss of balance. Auditory testing protocols are necessary to document this loss in auditory function. PMID:7044778

  3. Skills Needs Assessment Process To Support Economic Development. HRD & ALL Research Series. Paper 90-01.

    ERIC Educational Resources Information Center

    Geroy, Gary D.; Kaman, Vickie

    The purpose of skills-training needs-assessment is to identify what type of skills and knowledge are needed to support economic strategies and, as a result, improve organizational decisionmaking related to training investments and general work force development. This paper presents findings of 11 skills-retraining, needs-assessment,…

  4. Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.

    PubMed

    Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

    2008-08-01

    This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the

  5. Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.

    PubMed

    Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

    2008-08-01

    This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the

  6. An Investigation of Factors Influencing Nurses' Clinical Decision-Making Skills.

    PubMed

    Wu, Min; Yang, Jinqiu; Liu, Lingying; Ye, Benlan

    2016-08-01

    This study aims to investigate the influencing factors on nurses' clinical decision-making (CDM) skills. A cross-sectional nonexperimental research design was conducted in the medical, surgical, and emergency departments of two university hospitals, between May and June 2014. We used a quantile regression method to identify the influencing factors across different quantiles of the CDM skills distribution and compared the results with the corresponding ordinary least squares (OLS) estimates. Our findings revealed that nurses were best at the skills of managing oneself. Educational level, experience, and the total structural empowerment had significant positive impacts on nurses' CDM skills, while the nurse-patient relationship, patient care and interaction, formal empowerment, and information empowerment were negatively correlated with nurses' CDM skills. These variables explained no more than 30% of the variance in nurses' CDM skills and mainly explained the lower quantiles of nurses' CDM skills distribution. PMID:26906246

  7. An Investigation of Factors Influencing Nurses' Clinical Decision-Making Skills.

    PubMed

    Wu, Min; Yang, Jinqiu; Liu, Lingying; Ye, Benlan

    2016-08-01

    This study aims to investigate the influencing factors on nurses' clinical decision-making (CDM) skills. A cross-sectional nonexperimental research design was conducted in the medical, surgical, and emergency departments of two university hospitals, between May and June 2014. We used a quantile regression method to identify the influencing factors across different quantiles of the CDM skills distribution and compared the results with the corresponding ordinary least squares (OLS) estimates. Our findings revealed that nurses were best at the skills of managing oneself. Educational level, experience, and the total structural empowerment had significant positive impacts on nurses' CDM skills, while the nurse-patient relationship, patient care and interaction, formal empowerment, and information empowerment were negatively correlated with nurses' CDM skills. These variables explained no more than 30% of the variance in nurses' CDM skills and mainly explained the lower quantiles of nurses' CDM skills distribution.

  8. Reliability and validity of a tool to assess airway management skills in anesthesia trainees

    PubMed Central

    Ahmed, Aliya; Khan, Fauzia Anis; Ismail, Samina

    2016-01-01

    Background and Aims: Gaining expertise in procedural skills is essential for achieving clinical competence during anesthesia training. Supervisors have the important responsibility of deciding when the trainee can be allowed to perform various procedures without direct supervision while ensuring patient safety. This requires robust and reliable assessment techniques. Airway management with bag-mask ventilation and tracheal intubation are routinely performed by anesthesia trainees at induction of anesthesia and to save lives during a cardiorespiratory arrest. The purpose of this study was to evaluate the construct validity, and inter-rater and test-retest reliability of a tool designed to assess competence in bag-mask ventilation followed by tracheal intubation in anesthesia trainees. Material and Methods: Informed consent was obtained from all participants. Tracheal intubation and bag-mask ventilation skills in 10 junior and 10 senior anesthesia trainees were assessed by two investigators on two occasions at a 3-4 weeks interval, using a procedure-specific assessment tool. Results: Average kappa value for inter-rater reliability was 0.91 and 0.99 for the first and second assessments, respectively, with an average agreement of 95%. The average agreement for test-retest reliability was 82% with a kappa value of 0.39. Senior trainees obtained higher scores compared to junior trainees in all areas of assessment, with a significant difference for patient positioning, preoxygenation, and laryngoscopy technique, depicting good construct validity. Conclusion: The tool designed to assess bag-mask ventilation and tracheal intubation skills in anesthesia trainees demonstrated excellent inter-rater reliability, fair test-retest reliability, and good construct validity. The authors recommend its use for formative and summative assessment of junior anesthesia trainees. PMID:27625481

  9. Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

    PubMed Central

    Hecimovich, Mark D.; Volet, Simone E.

    2009-01-01

    Purpose: One important objective of chiropractic education is to foster student professional confidence and competence in patient communication and clinical skills. Therefore, the aim of this article is to review the extant literature on this topic, stressing the significance of building students' confidence for effective practice and the need for more research in this area. Methods: The authors reviewed MEDLINE and ERIC from 1980 through 2008 using several key words pertinent to confidence and health care. Three distinct, but interrelated, bodies of literature were assessed, including professional confidence in health care research, the nature and development of confidence in educational psychology research, and fostering professional confidence in chiropractic education. Results: It was apparent through the review that chiropractic education has developed educational methods and opportunities that may help develop and build student confidence in patient communication and clinical skills. However, there has not been sufficient research to provide empirical evidence of the impact. Conclusion: Fostering chiropractic students' development of confidence in what they say and do is of paramount importance not only to them as new practitioners but more importantly to the patient. There is no doubt that a better understanding of how confidence can be developed and consolidated during tertiary study should be a major goal of chiropractic education PMID:19826543

  10. New paradigm in training of undergraduate clinical skills: the NEPTUNE-CS project at the Split University School of Medicine.

    PubMed

    Simunovic, Vladimir J; Hozo, Izet; Rakic, Mladen; Jukic, Marko; Tomic, Snjezana; Kokic, Slaven; Ljutic, Dragan; Druzijanic, Nikica; Grkovic, Ivica; Simunovic, Filip; Marasovic, Dujomir

    2010-10-01

    Clinical skills' training is arguably the weakest point in medical schools' curriculum. This study briefly describes how we at the Split University School of Medicine cope with this problem. We consider that, over the last decades, a considerable advancement in teaching methodologies, tools, and assessment of students has been made. However, there are many unresolved issues, most notably: (i) the institutional value system, impeding the motivation of the teaching staff; (ii) lack of a strong mentoring system; (iii) organization, timing, and placement of training in the curriculum; (iv) lack of publications pertinent to training; and (v) unwillingness of patients to participate in student training. To improve the existing training models we suggest increased institutional awareness of obstacles, as well as willingness to develop mechanisms for increasing the motivation of faculty. It is necessary to introduce changes in the structure and timing of training and to complement it with a catalog, practicum, and portfolio of clinical skills. At Split University School of Medicine, we developed a new paradigm aimed to improve the teaching of clinical skills called "Neptune-CSS," which stands for New Paradigm in Training of Undergraduate Clinical Skills in Split.

  11. The Skilled Counselor Training Model: Skills Acquisition, Self-Assessment, and Cognitive Complexity

    ERIC Educational Resources Information Center

    Little, Cassandra; Packman, Jill; Smaby, Marlowe H.; Maddux, Cleborne D.

    2005-01-01

    The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres-Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than…

  12. Clerkship maturity: Does the idea of training clinical skills work?

    PubMed Central

    Stosch, Christoph; Joachim, Alexander; Ascher, Johannes

    2011-01-01

    Background: With the reformed curriculum “4C”, the Medical Faculty of the University of Cologne has started to systematically plan practical skills training, for which Clerkship Maturity is the first step. The key guidelines along which the curriculum was development were developed by experts. This approach has now been validated. Materials and methods: Both students and teachers were asked to fill in a questionnaire regarding preclinical practical skills training to confirm the concept of Clerkship Maturity. Results and discussion: The Cologne training program Clerkship Maturity can be validated empirically overall through the activities of the students awaiting the clerkship framework and through the evaluation by the medical staff providing the training. The subjective ratings of the advantages of the training by the students leave room for improvement. Apart from minor improvements to the program, the most likely solution providing sustainable results will involve an over-regional strategy for establishing skills training planned as part of the curriculum. PMID:21866243

  13. Clinical Instructor Characteristics, Behaviors and Skills in Allied Health Care Settings: A Literature Review

    ERIC Educational Resources Information Center

    Levy, Linda S.; Sexton, Patrick; Willeford, K. Sean; Barnum, Mary G.; Guyer, M. Susan; Gardner, Greg; Fincher, A. Louise

    2009-01-01

    The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical…

  14. Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

    ERIC Educational Resources Information Center

    Phillips, Daniel E.

    2013-01-01

    This article describes an experiential learning activity designed to integrate classroom knowledge and a clinical swallowing assessment. Twenty master's-level graduate students in a dysphagia course conducted a clinical swallowing assessment with a resident of an independent retirement community. The exercise was designed to allow students an…

  15. Front-crawl stroke descriptors variability assessment for skill characterisation.

    PubMed

    Dadashi, F; Millet, G P; Aminian, K

    2016-08-01

    The goal of this article is to characterise front-crawl swimming skill based on variability pattern of technique descriptors. Nine national level and nine recreational swimmers performed three 300 m trials in a 50 m outdoor pool, at 70%, 80% and 90% of their front-crawl 400 m personal best time. Using wearable inertial measurement units (IMUs) and validated algorithms we assessed the variability of technique descriptors at each arm cycle (139 ± 17 per trial). We calculated the duration of pull, push and non-propulsive phases, index of coordination (IdC), stroke length, stroke rate and intra-cyclic velocity variation. To track intra-trial technique variability, we calculated the Cauchy index to quantify the stability of multidimensional technique descriptors in space-time. Skilled swimmers, having access to divers motor solutions, achieved significantly higher velocities at similar intensities and similar IdC (P < 0.01) with more stable motor pattern (smaller Cauchy index). Besides, the similarity of intra-cyclic velocity variation at different intensities denotes that skilled swimmers used a wider dynamic range of velocity. We also introduced cycle velocity variation as a new metric of propulsive pattern repeatability and showed cycle velocity variation changes is correlated to the Cauchy index (rx,y = 0.72, P < 0.01). These findings indicate that IdC can be used as a predictor of performance only when swimmers of homogeneous expertise level are studied and suggest the scrutiny of both intra-cyclic velocity variation and cycle velocity variation as a requisite to study the motor adaptations of the swimmer in facing new constraints. PMID:26595663

  16. Phonological skills of children adopted from China: implications for assessment.

    PubMed

    Pollock, Karen E; Price, Johanna R

    2005-02-01

    Little is known about the acquisition of English phonology by children adopted from China. Data are summarized from three recent studies with a focus on the phonological skills of children adopted from China as infants or toddlers. Two longitudinal studies (combined n = 8) described early phonological behaviors (e.g., babbling, phonetic inventories), and found substantial individual variation. In spite of this variation by 3 years of age, nearly all of the children were performing at a level comparable to nonadopted monolingual English-speaking peers. No clear relationship between the early behaviors and outcome at age 3 was found. The third study provided descriptions of the phonological skills of preschoolers ( n = 25) who had been adopted 2 or more years earlier, and found that only a few had persistent phonological delays. Errors were predominantly common developmental errors frequently observed in nonadopted monolingual English-speaking children. These findings suggest that tests and measures developed for monolingual English-speaking children may be used cautiously with children adopted as infants or toddlers who have been in their permanent homes for 2 or more years. Prior to that time, assessment should focus on independent analyses of phonological behaviors with consideration of the child's chronological age, length of exposure to English, and development in other language domains.

  17. A Clinical Skills Instruction Program: The Acute Abdomen.

    ERIC Educational Resources Information Center

    Laube, Douglas W.; And Others

    1982-01-01

    An effective evaluation of the acutely ill female implies a thorough examination that integrates skills representing three learning domains. This process should include: a thorough medical history, a physical examination, good patient-physician rapport, and development of an efficacious management plan. A University of Iowa simulation approach is…

  18. Students' Experiences of Learning Manual Clinical Skills through Simulation

    ERIC Educational Resources Information Center

    Johannesson, Eva; Silen, Charlotte; Kvist, Joanna; Hult, Hakan

    2013-01-01

    Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and…

  19. Providing specialist clinical skills in soft tissue and intra-articular injection through a postgraduate masters module.

    PubMed

    Stevenson, Kay; Waterfield, Jackie

    2005-01-01

    Current philosophy and policy changes in the National Health Service are encouraging healthcare practitioners to extend their clinical skills to create a more patient-centred approach thus allowing patients to be seen in a timely and more appropriate manner. This often requires further development of the practitioners' skills and knowledge. One approach to achieve this is through collaboration between employers and educational providers to ensure that educational experience is not only evidence based but also responsive to the needs of the current and future workforce. A postgraduate module was developed to raise critical and evaluative skills, as well as the technical skills of practitioners using injections in the management of joint and soft tissue pathology, while developing a professional responsibility towards injection practice. The module emphasized learning though experience by contextualizing the theoretical aspects of the module and by its student centred assessments. Further strengths of this module are that it has utilized academic and clinical expertise and knowledge to enable clinicians to gain additional skills and the multidisciplinary approach engendered good working practice Overall the module was evaluated positively by both tutors and students and not only met its aims but also addressed the current professional and policy issues around continuing professional development.

  20. A Methodology for Assessing Skill-Based Educational Outcomes in a Pharmacy Course

    PubMed Central

    Griffiths, Carrie L.

    2015-01-01

    Objective. To develop a methodology for assessing skill development in a course while providing objective evidence of success and actionable data to improve instructional effectiveness. Design. Course objectives were recast as skills to be demonstrated. Confidence in these skills was surveyed before and after the course. Student skills were demonstrated using 4 work products and a multiple-choice examination. Assessment. The change from precourse survey to postcourse survey was analyzed with a paired t test. Quality of the student work product was assessed using scoring guides. All students demonstrated skill mastery by scoring 70% or above on the work product, and 87/88 demonstrated individual progress on the surveyed skills during the 15-week course. Conclusion. This assessment strategy is based on sound design principles and provides robust multi-modal evidence of student achievement in skill development, which is not currently available using traditional student course evaluation surveys. PMID:27168618

  1. Social Skills: Adolf Meyer’s Revision of Clinical Skill for the New Psychiatry of the Twentieth Century

    PubMed Central

    Lamb, Susan

    2015-01-01

    Adolf Meyer (1866–1950) exercised considerable influence over the development of Anglo-American psychiatry during the first half of the twentieth century. The concepts and techniques he implemented at his prominent Phipps Psychiatric Clinic at Johns Hopkins remain important to psychiatric practice and neuro-scientific research today. In the 1890s, Meyer revised scientific medicine’s traditional notion of clinical skill to serve what he called the ‘New Psychiatry’, a clinical discipline that embodied social and scientific ideals shared with other ‘new’ progressive reform movements in the United States. This revision conformed to his concept of psychobiology – his biological theory of mind and mental disorders – and accorded with his definition of scientific medicine as a unity of clinical–pathological methods and therapeutics. Combining insights from evolutionary biology, neuron theory and American pragmatist philosophy, Meyer concluded that subjective experience and social behaviour were functions of human biology. In addition to the time-honoured techniques devised to exploit the material data of the diseased body – observing and recording in the clinic, dissecting in the morgue and conducting histological experiments in the laboratory – he insisted that psychiatrists must also be skilled at wielding social interaction and interpersonal relationships as investigative and therapeutic tools in order to conceptualise, collect, analyse and apply the ephemeral data of ‘social adaptation’. An examination of his clinical practices and teaching at Johns Hopkins between 1913 and 1917 shows how particular historical and intellectual contexts shaped Meyer’s conceptualisation of social behaviour as a biological function and, subsequently, his new vision of clinical skill for twentieth-century psychiatry. PMID:26090738

  2. Computerized Communication Assessment Management: A Multi-Method Approach to Skills and Field Assessment.

    ERIC Educational Resources Information Center

    Aitken, Joan E.

    The Department of Communication Studies at the University of Missouri-Kansas City is developing a computer package designed to teach and assess aural, visual, and oral communication skills through a multi-media approach with classroom tests, portfolios, and performance measures. Before developing the multi-method approach, the department tried six…

  3. Listening Skills Assessment: Manual and Script. 1980 New Hampshire Educational Assessment Program.

    ERIC Educational Resources Information Center

    Devine, Thomas G.; And Others

    Designed to assess listening ability and to indicate implications for listening instruction, this instrument comes in a full and an abbreviated form. The 45 multiple choice items on the full form measure 53 specific listening skills in five categories: (1) simple recall, (2) recognizing and following spoken directions, (3) recognizing a speaker's…

  4. The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective

    PubMed Central

    Peña, Adolfo

    2010-01-01

    Context The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the ‘acquisition’ of clinical skills. Objectives This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus' main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims. Conclusions Although the Dreyfus model may partially explain the ‘acquisition’ of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain ‘acquisition’ of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully. PMID:20563279

  5. Assessment skills of dental students as peer evaluators.

    PubMed

    Kim, Arthur H; Chutinan, Supattriya; Park, Sang E

    2015-06-01

    The aim of this study was to evaluate the level of assessment skills of dental students as evaluators in an introductory dental anatomy preclinical course. Three groups of evaluators independently and separately evaluated each student's wax-ups: seven third-year student evaluators, five fourth-year student evaluators, and four faculty evaluators. There were 13 criteria on which the students' wax-ups for teeth #3, 6, 8, and 12 were evaluated on a scale ranging from 1=honors/highest score to 4=fail/lowest score. Of the three groups of evaluators, scores given by the third-year students were the highest with an average of 2.47 (SD=0.69), while faculty evaluators gave the lowest scores with an average of 2.61 (SD=0.68). The percentages of marginal passes and failing scores given by the third-year students were the lowest (marginal pass=15.8% and fail=17.2%) of the three evaluator groups. The results of the study indicated that assessments were influenced by the type of evaluator. In order to utilize students more effectively as evaluators in preclinical assessments, a calibration method for student and faculty evaluators should be established along with close mentorship by faculty. Involving dental students as peer teachers could reinforce the learning experience for them and encourage them to consider a future academic career.

  6. Using the Dynamic Model to Identify Stages of Teacher Skills in Assessment

    ERIC Educational Resources Information Center

    Christoforidou, Margarita; Xirafidou, Elisavet

    2014-01-01

    The article presents the results of two cross-sectional studies that investigate teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment. The five dimensions of the dynamic model are also taken into account in proposing a framework for measuring teacher skills in assessment.…

  7. Survey of Assessment of Basic Skills in Illinois Public Two Year Colleges. Report #99.

    ERIC Educational Resources Information Center

    Forstall, James C.

    In fall 1983, a survey was conducted to determine the extent of basic skills assessment of incoming students conducted in Illinois public community colleges. Questionnaires were sent to 50 community colleges, requesting information on the skills assessed, the time of assessment, and the instruments used. Study findings, based on responses from 44…

  8. Concrete Steps for Assessing the "Soft Skills" in an MBA Program

    ERIC Educational Resources Information Center

    Ingols, Cynthia; Shapiro, Mary

    2014-01-01

    In 2006, our School of Management began the serious path of assessing both the "hard skills" (such as accounting, finance, and strategy) and the "soft skills" (such as leadership, team work, and ethics) of our MBA Program. The data generated from examining the "soft skills" that we want students to learn within our…

  9. A Process Analysis of Engineering Problem Solving and Assessment of Problem Solving Skills

    ERIC Educational Resources Information Center

    Grigg, Sarah J.

    2012-01-01

    In the engineering profession, one of the most critical skills to possess is accurate and efficient problem solving. Thus, engineering educators should strive to help students develop skills needed to become competent problem solvers. In order to measure the development of skills, it is necessary to assess student performance, identify any…

  10. Evaluating AIDS-Related Social Skills in Anglo and Latino Adolescents: Focus on Assessment.

    ERIC Educational Resources Information Center

    Blumberg, Elaine J.; Hovell, Melbourne F.; Werner, Cynthia A.; Kelley, Norma J.; Sipan, Carol L.; Burkham, Susan M.; Hofstetter, C. Richard

    1997-01-01

    Examines the assessment of AIDS-related social skills (measured by role play) in Anglo and Latino Adolescents (N=383) and explores ethnic and gender differences on these skills. Results indicate that anxiety and nonverbal behavior are generalized response classes that transcend specific social skills, suggesting the importance of measuring…

  11. Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning

    ERIC Educational Resources Information Center

    Greenstein, Laura

    2012-01-01

    The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

  12. Social Validation of the New England Center for Children-Core Skills Assessment

    ERIC Educational Resources Information Center

    Dickson, Chata A.; MacDonald, Rebecca P. F.; Mansfield, Renee; Guilhardi, Paulo; Johnson, Cammarie; Ahearn, William H.

    2014-01-01

    We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of…

  13. Assessing Core Manipulative Skills in a Large, First-Year Laboratory

    ERIC Educational Resources Information Center

    Moni, Roger W.; Hryciw, Deanne H.; Poronnik, Philip; Lluka, Lesley J.; Moni, Karen B.

    2007-01-01

    Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year…

  14. Using the Jigsaw Technique to Teach Clinical Controversy in a Clinical Skills Course

    PubMed Central

    Fusco, Julie

    2015-01-01

    Objective. To evaluate the effectiveness and student perception of the jigsaw technique to engage students in a clinical controversy exercise and to assess student engagement level during each step of the process. Design. Students were assigned individual readings pertaining to the controversy surrounding the drug oxybutynin switching from prescription to nonprescription. They met with an expert group and teaching groups during mandatory laboratory time and worked together to formulate a recommendation on the appropriateness of nonprescription conversion for a drug. Assessment. A quiz taken individually was used to measure effectiveness. Student perception and level of engagement was assessed using surveys. Conclusion. The jigsaw technique was successful in teaching the concepts involved in the clinical controversy. Group members rated themselves and fellow participants’ level of engagement as high during both the expert group and teaching group sessions. Most students reported they learned about the same or more with the jigsaw technique compared to another cooperative learning technique used in the curriculum. PMID:26430277

  15. Assessing clinical reasoning abilities of medical students using clinical performance examination

    PubMed Central

    Im, Sunju; Kim, Do-Kyong; Kong, Hyun-Hee; Roh, Hye-Rin; Oh, Young-Rim; Seo, Ji-Hyun

    2016-01-01

    Purpose: The purpose of this study is to investigate the reliability and validity of new clinical performance examination (CPX) for assessing clinical reasoning skills and evaluating clinical reasoning ability of the students. Methods: Third-year medical school students (n=313) in Busan-Gyeongnam consortium in 2014 were included in the study. One of 12 stations was developed to assess clinical reasoning abilities. The scenario and checklists of the station were revised by six experts. Chief complaint of the case was rhinorrhea, accompanied by fever, headache, and vomiting. Checklists focused on identifying of the main problem and systematic approach to the problem. Students interviewed the patient and recorded subjective and objective findings, assessments, plans (SOAP) note for 15 minutes. Two professors assessed students simultaneously. We performed statistical analysis on their scores and survey. Results: The Cronbach α of subject station was 0.878 and Cohen κ coefficient between graders was 0.785. Students agreed on CPX as an adequate tool to evaluate students’ performance, but some graders argued that the CPX failed to secure its validity due to their lack of understanding the case. One hundred eight students (34.5%) identified essential problem early and only 58 (18.5%) performed systematic history taking and physical examination. One hundred seventy-three of them (55.3%) communicated correct diagnosis with the patient. Most of them had trouble in writing SOAP notes. Conclusion: To gain reliability and validity, interrater agreement should be secured. Students' clinical reasoning skills were not enough. Students need to be trained on problem identification, reasoning skills and accurate record-keeping. PMID:26838567

  16. Using clinical video excerpts to prompt music therapy majors' recall of related experiences and self-attributions of comfort and skill.

    PubMed

    Gregory, Dianne

    2009-01-01

    This study was designed to develop a method for collecting music therapy majors' hypothesized self-attributions of comfort and skill in diverse clinical scenarios and relating their attributions to recall and perceptions of similar personal and clinical experience. Fifty eight music therapy majors, from freshmen to graduate (board-certified) students, watched 10 brief video excerpts. After each excerpt participants moved 2 Continuous Response Digital Interface (CRDI) dials, one labeled "comfort" and the other labeled "skill," to indicate their feelings about themselves as therapist with the client(s) in the excerpt. At the end of viewing all excerpts, participants completed an open-ended total recall paper/pencil form requesting estimation of personal and clinical experience with any population represented in the excerpts. Participants recalled more personal experience compared to clinical experience. A strong positive correlation was found between personal and clinical experience estimates. A strong positive correlation was also found between comfort and skill scores. Personal experience estimates were not related to self-attributions of comfort or skill. Clinical excerpts prompted neutral self-attributions of comfort and skill with comfort being slightly higher than skill self-attributions. Clinical experience estimates, although not related to self-attributions of comfort; were positively related to self-attributions of skill. Exploratory comparisons with small groups within the total sample suggest a highly positive impact of specific music therapy clinical experience, particularly the post-coursework internship, on skill self-attributions. Results are discussed within the context of using the assessment to investigate the predictive value of self-attributes as clinical indicators of persistence for recruitment and retention of potentially successful music therapy students and young professionals.

  17. Assessment of student competency in a simulated speech-language pathology clinical placement.

    PubMed

    Hill, Anne E; Davidson, Bronwyn J; McAllister, Sue; Wright, Judith; Theodoros, Deborah G

    2014-10-01

    Clinical education programs in speech-language pathology enable the transition of students' knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students' performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS(®): Competency Assessment in Speech Pathology, a validated assessment of performance in the workplace. It incorporates units and elements of competency relevant to the placement. The validity of the AFCS was statistically investigated using Rasch analysis. Participants were 18 clinical educators and 130 speech-language pathology students undertaking the placement. Preliminary results support the validity of the AFCS as an assessment of foundation clinical skills of students in this simulated clinical placement. All units of competency and the majority of elements were relevant and representative of these skills. The use of a visual analogue scale which included a pre-Novice level to rate students' performance on units of competency was supported. This research provides guidance for development of quality assessments of performance in simulated placements.

  18. Assessing cognitive therapy skills comprehension, acquisition, and use by means of an independent observer version of the Skills of Cognitive Therapy (SoCT-IO).

    PubMed

    Brown, Gregory K; Thase, Michael E; Vittengl, Jeffrey R; Borman, Patricia D; Clark, Lee Anna; Jarrett, Robin B

    2016-02-01

    The purposes of this study were (a) to describe the adaptation and psychometric properties of the Skills for Cognitive Therapy (SoCT) measure for use by an independent observer (SoCT-IO) who rates the cognitive therapy (CT) skill acquisition, comprehension, and use by depressed adults and (b) to compare ratings of CT skill comprehension, acquisition, and use by independent observers to those by patients and therapists. Like the other SoCT versions, the SoCT-IO consists of 8 items that assess patients' comprehension, acquisition, and use of cognitive and behavioral skills for managing depressive symptoms, using a 5-point Likert-type scale. Four experienced raters (2 doctoral-level CT therapists and 2 bachelor-level nontherapists) used the SoCT-IO to rate 80 CT videotapes from both mid and later sessions in acute-phase CT from a randomized controlled trial for outpatients with recurrent major depression. The SoCT-IO ratings showed excellent internal consistency reliability and moderately high interrater reliability. Concurrent validity was demonstrated by convergence of the SoCT-IO with 2 other versions of the SoCT, 1 completed by therapists (SoCT-O) and the other by patients (SoCT-P). SoCT-IO ratings evidenced good predictive validity: Independent observers' ratings of patient CT skills midphase in therapy predicted treatment response even when the predictive effects of SoCT ratings by therapists and patients were controlled. The SoCT-IO is a psychometrically sound measure of CT skill comprehension, acquisition and use for rating outpatients with recurrent depression. The clinical utility and implications for using the SoCT-IO as a measure of CT skills acquisition are discussed. (PsycINFO Database Record

  19. Norming a VALUE rubric to assess graduate information literacy skills

    PubMed Central

    Turbow, David J.; Evener, Julie

    2016-01-01

    Objective The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Methods Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the “Information Literacy for Evidence-Based Practice” course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. Results For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: “Determine the extent of evidence needed,” “Use evidence effectively to accomplish a specific purpose,” and “Access the needed evidence.” Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=−0.16, p>0.05–kappa=0.12, p>0.05). Conclusions While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall

  20. Skill assessment for an operational algal bloom forecast system

    NASA Astrophysics Data System (ADS)

    Stumpf, Richard P.; Tomlinson, Michelle C.; Calkins, Julie A.; Kirkpatrick, Barbara; Fisher, Kathleen; Nierenberg, Kate; Currier, Robert; Wynne, Timothy T.

    2009-02-01

    An operational forecast system for harmful algal blooms (HABs) in southwest Florida is analyzed for forecasting skill. The HABs, caused by the toxic dinoflagellate, Karenia brevis, lead to shellfish toxicity and to respiratory irritation. In addition to predicting new blooms and their extent, HAB forecasts are made twice weekly during a bloom event, using a combination of satellite derived image products, wind predictions, and a rule-based model derived from previous observations and research. These forecasts include: identification, intensification, transport, extent, and impact; the latter being the most significant to the public. Identification involves identifying new blooms as HABs and is validated against an operational monitoring program involving water sampling. Intensification forecasts, which are much less frequently made, can only be evaluated with satellite data on mono-specific blooms. Extent and transport forecasts of HABs are also evaluated against the water samples. Due to the resolution of the forecasts and available validation data, skill cannot be resolved at scales finer than 30 km. Initially, respiratory irritation forecasts were analyzed using anecdotal information, the only available data, which had a bias toward major respiratory events leading to a forecast accuracy exceeding 90%. When a systematic program of twice-daily observations from lifeguards was implemented, the forecast could be meaningfully assessed. The results show that the forecasts identify the occurrence of respiratory events at all lifeguard beaches 70% of the time. However, a high rate (80%) of false positive forecasts occurred at any given beach. As the forecasts were made at half to whole county level, the resolution of the validation data was reduced to county level, reducing false positives to 22% (accuracy of 78%). The study indicates the importance of systematic sampling, even when using qualitative descriptors, the use of validation resolution to evaluate forecast

  1. Current methods in use for assessing clinical competencies: what works?

    PubMed

    Hardie, Elizabeth M

    2008-01-01

    An online survey was used to capture qualitative descriptions of methods used by a veterinary college to assess clinical competencies in its students. Each college was specifically asked about use of the methods detailed in the Toolbox of Assessment Methods developed by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. Additionally, each college was asked to detail the methods used to ensure competency in each of the nine areas specified by the American Veterinary Medical Association Council on Education. Associate deans of academic affairs or their equivalents at veterinary colleges in the United States, the United Kingdom, Canada, and the Caribbean were contacted by e-mail and asked to complete the survey. Responses were obtained from 24 of 32 colleges. The methods most often used were review of students' medical records (16), checklist evaluation of must-learn skills (16), procedural logs (11), multiple-choice skill examinations (11), case simulations using role-playing (7), short-answer skill examinations (7), global rating of live or recorded performance (7), case simulations using computerized case simulations (7), 360-degree evaluation of clinical performance (4), and standardized patient or client examination (3). Additional methods used included medical record portfolio review, paper-and-pencil branching problems, chart-stimulated oral exams, externship mentor evaluation, performance rubrics for clinical rotations, direct observation and query on cases, video evaluation, case correlation tasks, and an employer survey. Non-realistic models were used more often for skill evaluation than realistic models. One college used virtual-reality models for testing.

  2. The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.

    ERIC Educational Resources Information Center

    Watson, G.; And Others

    1990-01-01

    The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

  3. Hand-Held Video for Clinical Skills Teaching

    ERIC Educational Resources Information Center

    Edwards, Mark; Jones, Steve; Murphy, Fiona

    2007-01-01

    In health care education a balance needs to be struck between theoretical and practical teaching. Undergraduates typically split their time between clinical placement and university-based teaching blocks. A proportion of the time spent in preparation for clinical practice placements will be spent in the classroom or in simulation suites. The…

  4. Clinical acumen but psychometric naivete in neuropsychological assessment of educational disorders.

    PubMed

    Reynolds, C R

    1986-01-01

    Many advances in clinical neuropsychology have resulted from the excellent clinical, observational skills developed in the field. In the development of assessment tools for clinical practice, advances in the field have not paralleled advances in applied psychometrics, especially in the assessment of educationally handicapped children. The Boder Test of Reading Spelling Patterns is examined as a detailed example of outstanding clinical acumen leading to a valuable heuristic that failed when translated into a practical assessment tool, primarily due to a lack of attention to the psychometric aspects of the scale. Implications of the failure to apply modern psychometric standards to test development in clinical neuropsychology are discussed. PMID:14589646

  5. The Weak Relationship between Anatomy Competence and Clinical Skills in Junior Medical Students

    ERIC Educational Resources Information Center

    Schoeman, Scarpa; Chandratilake, Madawa

    2012-01-01

    In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and…

  6. Virtual Patient Simulations for Medical Education: Increasing Clinical Reasoning Skills through Deliberate Practice

    ERIC Educational Resources Information Center

    McCoy, Lise

    2014-01-01

    Virtual Patient Simulations (VPS) are web-based exercises involving simulated patients in virtual environments. This study investigates the utility of VPS for increasing medical student clinical reasoning skills, collaboration, and engagement. Many studies indicate that VPS provide medical students with essential practice in clinical decision…

  7. Clinically Oriented Physiology Teaching: Strategy for Developing Critical-Thinking Skills in Undergraduate Medical Students

    ERIC Educational Resources Information Center

    Abraham, Reem Rachel; Upadhya, Subramanya; Torke, Sharmila; Ramnarayan, K.

    2004-01-01

    Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to…

  8. Clinical Skills Verification in General Psychiatry: Recommendations of the ABPN Task Force on Rater Training

    ERIC Educational Resources Information Center

    Jibson, Michael D.; Broquet, Karen E.; Anzia, Joan Meyer; Beresin, Eugene V.; Hunt, Jeffrey I.; Kaye, David; Rao, Nyapati Raghu; Rostain, Anthony Leon; Sexson, Sandra B.; Summers, Richard F.

    2012-01-01

    Objective: The American Board of Psychiatry and Neurology (ABPN) announced in 2007 that general psychiatry training programs must conduct Clinical Skills Verification (CSV), consisting of observed clinical interviews and case presentations during residency, as one requirement to establish graduates' eligibility to sit for the written certification…

  9. Utility and assessment of non-technical skills for rapid response systems and medical emergency teams.

    PubMed

    Chalwin, R P; Flabouris, A

    2013-09-01

    Efforts are ongoing to improve outcomes from cardiac arrest and medical emergencies. A promising quality improvement modality is use of non-technical skills (NTS) that aim to address human factors through improvements in performance of leadership, communication, situational awareness and decision-making. Originating in the airline industry, NTS training has been successfully introduced into anaesthesia, surgery, emergency medicine and other acute medical specialities. Some aspects of NTS have already achieved acceptance for cardiac arrest teams. Leadership skills are emphasised in advanced life support training and have shown favourable results when employed in simulated and clinical resuscitation scenarios. The application of NTS in medical emergency teams as part of a rapid response system attending medical emergencies is less certain; however, observations of simulations have also shown promise. This review highlights the potential benefits of NTS competency for cardiac arrest teams and, more importantly, medical emergency teams because of the diversity of clinical scenarios encountered. Discussion covers methods to assess and refine NTS and NTS training to optimise performance in the clinical environment. Increasing attention should be applied to yielding meaningful patient and organisational outcomes from use of NTS. Similarly, implementation of any training course should receive appropriate scrutiny to refine team and institutional performance.

  10. Teaching Medical Informatics Skills During a Clinical Clerkship

    PubMed Central

    Codish, Shlomi; Leibowitz, Akiva; Weinreb, Baruch

    2005-01-01

    Medical students use many forms of medical electronic resources (MER) during clinical clerkships. Such resources may be inaccurate, irrelevant or inappropriate, yet most medical students do not receive guidance on the use of MER. During the earliest clinical clerkship we gave a series of seminars and assignments on the use of MER. These were well accepted and were followed by increased knowledge in the use of MER. PMID:16779216

  11. Moving beyond Assessment to Improving Students' Critical Thinking Skills: A Model for Implementing Change

    ERIC Educational Resources Information Center

    Haynes, Ada; Lisic, Elizabeth; Goltz, Michele; Stein, Barry; Harris, Kevin

    2016-01-01

    This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students' critical thinking skills and in the development of these skills within…

  12. Rasch Analysis of the Assessment of Children's Hand Skills in Children with and without Disabilities

    ERIC Educational Resources Information Center

    Chien, Chi-Wen; Brown, Ted; McDonald, Rachael

    2011-01-01

    The Assessment of Children's Hand Skills (ACHS) is a new assessment tool that utilizes a naturalistic observational method to capture children's real-life hand skill performance when engaging in various types of activities. The ACHS also intends to be used with both typically developing children and those presenting with disabilities. The purpose…

  13. ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

    The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

  14. Using Assessment to Improve Early Elementary Students' Knowledge and Skills for Comprehending Informational Text

    ERIC Educational Resources Information Center

    Witmer, Sara E.; Duke, Nell K.; Billman, Alison K.; Betts, Joseph

    2014-01-01

    Although assessment of student progress in word reading skills is common, students' knowledge and skills for comprehending informational text are rarely assessed. Despite research indicating the need for instruction in this area and a growing national understanding of its importance that is reflected in the Common Core State Standards, few…

  15. Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

    2009-01-01

    Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

  16. A Calculus of Occupational Skill Attainment: Building More Validity into a Valid Assessment System

    ERIC Educational Resources Information Center

    Munyofu, Paul; Kohr, Richard

    2009-01-01

    This study investigated several aspects of occupational skill assessment as implemented in one state: (1) What is the extent to which student achievement on the cognitive component was related to their achievement on the psychomotor component of the technical skill assessments? (2) How efficiently was their overall composite attainment calculated?…

  17. Using Model-Tracing to Conduct Performance Assessment of Students' Inquiry Skills within a Microworld

    ERIC Educational Resources Information Center

    Gobert, Janice D.; Koedinger, Kenneth R.

    2011-01-01

    The National frameworks for science emphasize inquiry skills (NRC, 1996), however, in typical classroom practice, science learning often focuses on rote learning in part because science process skills are difficult to assess (Fadel, Honey, & Pasnick, 2007) and rote knowledge is prioritized on high-stakes tests. Short answer assessments of inquiry…

  18. Validation of Modified Soft Skills Assessment Instrument (MOSSAI) for Use in Nigeria

    ERIC Educational Resources Information Center

    Aworanti, O. A.; Taiwo, M. B.; Iluobe, O. I.

    2015-01-01

    Currently, it has become an accepted norm nearly all over the globe to teach and assess soft skills. However, in Nigeria, it is an emerging area of interest that needs to be addressed squarely. In the light of the fore-going, this study validated a modified version of Measuring and Assessment Soft Skills (MASS) (an instrument developed and used by…

  19. Needs Assessment for the Construction Industry in B.C. & the Yukon. Skill Plan.

    ERIC Educational Resources Information Center

    Lewe, Glenda

    A basic skills needs assessment developed a picture of the basic skills levels and needs of the construction industry in British Columbia and the Yukon. The three parts of the assessment were interviews with business managers and managers of other programs provided through joint labor/management initiatives, a questionnaire administered to…

  20. Teachers' Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting

    ERIC Educational Resources Information Center

    Lander, Natalie; Morgan, Philip J.; Salmon, Jo; Barnett, Lisa M.

    2016-01-01

    Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting.…

  1. The Development of the Manchester Motor Skills Assessment (MMSA): An Initial Evaluation

    ERIC Educational Resources Information Center

    Bond, C.; Cole, M.; Crook, H.; Fletcher, J.; Lucanz, J.; Noble, J.

    2007-01-01

    This article is an initial evaluation of a motor skills assessment for primary aged children. The Manchester Motor Skills Assessment (MMSA) is designed to be quick and easy for teaching assistants to complete, with the dual purposes of informing group programme planning and demonstrating an individual child's progress following a period of…

  2. Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance

    ERIC Educational Resources Information Center

    Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

    2015-01-01

    Purpose: The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance. Method: Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring…

  3. Discrimination Skills Predict Effective Preference Assessment Methods for Adults with Developmental Disabilities

    ERIC Educational Resources Information Center

    Lee, May S. H.; Nguyen, Duong; Yu, C. T.; Thorsteinsson, Jennifer R.; Martin, Toby L.; Martin, Garry L.

    2008-01-01

    We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of…

  4. Subjective and objective quality of life, levels of life skills, and their clinical determinants in outpatients with schizophrenia.

    PubMed

    Aki, Hirofumi; Tomotake, Masahito; Kaneda, Yasuhiro; Iga, Jun-Ichi; Kinouchi, Sawako; Shibuya-Tayoshi, Sumiko; Tayoshi, Shin-Ya; Motoki, Ikuyo; Moriguchi, Kazuhiko; Sumitani, Satsuki; Yamauchi, Ken; Taniguchi, Takahide; Ishimoto, Yasuhito; Ueno, Shu-Ichi; Ohmori, Tetsuro

    2008-02-28

    The purpose of the present study is to investigate the relationships among subjective and objective quality of life (QOL), and levels of life skills, and their clinical determinants in outpatients with schizophrenia by using schizophrenia disease-specific QOL measures. Data collected from 64 outpatients were analyzed. Subjective QOL was measured with the Schizophrenia Quality of Life Scale (SQLS) and objective QOL with the Quality of Life Scale (QLS). Patients' family members completed the Life Skills Profile (LSP). Clinical symptoms were also assessed with several scales including the Brief Psychiatric Rating Scale (BPRS) and the Calgary Depression Scale for Schizophrenia (CDSS). Only the motivation/energy scale, but not the other scales of the SQLS, correlated with the QLS. The LSP rated by the family showed significant correlations with both the SQLS and the QLS. The CDSS score predicted each scale of the SQLS, and the BPRS negative symptoms score predicted the QLS. The LSP was predicted by the BPRS negative symptoms score and the CDSS score independently. These results indicate that the patient's QOL could be predicted by the life skills measured by a family member and suggest that active treatment for depressive and negative symptoms might be recommended to improve the patient's QOL and life skills.

  5. Assessing Information Literacy Skills Development in First Year Students: A Multi-Year Study

    ERIC Educational Resources Information Center

    Fain, Margaret

    2011-01-01

    Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.

  6. The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

    PubMed

    Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

    2013-01-01

    The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions. PMID:23678781

  7. The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

    PubMed

    Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

    2013-01-01

    The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions.

  8. Technology-based strategies for promoting clinical reasoning skills in nursing education.

    PubMed

    Shellenbarger, Teresa; Robb, Meigan

    2015-01-01

    Faculty face the demand of preparing nursing students for the constantly changing health care environment. Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students' clinical reasoning capabilities needed for practice. The growth of technology creates an avenue for faculty to develop engaging learning opportunities. This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.

  9. Preparing Pre-Service Primary School Teachers to Assess Fundamental Motor Skills: Two Skills and Two Approaches

    ERIC Educational Resources Information Center

    Haynes, John; Miller, Judith

    2015-01-01

    Background: Pre-service teacher education (PSTE) programmes for generalist primary school teachers have limited time allocated to Physical Education, Health and Personal Development. In practice, teachers in schools are required to assess motor skills despite the fact that their training provides minimal preparation. This necessitates creative…

  10. Teaching, Learning and Assessment for Adults: Improving Foundation Skills

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2008

    2008-01-01

    Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…

  11. A Rapid Assessment of Skills in Young Children with Autism

    ERIC Educational Resources Information Center

    Lerman, Dorothea C.; Vorndran, Christina; Addison, Laura; Kuhn, Stephanie A.C.

    2004-01-01

    Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have…

  12. Assessing Pupils' Skills: Implications for Research in Education

    ERIC Educational Resources Information Center

    Morlaix, Sophie

    2010-01-01

    The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary…

  13. Developing Critical Thinking Skills: Assessing the Effectiveness of Workbook Exercises

    ERIC Educational Resources Information Center

    Wallace, Elise D.; Jefferson, Renee N.

    2015-01-01

    To address the challenge of developing critical thinking skills in college students, this empirical study examines the effectiveness of cognitive exercises in developing those skills. The study uses Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003). This workbook is specifically designed to exercise and develop critical…

  14. Self-Assessed Skill Needs and Job Performance.

    ERIC Educational Resources Information Center

    Cappelli, Peter; Rogovsky, Nikolai

    Since 1983, discussions focused increasingly on the contribution to economic performance associated with the skills of the work force. Government policy went further by specifying skills important to economic performance and advocating their introduction into schools and training programs. Surprisingly little empirical research examined the…

  15. Cross-Linguistic Expression of Contrastive Accent: Clinical Assessment in Spanish and English

    ERIC Educational Resources Information Center

    Martinez-Castilla, Pastora; Peppe, Sue

    2010-01-01

    Well-documented Romance-Germanic differences in the use of accent in speech to convey information-structure and focus cause problems for the assessment of prosodic skills in populations with clinical disorders. The strategies for assessing the ability to use lexical and contrastive accent in English and Spanish are reviewed, and studies in the…

  16. Use of videos to support teaching and learning of clinical skills in nursing education: A review.

    PubMed

    Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

    2016-07-01

    Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education. PMID:27237353

  17. Use of videos to support teaching and learning of clinical skills in nursing education: A review.

    PubMed

    Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

    2016-07-01

    Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education.

  18. The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses.

    PubMed

    Maneval, Rhonda; Fowler, Kimberly A; Kays, John A; Boyd, Tiffany M; Shuey, Jennifer; Harne-Britner, Sarah; Mastrine, Cynthia

    2012-03-01

    This study was conducted to determine whether the addition of high-fidelity patient simulation to new nurse orientation enhanced critical thinking and clinical decision-making skills. A pretest-posttest design was used to assess critical thinking and clinical decision-making skills in two groups of graduate nurses. Compared with the control group, the high-fidelity patient simulation group did not show significant improvement in mean critical thinking or clinical decision-making scores. When mean scores were analyzed, both groups showed an increase in critical thinking scores from pretest to posttest, with the high-fidelity patient simulation group showing greater gains in overall scores. However, neither group showed a statistically significant increase in mean test scores. The effect of high-fidelity patient simulation on critical thinking and clinical decision-making skills remains unclear.

  19. Chairside Assisting Skill Evaluation (CASE). Clinical Setting. Health Manpower References.

    ERIC Educational Resources Information Center

    Innovative Programming Systems, Minneapolis, Minn.

    These checklists are designed for use during the dental assistant student's extramural clinical experience assignment. Checklists test students on their knowledge of terminology, equipment, procedures, and patient relations. Objectives are listed outline style with columns to check progress during a first and a second evaluation. Areas included…

  20. Clinical Reasoning Skills of Speech and Language Therapy Students

    ERIC Educational Resources Information Center

    Hoben, Kirsty; Varley, Rosemary; Cox, Richard

    2007-01-01

    Background: Difficulties experienced by novices in clinical reasoning have been well documented in many professions, especially medicine (Boshuizen and Schmidt 1992, 2000; Elstein, Shulman and Sprafka 1978; Patel and Groen 1986; Rikers, Loyens and Schmidt 2004). These studies have shown that novice clinicians have difficulties with both knowledge…

  1. Study of the self-confidence of midwifery graduates from Mashhad College of nursing and midwifery in fulfilling clinical skills

    PubMed Central

    Mirzakhani, Kobra; Shorab, Nahid Jahani

    2015-01-01

    Introduction: Self-confidence is one of the main components of clinical competence, and it is considered to be an important indicator of ability and competence. The aim of this study was to determine the confidence of midwifery graduates from Mashhad College of nursing and midwifery in fulfilling the required clinical skills. Methods: The study was in the form of a cross-sectional study, and it was performed in 2011 on 50 midwifery graduates who had been working in health centers in Mashhad for six months to three years providing midwifery services, as well as on their supervisors having a minimum of 6 months experiences of responsibility in these centers. The research tools included self-assessment tools of self-confidence in midwives and assessment tools of self-confidence in midwifery graduates in fulfilling clinical skills performed by the supervisors. The validity of the tools was confirmed by face validity and content validity, and the reliability of the test was confirmed by test-retest (r = 0.82). After the data were extracted and encoded, they were analyzed using SPSS software version 11.5, descriptive statistics, the t-test, and Pearson’s test. Results: Among the midwifery graduates, 84.57% of them had confidence in the area of management of low-risk situations, and 55.51% had confidence in their ability to manage high-risk situations. The self-confidence levels of graduates in fulfilling clinical skills in the management of low-risk and high-risk situations were significantly different (P < 0.05). Clinical skills had a positive correlation with self-confidence (P < 0.05, r = 0.85). Conclusion: Improvements were needed in the self-confidence of graduates in fulfilling clinical skills in the management of high-risk situations. In order to achieve such improvement, it is necessary to identify and use methods of increasing graduates’ self-confidence in the learning environment by developing an enhanced midwifery curriculum and improved teaching methods

  2. Self-assessment and goal-setting is associated with an improvement in interviewing skills

    PubMed Central

    Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

    2014-01-01

    Purpose Describe the relationship between medical students’ self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. Method 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring. PMID:25059835

  3. National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China

    PubMed Central

    Jiang, Guanchao; Chen, Hong; Wang, Qiming; Chi, Baorong; He, Qingnan; Xiao, Haipeng; Zhou, Qinghuan; Liu, Jing; Wang, Shan

    2016-01-01

    Background The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Methods Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. Results The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%). Conclusions The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China. PMID:26894586

  4. Clinical Assessment in Mathematics: Learning the Craft.

    ERIC Educational Resources Information Center

    Hunting, Robert P.; Doig, Brian A.

    1997-01-01

    Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

  5. Development of the Objective, Structured Communication Assessment of Residents (OSCAR) Tool for Measuring Communication Skills With Patients

    PubMed Central

    Caron, Aleece; Perzynski, Adam; Thomas, Charles; Saade, Jimmy Y.; McFarlane, Michael; Becker, Jeffery

    2013-01-01

    Background Although interpersonal and communication skills are essential to physician practice, there is a dearth of effective tools to meaningfully teach and assess communication skills. Objective The purpose of our study was to create a standardized tool for evaluation of communication skills for residents across specialties. Methods We designed an Objective, Structured Communication Assessment of Residents (OSCAR) tool, consisting of 4 clinical stations, to assess intern communication skills with relationship development, their establishment of case goals, and their organization and time management skills. Interns from 11 training programs completed the stations, with senior residents trained to function as standardized patients. The 4 stations' scenarios were a disruptive patient, handling a phone call for a narcotics refill, disclosing a medical mistake, and delivering bad news. Results Eighty-three interns completed OSCAR during orientation. The assessment took interns about 40 minutes to complete, and participants were given immediate feedback by the standardized patients. The total possible score for each station was 50. Resident performance was highest for disclosing a medical error (94%, 47 of 50), followed by handling a disruptive patient (90%, 45 of 50), disclosing bad news (86%, 43 of 50), and handling the phone call for the narcotics refill (62%, 31 of 50). Multivariate analysis of variance results indicated differences between residents from US and international medical schools, but there were no significant differences across specialties. Interrater reliability was excellent for each station (> 0.80). Conclusions OSCAR is a practical tool for assessing interns' communication skills to provide timely results to program directors. PMID:24455003

  6. Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education

    ERIC Educational Resources Information Center

    Benner, Patricia

    2004-01-01

    Three studies using the Dreyfus model of skill acquisition were conducted over a period of 21 years. Nurses with a range of experience and reported skillfulness were interviewed. Each study used nurses' narrative accounts of actual clinical situations. A subsample of participants were observed and interviewed at work. These studies extend the…

  7. Design and validation of the Regional Anaesthesia Procedural Skills Assessment Tool.

    PubMed

    Chuan, A; Graham, P L; Wong, D M; Barrington, M J; Auyong, D B; Cameron, A J D; Lim, Y C; Pope, L; Germanoska, B; Forrest, K; Royse, C F

    2015-12-01

    The aim of this study was to create and evaluate the validity, reliability and feasibility of the Regional Anaesthesia Procedural Skills tool, designed for the assessment of all peripheral and neuraxial blocks using all nerve localisation techniques. The first phase was construction of a 25-item checklist by five regional anaesthesia experts using a Delphi process. This checklist was combined with a global rating scale to create the tool. In the second phase, initial validation by 10 independent anaesthetists using a test-retest methodology was successful (Cohen kappa ≥ 0.70 for inter-rater agreement, scores between test to retest, paired t-test, p > 0.12). In the third phase, 70 clinical videos of trainees were scored by three blinded international assessors. The RAPS tool exhibited face validity (p < 0.026), construct validity (p < 0.001), feasibility (mean time to score < 3.9 min), and overall reliability (intraclass correlation coefficient 0.80 (95% CI 0.67-0.88)). The Regional Anaesthesia Procedural Skills tool used in this study is a valid and reliable assessment tool to score the performance of trainees for regional anaesthesia.

  8. The development and validation of a golf swing and putt skill assessment for children.

    PubMed

    Barnett, Lisa M; Hardy, Louise L; Brian, Ali S; Robertson, Sam

    2015-03-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument's discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key pointsGolf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

  9. The development and validation of a golf swing and putt skill assessment for children.

    PubMed

    Barnett, Lisa M; Hardy, Louise L; Brian, Ali S; Robertson, Sam

    2015-03-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument's discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key pointsGolf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

  10. The Development and Validation of a Golf Swing and Putt Skill Assessment for Children

    PubMed Central

    Barnett, Lisa M.; Hardy, Louise L.; Brian, Ali S.; Robertson, Sam

    2015-01-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument’s discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key points Golf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

  11. Skill assessment for coupled biological/physical models of marine systems

    NASA Astrophysics Data System (ADS)

    Stow, Craig A.; Jolliff, Jason; McGillicuddy, Dennis J., Jr.; Doney, Scott C.; Allen, J. Icarus; Friedrichs, Marjorie A. M.; Rose, Kenneth A.; Wallhead, Philip

    2009-02-01

    Coupled biological/physical models of marine systems serve many purposes including the synthesis of information, hypothesis generation, and as a tool for numerical experimentation. However, marine system models are increasingly used for prediction to support high-stakes decision-making. In such applications it is imperative that a rigorous model skill assessment is conducted so that the model's capabilities are tested and understood. Herein, we review several metrics and approaches useful to evaluate model skill. The definition of skill and the determination of the skill level necessary for a given application is context specific and no single metric is likely to reveal all aspects of model skill. Thus, we recommend the use of several metrics, in concert, to provide a more thorough appraisal. The routine application and presentation of rigorous skill assessment metrics will also serve the broader interests of the modeling community, ultimately resulting in improved forecasting abilities as well as helping us recognize our limitations.

  12. Assessment of Interpersonal Communication Skills Among Sari Health Centers’ Staff

    PubMed Central

    Siamian, Hasan; Bagheri-Nesami, Masoumeh; Nia, Roobabe Darvish; Nezhad, Fereshteh Reza; Akbari, Hadise; Balaghafari, Azita; Vahdei, Mohammad

    2014-01-01

    Background and aim: Ability to communicate correctly has been one of the life's basic social skills and its significance in human life is to some extent that some of the experts attribute the human growth foundation owners of the leading personal injuries and progress to human relationship. Purpose of this study was to evaluate the interpersonal communication skills among the health care centers staff. Methods: This study was a descriptive–cross sectional study was done among 85 staff in 12 metropolitan and 9 urban health centers in 2013. According to Kerejsi and Morgan's table, 70 employees were determined as samples. Seventy questionnaires were distributed at the mentioned centers and 60 measurable health questionnaires were examined. Demographic data and measure of communication skills: is a 36-items consisting of seven domains: (general Communication, speaking, listening, interpretation and clarification, asking, feedback, and reward and punishment), obtained data were analyzed by inferential statistical tests (Mann-Whitney U, Kruskal-Wallis and correlation coefficient). Results: Most respondents 38 (63.3%) were women, 57 (95%) married and 17 (28.1 %) age means of 43-47 years. In the study status of the communication skills status of employees employed in health centres, Sari, “Punish and encourage skills” with mean and total standard deviation of 4.11±37.0 assigned the highest score and “feedback” skill with mean and total standard deviation of 3.68±045 assigned the less score. Conclusion: Findings showed that public relation skill, listening, reward and punishment in good scope and other skills were in the average scope. No need for training skills of empowerment of staff and their mental health. These results could be used for developing similar instruments in other health workers. PMID:25568632

  13. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    PubMed

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency.

  14. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    PubMed

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. PMID:25784501

  15. Trade and Technical Volumes I: Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in carpentry; commercial art; drafting; electronics; heating, air conditioning, and refrigeration; or offset lithography…

  16. Trade and Technical. Volume II. Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in auto body repair, auto mechanics, building maintenance and custodial work, diesel mechanics, machinist, small engine…

  17. Developing skills in clinical leadership for ward sisters.

    PubMed

    Fenton, Katherine; Phillips, Natasha

    The Francis report has called for a strengthening of the ward sister's role. It recommends that sisters should operate in a supervisory capacity and should not be office bound. Effective ward leadership has been recognised as being vital to high-quality patient care and experience, resource management and interprofessional working. However, there is evidence that ward sisters are ill equipped to lead effectively and lack confidence in their ability to do so. University College London Hospitals Foundation Trust has recognised that the job has become almost impossible in increasingly large and complex organisations. Ward sisters spend less than 40% of their time on clinical leadership and the trust is undertaking a number of initiatives to support them in this role.

  18. Uncertainty Analysis for Peer Assessment: Oral Presentation Skills for Final Year Project

    ERIC Educational Resources Information Center

    Kim, Ho Sung

    2014-01-01

    Peer assessment plays an important role in engineering education for an active involvement in the assessment process, developing autonomy, enhancing reflection, and understanding of how to achieve the learning outcomes. Peer assessment uncertainty for oral presentation skills as part of the FYP assessment is studied. Validity and reliability for…

  19. How to Assess Higher-Order Thinking Skills in Your Classroom

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2010-01-01

    Don't settle for assessing recall and comprehension only when you can use this guide to create assessments for higher-order thinking skills. Assessment expert Susan M. Brookhart brings you up to speed on how to develop and use test questions and other assessments that reveal how well your students can analyze, reason, solve problems, and think…

  20. Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

    ERIC Educational Resources Information Center

    Jackson, Denise

    2014-01-01

    Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

  1. The Integration of Psychomotor Skills in a Hybrid-PBL Dental Curriculum: The Clinical Clerkships.

    ERIC Educational Resources Information Center

    Walton, Joanne N.; MacNeil, M. A. J.; Harrison, Rosamund L.; Clark, D. Christopher

    1998-01-01

    Describes the restructuring of clinical clerkships at the University of British Columbia (Canada) dental school as part of a new, hybrid, problem-based learning (PBL) curriculum, focusing on strategies for integrating development of psychomotor skills. Methods of achieving both horizontal and vertical integration of competencies through grouping…

  2. Generic Reflective Feedback: An Effective Approach to Developing Clinical Reasoning Skills

    ERIC Educational Resources Information Center

    Wojcikowski, K.; Brownie, S.

    2013-01-01

    Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…

  3. A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

    ERIC Educational Resources Information Center

    CTB / McGraw-Hill, Monterey, CA.

    A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

  4. Information Literacy Follow-Through: Enhancing Preservice Teachers' Information Evaluation Skills through Formative Assessment

    ERIC Educational Resources Information Center

    Seely, Sara Robertson; Fry, Sara Winstead; Ruppel, Margie

    2011-01-01

    An investigation into preservice teachers' information evaluation skills at a large university suggests that formative assessment can improve student achievement. Preservice teachers were asked to apply information evaluation skills in the areas of currency, relevancy, authority, accuracy, and purpose. The study used quantitative methods to assess…

  5. Assessing the Transition Skills of Adolescents and Young Adults Who Are Deaf through Video Technology.

    ERIC Educational Resources Information Center

    Teaching Research, 1992

    1992-01-01

    This newsletter issue describes a programmatic line of research to develop and standardize a test battery of transition skills (employment and independent living skills) for adolescents and young adults (ages 14 to 25) who are deaf. The newsletter first discusses the importance of assessment data to the transition process for persons who are deaf.…

  6. A Study of the Basic Skills Assessment Direct and Indirect Measures of Writing Ability.

    ERIC Educational Resources Information Center

    Clemson, Eleanor

    The Basic Skills Assessment (BSA) is a national secondary level testing program which provides secure tests in reading, writing, and mathematics. It is designed to identify students who need additional instruction in the basic skills so they may be helped to reach the school district's secondary school graduation requirements. One of the BSA's…

  7. Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction

    ERIC Educational Resources Information Center

    Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

    2011-01-01

    This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

  8. Creating Trails: Tool for Real-Time Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Schloman, Barbara F.; Gedeon, Julie A.

    2007-01-01

    This article describes Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a freely available, online tool designed to measure the information literacy skills of high school students. It is based on information literacy competencies for ninth-graders found in the "Ohio Academic Content Standards" (Ohio Department of Education…

  9. Teachers' Perceptions of Their RTI Skills as They Relate to Assessment, Instruction, and Intervention

    ERIC Educational Resources Information Center

    Christian, Karyn Spann

    2013-01-01

    The purpose of this study was to examine teachers' perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. "The Perceptions of RTI Skills Survey" was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and…

  10. Development of a Process To Assess Higher Order Thinking Skills for College Graduates.

    ERIC Educational Resources Information Center

    Rock, Donald A.

    Issues in the development of assessments of higher order thinking skills for college graduates are discussed in the order in which they were presented when this series of papers was commissioned. With regard to Issue 1, it is generally agreed that the development of these skills is a desirable goal, but there is little consensus on how they should…

  11. A Curriculum Skills Matrix for Development and Assessment of Undergraduate Biochemistry and Molecular Biology Laboratory Programs

    ERIC Educational Resources Information Center

    Caldwell, Benjamin; Rohlman, Christopher; Benore-Parsons, Marilee

    2004-01-01

    We have designed a skills matrix to be used for developing and assessing undergraduate biochemistry and molecular biology laboratory curricula. We prepared the skills matrix for the Project Kaleidoscope Summer Institute workshop in Snowbird, Utah (July 2001) to help current and developing undergraduate biochemistry and molecular biology program…

  12. Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students

    ERIC Educational Resources Information Center

    Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

    2014-01-01

    This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

  13. Texas Assessment of Basic Skills: Statewide and Regional Results as Reported by the Commissioner of Education.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    Criterion-referenced tests were used to measure basic skills and competencies in mathematics, reading, and writing in Texas. Results reported on 433,520 students in grades 5 and 9 who took the Texas Assessment of Basic Skills (TABS) in 1980. Ninth graders were tested on competencies and proficiency levels expected to be mastered by students in…

  14. Evaluating the Effectiveness of Rating Instruments for a Communication Skills Assessment of Medical Residents

    ERIC Educational Resources Information Center

    Iramaneerat, Cherdsak; Myford, Carol M.; Yudkowsky, Rachel; Lowenstein, Tali

    2009-01-01

    The investigators used evidence based on response processes to evaluate and improve the validity of scores on the Patient-Centered Communication and Interpersonal Skills (CIS) Scale for the assessment of residents' communication competence. The investigators retrospectively analyzed the communication skills ratings of 68 residents at the…

  15. Psychometric Characteristics of Role-Play Assessments of Social Skill in Schizophrenia

    ERIC Educational Resources Information Center

    Bellack, Alan S.; Brown, Clayton H.; Thomas-Lohrman, Shannon

    2006-01-01

    There is an extensive literature documenting that people with schizophrenia have marked impairments in social role functioning and social skill. One of the most widely employed strategies for assessing social skill has been role-play tests: simulated social interactions that are videotaped for subsequent behavioral coding. There has been…

  16. An Occupational Therapy Work Skills Assessment for Individuals with Head Injury.

    ERIC Educational Resources Information Center

    Chappell, Irene; Higham, Julie; McLean, Alison M.

    2003-01-01

    Describes an occupational therapy skills assessment protocol developed and used to evaluate physical, cognitive, and behavioral abilities for persons seeking to return to work following head injuries. It measures them within the framework of productivity, interpersonal skills, and safety. (Contains 48 references.) (Author/JOW)

  17. New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students.

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; Malecki, Christine K.; Demaray, Michelle K.

    2001-01-01

    This article emphasizes the assessment and intervention of the academic side of social skills in elementary and middle schools students. It examines the role that social skills play in facilitating learning and the creation of a positive school environment. An instructional approach called the responsive classroom is highlighted. (Contains…

  18. Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

    ERIC Educational Resources Information Center

    Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret

    2015-01-01

    Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an IL course. Using a rubric and annotated bibliographies from study…

  19. Social Skills Assessment in Young Children with Autism: A Comparison Evaluation of the SSRS and PKBS

    ERIC Educational Resources Information Center

    Wang, Hui-Ting; Sandall, Susan R.; Davis, Carol A.; Thomas, Carnot James

    2011-01-01

    Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two…

  20. Measuring beyond Content: A Rubric Bank for Assessing Skills in Authentic Research Assignments in the Sciences

    ERIC Educational Resources Information Center

    Kishbaugh, Tara L. S.; Cessna, Stephen; Horst, S. Jeanne; Leaman, Lori; Flanagan, Toni; Neufeld, Doug Graber; Siderhurst, Matthew

    2012-01-01

    Herein we report the development of an analytic rubric bank to assess non-content learning, namely higher order cognitive skills, the understanding of the nature of science, and effective scientific communication skills in student research projects. Preliminary findings indicate that use of this tool enhances our students' learning in these areas,…

  1. The Effect of Communication Skills Training by Video Feedback Method on Clinical Skills of Interns of Isfahan University of Medical Sciences Compared to Didactic Methods

    ERIC Educational Resources Information Center

    Managheb, S. E.; Zamani, A.; Shams, B.; Farajzadegan, Z.

    2012-01-01

    Background: Effective communication is essential to the practice of high-quality medicine. There are methodological challenges in communication skills training. This study was performed in order to assess the educational benefits of communication skills training by video feedback method versus traditional formats such as lectures on clinical…

  2. Assessing musical skills in autistic children who are not savants

    PubMed Central

    Heaton, Pamela

    2009-01-01

    Descriptions of autistic musical savants suggest that they possess extraordinary skills within the domain. However, until recently little was known about the musical skills and potential of individuals with autism who are not savants. The results from these more recent studies investigating music perception, cognition and learning in musically untrained children with autism have revealed a pattern of abilities that are either enhanced or spared. For example, increased sensitivity to musical pitch and timbre is frequently observed, and studies investigating perception of musical structure and emotions have consistently failed to reveal deficits in autism. While the phenomenon of the savant syndrome is of considerable theoretical interest, it may have led to an under-consideration of the potential talents and skills of that vast majority of autistic individuals, who do not meet savant criteria. Data from empirical studies show that many autistic children possess musical potential that can and should be developed. PMID:19528029

  3. Assessing musical skills in autistic children who are not savants.

    PubMed

    Heaton, Pamela

    2009-05-27

    Descriptions of autistic musical savants suggest that they possess extraordinary skills within the domain. However, until recently little was known about the musical skills and potential of individuals with autism who are not savants. The results from these more recent studies investigating music perception, cognition and learning in musically untrained children with autism have revealed a pattern of abilities that are either enhanced or spared. For example, increased sensitivity to musical pitch and timbre is frequently observed, and studies investigating perception of musical structure and emotions have consistently failed to reveal deficits in autism. While the phenomenon of the savant syndrome is of considerable theoretical interest, it may have led to an under-consideration of the potential talents and skills of that vast majority of autistic individuals, who do not meet savant criteria. Data from empirical studies show that many autistic children possess musical potential that can and should be developed.

  4. Veterinary students' attitudes toward the assessment of clinical reasoning using extended matching questions.

    PubMed

    Tomlin, Jane L; Pead, Matthew J; May, Stephen A

    2008-01-01

    For the purposes of assessment, clinical expertise has been broken down into three broad components: scientific and clinical knowledge, clinical reasoning, and practical or technical skills. This structure can be used to define the tools used for assessment of clinical students. Knowledge can be assessed through a variety of written formats, and skills through various practical assessments, including the objective structured clinical examination. The assessment of clinical reasoning is more of a challenge, and, partly in order to address this challenge, the Royal Veterinary College recently introduced veterinary clinical-scenario-based extended matching questions. A questionnaire was used to collect students' perceptions of the new format. Surprisingly, this questionnaire also delivered important insights into the students' understanding of the process of clinical reasoning itself that could be crucial in future curriculum design. Despite a theory course that introduced students to the nature of expertise and the importance of pattern recognition to experienced clinicians, some final-year students could not recognize this approach as relevant to them and objected to the way in which some of the questions were driving them to think. This may relate to the variety of methods of case management that students observe during their practical experience and the different attitudes of clinicians to the way students work up cases. Overall, the students perceived this question type as an appropriate way to test clinical reasoning and as relevant to the experience they had gained during their clinical rotations, both within the college and in veterinary practices outside it. PMID:19228917

  5. Creating clinical trial designs that incorporate clinical outcome assessments.

    PubMed

    Gilbert, Mark R; Rubinstein, Lawrence; Lesser, Glenn

    2016-03-01

    Clinical outcome assessments (COAs) are increasingly being used in determining the efficacy of new treatment regimens. This was typified in the recent use of a symptom-based instrument combined with an organ-based measure of response for the approval of ruxolitinib in myelofibrosis. There are challenges in incorporating these COAs into clinical trials, including designating the level of priority, incorporating these measures into a combined or composite endpoint, and dealing with issues related to compliance and interpretation of results accounting for missing data. This article describes the results of a recent panel discussion that attempted to address these issues and provide guidance to the incorporation of COAs into clinical trials, including novel statistical designs, so that the testing of new treatments in patients with cancers of the central nervous system can incorporate these important clinical endpoints. PMID:26989129

  6. Congenital hypotonia: clinical and developmental assessment.

    PubMed

    Harris, Susan R

    2008-12-01

    Identifying the underlying cause of congenital hypotonia remains difficult, despite advances in diagnostic laboratory and imaging techniques. Clinical evaluation strategies and standardized developmental tests can assist in differentiating hypotonia resulting from primary involvement of the upper motoneuron (central hypotonia) versus that involving the lower motoneuron and motor unit (peripheral hypotonia). This is especially important in infants with idiopathic hypotonia. This review outlines and describes the components of the clinical assessment: detailed infant and family history, clinical techniques and characteristics for differentiating hypotonia of central versus peripheral origin, and clinical evaluation (muscle tone, primitive reflexes, deep tendon reflexes, etc). Recent research that has contributed to the differential diagnosis of congenital hypotonia is reviewed and directions for future research are provided. Ideally, the assessment of infants with congenital hypotonia is best accomplished by an interdisciplinary team of developmental specialists including pediatricians, medical geneticists, child neurologists, and physical or occupational therapists. PMID:19046184

  7. Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

    ERIC Educational Resources Information Center

    Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

    2015-01-01

    Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

  8. The outcomes and acceptability of near-peer teaching among medical students in clinical skills

    PubMed Central

    Raw, Lynne

    2016-01-01

    Objectives To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. Methods A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted.  Results Tutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of ‘Confidence in tutoring’ were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. Conclusions Both student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education. PMID:27295403

  9. Implementing caries risk assessment and clinical interventions.

    PubMed

    Young, Douglas A; Featherstone, John D B

    2010-07-01

    This article suggests a practical methodology to implement the scientific information presented in the earlier articles into clinical practice. The Caries Balance/Imbalance Model and a practical caries risk assessment procedure for patients aged 6 years through adult illustrate evidence-based treatment options. Neither the forms nor the clinical protocols are meant to imply that there is currently only one correct way that this can be achieved; they are used in this article only as examples.

  10. Pragmatic Communication for Young Children: Assessing Abilities, Building Skills.

    ERIC Educational Resources Information Center

    Luetke-Stahlman, Barbara

    1989-01-01

    Four steps in facilitating pragmatic language development in young hearing-impaired students are discussed, including identifying communication behaviors, coding a child's conversation, putting the school environment to work, and charting progress. A pragmatic communication skills taxonomy and a grid of age-linked pragmatic communication skills…

  11. Academic Skills Problems: Direct Assessment and Intervention. Fourth Edition

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2010-01-01

    This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math.…

  12. The Use of Rubrics in Benchmarking and Assessing Employability Skills

    ERIC Educational Resources Information Center

    Riebe, Linda; Jackson, Denise

    2014-01-01

    Calls for employability skill development in undergraduates now extend across many culturally similar developed economies. Government initiatives, industry professional accreditation criteria, and the development of academic teaching and learning standards increasingly drive the employability agenda, further cementing the need for skill…

  13. A New Method of Assessing the Interpersonal Skills of Surgeons.

    ERIC Educational Resources Information Center

    Burchard, Kenneth W.; Rowland-Morin, Pamela A.

    1990-01-01

    Development of a behavioral test of surgeons' interpersonal skills involved applying a rating scale to videotape recordings of physician interactions with a gall bladder patient, at three intervals. Quality of communication was found to vary over the intervals. The instrument used was more sensitive to variation than a comparison scale.…

  14. Toward a Taxonomy of Self-Assessable Skills.

    ERIC Educational Resources Information Center

    Mayall, Donald; Maze, Marilyn

    1985-01-01

    Summarizes the activities the authors undertook to develop a comprehensive taxonomy of transferable skills that would be amenable to self-identification by adults with work experience and that could be related reliably to a wide range of occupations in the labor market. (CT)

  15. Skill and Will: Test-Taking Motivation and Assessment Quality

    ERIC Educational Resources Information Center

    Eklof, Hanna

    2010-01-01

    An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the "will" part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students' motivation to do their best on…

  16. Assessing Aptitude and Attitude Development in a Translation Skills Course

    ERIC Educational Resources Information Center

    Mekheimer, Mohamed Amin A.

    2012-01-01

    This study investigates the effects on EFL students of using Blackboard technology and online dictionaries in developing translating skills and building positive attitudes towards translation in male Saudi college students. The study compares two groups of students in a translation course; one in a traditional, face-to-face setting (control) and…

  17. Assessing 21st Century Skills: Summary of a Workshop

    ERIC Educational Resources Information Center

    Koenig, Judith Anderson

    2011-01-01

    The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century…

  18. Assessing Reading Skills in an F.E. College.

    ERIC Educational Resources Information Center

    Vaughan, Judy

    This guide outlines a model that adult educators can use to construct a test for their adult students, regardless of subject area, that is written at the students' reading level. The problems that written tests pose for trade and technical students in further education (FE) who have poor reading skills and the drawbacks of using commercially…

  19. Interrater Objectivity for Field-Based Fundamental Motor Skill Assessment

    ERIC Educational Resources Information Center

    Barnett, Lisa; van Beurden, Eric; Morgan, Philip J.; Lincoln, Doug; Zask, Avigdor; Beard, John

    2009-01-01

    An important aspect in studies concerning fundamental motor skills (FMS) proficiency is interrater objectivity (or interrater reliability), defined as the consistency or agreement in scores obtained from two or more raters. In a training setting, interrater objectivity is commonly determined as the relative number of times raters agree with an…

  20. Teaching and Assessing Manipulative Motor Skills in High School Physical Education

    ERIC Educational Resources Information Center

    Bert, Greg

    2015-01-01

    This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

  1. Clinical assessment of social cognitive function in neurological disorders.

    PubMed

    Henry, Julie D; von Hippel, William; Molenberghs, Pascal; Lee, Teresa; Sachdev, Perminder S

    2016-01-01

    Social cognition broadly refers to the processing of social information in the brain that underlies abilities such as the detection of others' emotions and responding appropriately to these emotions. Social cognitive skills are critical for successful communication and, consequently, mental health and wellbeing. Disturbances of social cognition are early and salient features of many neuropsychiatric, neurodevelopmental and neurodegenerative disorders, and often occur after acute brain injury. Its assessment in the clinic is, therefore, of paramount importance. Indeed, the most recent edition of the American Psychiatric Association's Diagnostic and Statistical Manual for Mental Disorders (DSM-5) introduced social cognition as one of six core components of neurocognitive function, alongside memory and executive control. Failures of social cognition most often present as poor theory of mind, reduced affective empathy, impaired social perception or abnormal social behaviour. Standard neuropsychological assessments lack the precision and sensitivity needed to adequately inform treatment of these failures. In this Review, we present appropriate methods of assessment for each of the four domains, using an example disorder to illustrate the value of these approaches. We discuss the clinical applications of testing for social cognitive function, and finally suggest a five-step algorithm for the evaluation and treatment of impairments, providing quantitative evidence to guide the selection of social cognitive measures in clinical practice.

  2. Clinical assessment of social cognitive function in neurological disorders.

    PubMed

    Henry, Julie D; von Hippel, William; Molenberghs, Pascal; Lee, Teresa; Sachdev, Perminder S

    2016-01-01

    Social cognition broadly refers to the processing of social information in the brain that underlies abilities such as the detection of others' emotions and responding appropriately to these emotions. Social cognitive skills are critical for successful communication and, consequently, mental health and wellbeing. Disturbances of social cognition are early and salient features of many neuropsychiatric, neurodevelopmental and neurodegenerative disorders, and often occur after acute brain injury. Its assessment in the clinic is, therefore, of paramount importance. Indeed, the most recent edition of the American Psychiatric Association's Diagnostic and Statistical Manual for Mental Disorders (DSM-5) introduced social cognition as one of six core components of neurocognitive function, alongside memory and executive control. Failures of social cognition most often present as poor theory of mind, reduced affective empathy, impaired social perception or abnormal social behaviour. Standard neuropsychological assessments lack the precision and sensitivity needed to adequately inform treatment of these failures. In this Review, we present appropriate methods of assessment for each of the four domains, using an example disorder to illustrate the value of these approaches. We discuss the clinical applications of testing for social cognitive function, and finally suggest a five-step algorithm for the evaluation and treatment of impairments, providing quantitative evidence to guide the selection of social cognitive measures in clinical practice. PMID:26670297

  3. An Assessment of the Skill of GEOS-5 Seasonal Forecasts

    NASA Technical Reports Server (NTRS)

    Ham, Yoo-Geun; Schubert, Siegfried D.; Rienecker, Michele M.

    2013-01-01

    The seasonal forecast skill of the NASA Global Modeling and Assimilation Office coupled global climate model (CGCM) is evaluated based on an ensemble of 9-month lead forecasts for the period 1993 to 2010. The results from the current version (V2) of the CGCM consisting of the GEOS-5 AGM coupled to the MOM4 ocean model are compared with those from an earlier version (V1) in which the AGCM (the NSIPP model) was coupled to the Poseidon Ocean Model. It was found that the correlation skill of the Sea Surface Temperature (SST) forecasts is generally better in V2, especially over the sub-tropical and tropical central and eastern Pacific, Atlantic, and Indian Ocean. Furthermore, the improvement in skill in V2 mainly comes from better forecasts of the developing phase of ENSO from boreal spring to summer. The skill of ENSO forecasts initiated during the boreal winter season, however, shows no improvement in terms of correlation skill, and is in fact slightly worse in terms of root mean square error (RMSE). The degradation of skill is found to be due to an excessive ENSO amplitude. For V1, the ENSO amplitude is too strong in forecasts starting in boreal spring and summer, which causes large RMSE in the forecast. For V2, the ENSO amplitude is slightly stronger than that in observations and V1 for forecasts starting in boreal winter season. An analysis of the terms in the SST tendency equation, shows that this is mainly due to an excessive zonal advective feedback. In addition, V2 forecasts that are initiated during boreal winter season, exhibit a slower phase transition of El Nino, which is consistent with larger amplitude of ENSO after the ENSO peak season. It is found that this is due to weak discharge of equatorial Warm Water Volume (WWV). In both observations and V1, the discharge of equatorial WWV leads the equatorial geostrophic easterly current so as to damp the El Nino starting in January. This process is delayed by about 2 months in V2 due to the slower phase

  4. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  5. Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

    2015-01-01

    Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

  6. Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

    ERIC Educational Resources Information Center

    Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda

    2015-01-01

    The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…

  7. Approaches to the Assessment of Science Process Skills: A Reconceptualist View and Option

    ERIC Educational Resources Information Center

    Oloruntegbe, K. O.

    2010-01-01

    Assessment means many things to many people. There is a plethora of terms and definitions. To measure science-learning outcomes at skills level, assessment was modified and restructured not only in form and context, but in vocabularies and nomenclatures. Thus, there emerged different forms, like alternative, authentic and performance assessments,…

  8. The Psychometric Properties of Scales that Assess Market Orientation and Team Leadership Skills: A Preliminary Study

    ERIC Educational Resources Information Center

    Kline, Theresa J. B.

    2003-01-01

    This study assessed the psychometric properties of two scales that can be used in predicting team performance: specifically how team members assess the market orientation of their work unit as well the leadership skills present in the team. The first scale is a three-dimensional assessment of the unit's market orientation (innovative, process, or…

  9. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    ERIC Educational Resources Information Center

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  10. Evaluating capacity to live independently and safely in the community: Performance Assessment of Self-care Skills.

    PubMed

    Chisholm, Denise; Toto, Pamela; Raina, Ketki; Holm, Margo; Rogers, Joan

    2014-02-01

    To determine clients' capacity for community living, occupational therapists must use measures that capture the person-task-environment transaction and compare clients' task performance to a performance standard. The Performance Assessment of Self-care Skills, a performance-based, criterion-referenced, observational tool, fulfills this purpose. In this practice analysis, using data from this tool from multiple clinical studies (N = 941), the authors describe tasks that clients from various diagnostic populations could and could not perform independently and safely. For clinicians, the Performance Assessment of Self-care Skills can be used to identify which daily tasks are compromised and the point of task breakdown, as well as to provide guidance about potential interventions.

  11. A Comprehensive, Simulation-Based Approach to Teaching Clinical Skills: The Medical Students’ Perspective

    PubMed Central

    Evans, Leigh V.; Crimmins, Ashley C.; Bonz, James W.; Gusberg, Richard J.; Tsyrulnik, Alina; Dziura, James D.; Dodge, Kelly L.

    2014-01-01

    The purpose of this study was to determine if third-year medical students participating in a mandatory 12-week simulation course perceived improvement in decision-making, communication, and teamwork skills. Students participated in or observed 24 acute emergency scenarios. At 4-week intervals, students completed 0-10 point Likert scale questionnaires evaluating the curriculum and role of team leader. Linear contrasts were used to examine changes in outcomes. P-values were Bonferroni-corrected for multiple pairwise comparisons. Student evaluations (n = 96) demonstrated increases from week 4 to 12 in educational value (p = 0.006), decision-making (p < 0.001), communication (p = 0.02), teamwork (p = 0.01), confidence in management (p < 0.001), and translation to clinical experience (p < 0.001). Regarding the team leader role, students reported a decrease in stress (p = 0.001) and increase in ability to facilitate team function (p < 0.001) and awareness of team building (p = <0.001). Ratings demonstrate a positive impact of simulation on both clinical management skills and team leadership skills. A simulation curriculum can enhance the ability to manage acute clinical problems and translates well to the clinical experience. These positive perceptions increase as the exposure to simulation increases. PMID:25506290

  12. A comprehensive, simulation-based approach to teaching clinical skills: the medical students' perspective.

    PubMed

    Evans, Leigh V; Crimmins, Ashley C; Bonz, James W; Gusberg, Richard J; Tsyrulnik, Alina; Dziura, James D; Dodge, Kelly L

    2014-12-01

    The purpose of this study was to determine if third-year medical students participating in a mandatory 12-week simulation course perceived improvement in decision-making, communication, and teamwork skills. Students participated in or observed 24 acute emergency scenarios. At 4-week intervals, students completed 0-10 point Likert scale questionnaires evaluating the curriculum and role of team leader. Linear contrasts were used to examine changes in outcomes. P-values were Bonferroni-corrected for multiple pairwise comparisons. Student evaluations (n = 96) demonstrated increases from week 4 to 12 in educational value (p = 0.006), decision-making (p < 0.001), communication (p = 0.02), teamwork (p = 0.01), confidence in management (p < 0.001), and translation to clinical experience (p < 0.001). Regarding the team leader role, students reported a decrease in stress (p = 0.001) and increase in ability to facilitate team function (p < 0.001) and awareness of team building (p = <0.001). Ratings demonstrate a positive impact of simulation on both clinical management skills and team leadership skills. A simulation curriculum can enhance the ability to manage acute clinical problems and translates well to the clinical experience. These positive perceptions increase as the exposure to simulation increases. PMID:25506290

  13. Assessing Clinical Judgment Using Standardized Oral Examinations.

    ERIC Educational Resources Information Center

    Bashook, Philip

    This paper describes the use of oral examinations to assess the clinical judgment of aspiring physicians. Oral examinations have been used in U.S. medicine since 1917. Currently, 15 member boards of the American Board of Medical Specialties administer 17 different standardized oral examinations to approximately 10,000 physician candidates…

  14. Personality Assessment Use by Clinical Neuropsychologists

    ERIC Educational Resources Information Center

    Smith, Steven R.; Gorske, Tad T.; Wiggins, Chauntel; Little, Jessica A.

    2010-01-01

    The present study is an exploration of the personality assessment practices of clinical neuropsychologists. Professional members of the National Academy of Neuropsychology and the International Neuropsychological Society (N = 404) were surveyed to examine use of several forms of personality, behavior, and emotional function measures. Results…

  15. Triangular model integrating clinical teaching and assessment.

    PubMed

    Abdelaziz, Adel; Koshak, Emad

    2014-01-01

    Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

  16. Developing assessment: involving the sessional clinical teacher.

    PubMed

    Bateman, H; Thomason, J M; McCracken, G; Ellis, J

    2016-02-12

    Assessment development is a fundamental element of curriculum management and a requirement for providers of education to consistently demonstrate attainment of educational standards. Development of authentic, valid and reliable assessment is, however, both challenging and resource intensive. In the UK, dental education standards are regulated by the General Dental Council (GDC). The 'safe beginner' is the threshold determined by the GDC for the passing student - but how do we apply this? This article describes an approach the School of Dental Sciences at Newcastle University has adopted to address the challenges associated with developing assessments. Sessional clinical teachers contribute a significant proportion of the clinical supervision within the BDS programme and also have a good appreciation of both the standard and concept of the 'safe beginner'. By implementing a process of active timetable management, we have identified time where this group could contribute to assessment development. We believe that aspects, which could be enhanced by their involvement, include writing, validation, standard-setting and utilisation of assessment. To achieve this, we recognise a requirement for investment in careful manpower planning and training, but consider that it is realistic and beneficial to include sessional clinical teachers in this essential part of learning and teaching. PMID:26868802

  17. The Clinical Assessment of Intraventricular Flows

    NASA Astrophysics Data System (ADS)

    Bermejo, Javier; Martínez-Legazpi, Pablo; del Álamo, Juan C.

    2015-01-01

    Recent advances in imaging techniques have allowed physicians to obtain robust measurements of intracardiac flows in the clinical setting. Consequently, the physiological implications of intraventricular fluid dynamics are beginning to be understood. Initial data show that these flows involve complex fluid-structure interactions and mixing phenomena that are modified by disease. Here we critically review the most important aspects of intraventricular fluid mechanics relevant for clinical applications. We discuss current image and numerical methods for assessing intraventricular flows, as well as implemented approaches to analyze their impact on cardiac function. The physiological and clinical insights provided by such techniques are discussed both in health and in disease. The final goal is to encourage research in the application of fluid dynamic foundations to patient-based clinical data. A huge potential is anticipated not only in terms of the basic science of large-scale biological systems, but also in practical terms of improving patient care.

  18. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    PubMed

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues. PMID:26380926

  19. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    PubMed

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues.

  20. The effect of short-term workshop on improving clinical reasoning skill of medical students

    PubMed Central

    Yousefichaijan, Parsa; Jafari, Farshad; Kahbazi, Manijeh; Rafiei, Mohammad; Pakniyat, AbdolGhader

    2016-01-01

    Background: Clinical reasoning process leads clinician to get purposeful steps from signs and symptoms toward diagnosis and treatment. This research intends to investigate the effect of teaching clinical reasoning on problem-solving skills of medical students. Methods: This research is a semi-experimental study. Nineteen Medical student of the pediatric ward as case group participated in a two-day workshop for training clinical reasoning. Before the workshop, they filled out Diagnostic Thinking Inventory (DTI) questionnaires. Fifteen days after the workshop the DTI questionnaire completed and "key feature" (KF) test and "clinical reasoning problem" (CRP) test was held. 23 Medical student as the control group, without passing the clinical reasoning workshop DTI questionnaire completed, and KF test and CRP test was held. Results: The average score of the DTI questionnaire in the control group was 162.04 and in the case group before the workshop was 153.26 and after the workshop was 181.68. Compare the average score of the DTI questionnaire before and after the workshop there is a significant difference. The difference between average KF test scores in the control and the case group was not significant but between average CRP test scores was significant. Conclusion: Clinical reasoning workshop is effectiveness in promoting problem-solving skills of students. PMID:27579286

  1. A new approach to assessing skill needs of senior managers.

    PubMed

    Griffith, John R; Warden, Gail L; Neighbors, Kamilah; Shim, Beth

    2002-01-01

    Management of health care organizations must improve to meet the well-documented challenges of quality improvement and cost control. Other industries have developed the tools--entry education, mentoring, planned mid-career formal education and experience, and special programs for senior management. The purpose of this paper is to pilot test an alternative method to identify competencies and performance of health care executives. We propose using formal lists of technical, interpersonal, and strategic competencies and specific real events chosen by the respondent to identify and prioritize competencies. Results of a trial with 30 large health care system CEOs and 15 early careerists demonstrate that the method reveals useful depth and detail about managers' educational needs. The results suggest that current thinking about managerial education and learning patterns may be seriously inadequate in several respects. The continued improvement of U.S. health care is a pressing national concern. Quality of care is highly variable and substantially deficient in many institutions (Chassin and Galvin 1998; Committee on Quality of Health Care in America 2001). "Quality improvement should be the essential business strategy for healthcare in the 21st century (Kizer 2001)." Productivity improvements will be essential to balance cost pressures from an aging population and growing technology (Heffler, et al. 2002). Skillful management is necessary to improve quality and productivity. Teams of dozens of caregivers are often required to improve a patient's health. The organizations that provide care have grown larger in response to the greater cost, complexity of operation and finance, and evidence of the success of scale in other industries. While many small professional practices, hospitals, and nursing homes remain, consolidation has created a few dozen provider and intermediary organizations exceeding a billion dollars a year in expenditures. These large health care

  2. A new approach to assessing skill needs of senior managers.

    PubMed

    Griffith, John R; Warden, Gail L; Neighbors, Kamilah; Shim, Beth

    2002-01-01

    Management of health care organizations must improve to meet the well-documented challenges of quality improvement and cost control. Other industries have developed the tools--entry education, mentoring, planned mid-career formal education and experience, and special programs for senior management. The purpose of this paper is to pilot test an alternative method to identify competencies and performance of health care executives. We propose using formal lists of technical, interpersonal, and strategic competencies and specific real events chosen by the respondent to identify and prioritize competencies. Results of a trial with 30 large health care system CEOs and 15 early careerists demonstrate that the method reveals useful depth and detail about managers' educational needs. The results suggest that current thinking about managerial education and learning patterns may be seriously inadequate in several respects. The continued improvement of U.S. health care is a pressing national concern. Quality of care is highly variable and substantially deficient in many institutions (Chassin and Galvin 1998; Committee on Quality of Health Care in America 2001). "Quality improvement should be the essential business strategy for healthcare in the 21st century (Kizer 2001)." Productivity improvements will be essential to balance cost pressures from an aging population and growing technology (Heffler, et al. 2002). Skillful management is necessary to improve quality and productivity. Teams of dozens of caregivers are often required to improve a patient's health. The organizations that provide care have grown larger in response to the greater cost, complexity of operation and finance, and evidence of the success of scale in other industries. While many small professional practices, hospitals, and nursing homes remain, consolidation has created a few dozen provider and intermediary organizations exceeding a billion dollars a year in expenditures. These large health care

  3. A Serious Game for Teaching Nursing Students Clinical Reasoning and Decision-Making Skills.

    PubMed

    Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann; Slettebø, Åshild

    2016-01-01

    The aim of this study was to design and pilot-test a serious game for teaching nursing students clinical reasoning and decision-making skills in caring for patients with chronic obstructive pulmonary disease. A video-based serious game prototype was developed. A purposeful sample of six participants tested and evaluated the prototype. Usability issues were identified regarding functionality and user-computer interface. However, overall the serious game was perceived to be useful, usable and likable to use. PMID:27332402

  4. A Serious Game for Teaching Nursing Students Clinical Reasoning and Decision-Making Skills.

    PubMed

    Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann; Slettebø, Åshild

    2016-01-01

    The aim of this study was to design and pilot-test a serious game for teaching nursing students clinical reasoning and decision-making skills in caring for patients with chronic obstructive pulmonary disease. A video-based serious game prototype was developed. A purposeful sample of six participants tested and evaluated the prototype. Usability issues were identified regarding functionality and user-computer interface. However, overall the serious game was perceived to be useful, usable and likable to use.

  5. Effects of Parent Skills Training With Behavioral Couples Therapy for Alcoholism on Children: A Randomized Clinical Pilot Trial

    PubMed Central

    Lam, Wendy K.K.; Fals-Stewart, William; Kelley, Michelle L.

    2008-01-01

    This pilot study examined preliminary effects of Parent Skills Training with Behavioral Couples Therapy on children’s behavioral functioning. Participants were men (N = 30) entering outpatient alcohol treatment, their female partners, and a custodial child between 8 and 12 years of age. Couples were randomly assigned to one of three equally intensive conditions: (a) Parent Skills with Behavioral Couples Therapy (PSBCT), (b) BCT (without parent training), and (c) Individual-Based Treatment (IBT; without couples-based or parent skills interventions). Parents completed measures of child externalizing and internalizing behaviors at pretreatment, post-treatment, 6-and 12-month follow-up; children completed self-reports of internalizing symptoms at each assessment. Only PSBCT participants reported significant effects on all child measures throughout the 12-month follow up. PSBCT showed medium to large effects in child functioning relative to IBT, and small to medium effects relative to BCT from baseline through follow up. Effect sizes suggest clinically meaningful differences between PSBCT and both BCT and IBT that warrant further empirical evaluation of BCT with parent training for alcohol-abusing men and their partners. PMID:18485612

  6. Assessing Thinking Skills in Astro 101: Do We Make an Impact?

    NASA Astrophysics Data System (ADS)

    Bruning, D.

    2005-12-01

    Most instructors agree that a major goal of "Astronomy 101" is to develop thinking skills in our students (Partridge and Greenstein, AER 2, 46, 2003). Much educational research in astronomy has initially concentrated on "best practices" for improving student learning (development of "think-pair-share", lecture tutorials, peer tutoring, etc.). Little has been done to date to assess our efforts to improve student thinking skills and students' desire to think more deeply about the cognitively rich ideas offered in the typical astronomy class. This study surveys several astronomy and physics courses to determine whether general analytical thinking skills increase because of the science course and whether students' attitudes toward cognition improve. Cacioppo, Petty and Kao's "Need for Cognition" scale is used for the latter assessment (J. Personality Assessment 48, 306, 1984). A shortened version of Whimbey and Lochhead's ASI skills instrument is used to assess analytical skills ("Problem Solving and Comprehension," 1986). Preliminary results suggest that students need for cognition does not change in general, although there may be a correlation between increasing need for cognition and improvement in grades through the semester. There is a suggestion that need for cognition is slightly predictive of course performance, but a greater correlation exists between the post-course survey and grades. Gains in general analytical skills have been seen in initial surveys, but correlations with course performance appear elusive.

  7. Skill assessment of a global hydrological model in reproducing extreme flows

    NASA Astrophysics Data System (ADS)

    Candogan Yossef, Naze; van Beek, L. P. H.; Kwadijk, J. C. J.; Bierkens, M. F. P.

    2010-05-01

    This study investigates the skill of the Macro-scale Hydrological Model (MHM) PCR-GLOBWB in reproducing past extremes in the discharges of 20 large rivers of the world, as an initial step in assessing the prospect of using the model for hydrological forecasting. The assessment provides a benchmark verification procedure with the best possible meteorological forcing. Global terrestrial hydrology is simulated for a historical period from 1958 until 2001 by forcing PCR-GLOBWB with daily meteorological data obtained by downscaling the CRU dataset to daily fields using the ERA-40 reanalysis, which can be considered to be the best representation of past weather. Simulated discharge values are compared with observed monthly streamflow records for a selection of 20 large river basins that represent all the continents, a wide range of climatic zones and latitudes as well as a variety of precipitation regimes. Model skill is assessed in three ways. At first, the general performance of the model in simulations is evaluated. MSE skill scores that provide a quality measure relative to the mean climatology are calculated for each river basin, prior to and after bias correction. The coefficient of determination (R2) and Nash and Sutcliffe's coefficient of efficiency (E) are also calculated. Secondly, model skill in reproducing significantly higher and lower flows than the monthly normals is assessed in terms of skill scores used for forecasts of categorical events. For each month, discharge is classified into low, normal and high flow; where normal flow is defined as the central 50% of the cumulative distribution. The skill in simulating these classes is assessed by constructing categorical contingency tables and applying Gerrity scores used in meteorology for ordinal categorical events. Thirdly, model skill in reproducing flood and drought events is assessed. Floods and droughts are regarded as simple binary events defined in terms of exceedences of threshold discharges

  8. A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The CHAMPS Motor Skills Protocol (CMSP)

    PubMed Central

    Williams, Harriet G.; Pfeiffer, Karin A.; Dowda, Marsha; Jeter, Chevy; Jones, Shaverra; Pate, Russell R.

    2010-01-01

    The purpose of the study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field based settings. The development of the CHAMPS (Children’s Activity and Movement in Preschool Study) Motor Skills Protocol (CMSP) included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3-5 years old) from 22 preschools were tested using the final version of the CMSP and the TGMD-2. Reliability of the CMSP and interobserver reliability were determined using intraclass correlation procedures (ICC; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the CMSP to the original Test of Gross Motor Development (2nd Edition) (TGMD-2). Results indicated that test reliability, interobserver reliability and validity coefficients were all high, generally above R/r = 0.90. Significant age differences were found. Outcomes indicate that the CMSP is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials. PMID:21532999

  9. Evaluation of preceptors and skills achievement by clinical pharmacy clerkship students during their clinical rotations at University of Gondar, Ethiopia

    PubMed Central

    Belachew, Sewunet Admasu; Abegaz, Tadesse Melaku; Bhagavathula, Akshaya Srikanth; Getachew, Henok; Tefera, Yonas Getaye

    2016-01-01

    Aim To investigate the overall experiences of clinical pharmacy students during their clinical attachments and to understand the breadth and depth of clinical skills provided by their preceptors. Methods A cross-sectional study using a self-administered questionnaire containing 34 items to obtain feedback from the clerkship students from June to July 2015. Data analysis was performed to calculate mean, standard deviation, percentages, and multiple logistic regression using Statistical Package for the Social Sciences (SPSS) software Version 22. Statistical significance was set at P<0.01. Results All 58 clerkship students actively participated in the study, yielding a response rate of 100%. While students ranked their clerkship experience as moderate, >15% remarked that they did not receive enough opportunities to hone their pharmaceutical care documentation skills. A relatively high percentage of students (32.8%) strongly agreed that their preceptors had provided ample opportunity to discuss the patient problems at the bedside and encouraged them to express their opinions regarding patients’ drug therapeutic issues. This study also revealed that students’ continuity in developing their therapeutic and disease process knowledge was significantly associated with the preceptor’s ability to provide adequate training and orientation (P =0.01), engagement in clinical pharmacy activities (P =0.01), regular review of students’ work (P =0.01), and instruction to students before entering clinical sites (P =0.00). Conclusion The findings of this study reveal that a majority of the students were moderately satisfied with the clinical training program and preceptors need to demonstrate effective pharmaceutical care processes in their clinical sites. PMID:27099540

  10. Clinical Assessment of Risk Management: an INtegrated Approach (CARMINA).

    PubMed

    Tricarico, Pierfrancesco; Tardivo, Stefano; Sotgiu, Giovanni; Moretti, Francesca; Poletti, Piera; Fiore, Alberto; Monturano, Massimo; Mura, Ida; Privitera, Gaetano; Brusaferro, Silvio

    2016-08-01

    Purpose - The European Union recommendations for patient safety calls for shared clinical risk management (CRM) safety standards able to guide organizations in CRM implementation. The purpose of this paper is to develop a self-evaluation tool to measure healthcare organization performance on CRM and guide improvements over time. Design/methodology/approach - A multi-step approach was implemented including: a systematic literature review; consensus meetings with an expert panel from eight Italian leader organizations to get to an agreement on the first version; field testing to test instrument feasibility and flexibility; Delphi strategy with a second expert panel for content validation and balanced scoring system development. Findings - The self-assessment tool - Clinical Assessment of Risk Management: an INtegrated Approach includes seven areas (governance, communication, knowledge and skills, safe environment, care processes, adverse event management, learning from experience) and 52 standards. Each standard is evaluated according to four performance levels: minimum; monitoring; outcomes; and improvement actions, which resulted in a feasible, flexible and valid instrument to be used throughout different organizations. Practical implications - This tool allows practitioners to assess their CRM activities compared to minimum levels, monitor performance, benchmarking with other institutions and spreading results to different stakeholders. Originality/value - The multi-step approach allowed us to identify core minimum CRM levels in a field where no consensus has been reached. Most standards may be easily adopted in other countries. PMID:27477931

  11. Clinical Assessment of Risk Management: an INtegrated Approach (CARMINA).

    PubMed

    Tricarico, Pierfrancesco; Tardivo, Stefano; Sotgiu, Giovanni; Moretti, Francesca; Poletti, Piera; Fiore, Alberto; Monturano, Massimo; Mura, Ida; Privitera, Gaetano; Brusaferro, Silvio

    2016-08-01

    Purpose - The European Union recommendations for patient safety calls for shared clinical risk management (CRM) safety standards able to guide organizations in CRM implementation. The purpose of this paper is to develop a self-evaluation tool to measure healthcare organization performance on CRM and guide improvements over time. Design/methodology/approach - A multi-step approach was implemented including: a systematic literature review; consensus meetings with an expert panel from eight Italian leader organizations to get to an agreement on the first version; field testing to test instrument feasibility and flexibility; Delphi strategy with a second expert panel for content validation and balanced scoring system development. Findings - The self-assessment tool - Clinical Assessment of Risk Management: an INtegrated Approach includes seven areas (governance, communication, knowledge and skills, safe environment, care processes, adverse event management, learning from experience) and 52 standards. Each standard is evaluated according to four performance levels: minimum; monitoring; outcomes; and improvement actions, which resulted in a feasible, flexible and valid instrument to be used throughout different organizations. Practical implications - This tool allows practitioners to assess their CRM activities compared to minimum levels, monitor performance, benchmarking with other institutions and spreading results to different stakeholders. Originality/value - The multi-step approach allowed us to identify core minimum CRM levels in a field where no consensus has been reached. Most standards may be easily adopted in other countries.

  12. Promoting the Self-Regulation of Clinical Reasoning Skills in Nursing Students

    PubMed Central

    Kuiper, R; Pesut, D; Kautz, D

    2009-01-01

    Aim: The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. Materials and Methods: This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. Results: This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Recommendations and Conclusions: Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues. PMID:19888432

  13. [Objective surgery -- advanced robotic devices and simulators used for surgical skill assessment].

    PubMed

    Suhánszki, Norbert; Haidegger, Tamás

    2014-12-01

    Robotic assistance became a leading trend in minimally invasive surgery, which is based on the global success of laparoscopic surgery. Manual laparoscopy requires advanced skills and capabilities, which is acquired through tedious learning procedure, while da Vinci type surgical systems offer intuitive control and advanced ergonomics. Nevertheless, in either case, the key issue is to be able to assess objectively the surgeons' skills and capabilities. Robotic devices offer radically new way to collect data during surgical procedures, opening the space for new ways of skill parameterization. This may be revolutionary in MIS training, given the new and objective surgical curriculum and examination methods. The article reviews currently developed skill assessment techniques for robotic surgery and simulators, thoroughly inspecting their validation procedure and utility. In the coming years, these methods will become the mainstream of Western surgical education.

  14. Adapting the Helpful Responses Questionnaire to assess communication skills involved in delivering contingency management: Preliminary psychometrics

    PubMed Central

    Hartzler, Bryan

    2015-01-01

    A paper/pencil instrument, adapted from Miller and colleagues’ (1991) Helpful Responses Questionnaire (HRQ), was developed to assess clinician skill with core communicative aspects involved in delivering contingency management (CM). The instrument presents a single vignette consisting of six points of client dialogue to which respondents write ‘what they would say next.’ In the context of an implementation/effectiveness hybrid trial, 19 staff clinicians at an opiate treatment program completed serial training outcome assessments before, following, and three months after CM training. Assessments included this adaptation of the HRQ, a multiple-choice CM knowledge test, and a recorded standardized patient encounter scored for CM skillfulness. Study results reveal promising psychometric properties for the instrument, including strong scoring reliability, internal consistency, concurrent and predictive validity, test-retest reliability and sensitivity to training effects. These preliminary findings suggest the instrument is a viable, practical method to assess clinician skill in communicative aspects of CM delivery. PMID:25770870

  15. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

    PubMed

    Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

    2009-01-01

    Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.

  16. Analysis and Validation of a Rubric to Assess Oral Presentation Skills in University Contexts

    ERIC Educational Resources Information Center

    Garcia-Ros, Rafael

    2011-01-01

    Introduction: The main objective of this study was to analyze users' perceptions and convergent validity of peer- and teacher summative assessment using a rubric for students' oral presentation skills in a university context. Method: Peer- and teacher-assessment convergence was analyzed from an analytical and holistic perspective. Students'…

  17. Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned

    ERIC Educational Resources Information Center

    Dorfman, Aviva B.; Galluzzo, Gary R.; Meisels, Samuel J.

    2006-01-01

    This study investigates the development of prospective teachers' observation skills and understanding of assessment in two teacher education programs that integrate information about performance assessment in varying degrees into their preparation and field experiences. Focusing on eight student teachers, we used interview data to investigate the…

  18. An Early Mathematical Patterning Assessment: Identifying Young Australian Indigenous Children's Patterning Skills

    ERIC Educational Resources Information Center

    Papic, Marina

    2015-01-01

    This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to…

  19. Motor Skill Development in Young Children: Current Views on Assessment and Programming.

    ERIC Educational Resources Information Center

    Wade, Michael G.; Davis, Walter E.

    After a brief overview of theory related to motor skill development in children, an update on approaches to motor development assessment and programming is provided. Descriptive/product, process-oriented/diagnostic, process/descriptive, and reflex testing approaches taken in motor ability assessment are reviewed, and some of the strengths and…

  20. The Effectiveness of a Web-Based Motor Skill Assessment Training Program

    ERIC Educational Resources Information Center

    Kelly, Luke E.; Moran, Thomas E.

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of a web-based, intereactive video assessment program on teaching preservice physical education majors to assess the motor skill of kicking. The program provided component specific feedback through tutorial, guided practice, and competency training options. The 72 participants were…

  1. Teenage Consumers: A Profile. Results of the 1978 National Assessment of Consumer Skills and Attitudes.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO.

    This document reports some of the findings of a national assessment of seventeen-year-olds on consumer knowledge, skills, and attitudes. An introduction describes the development of the survey, the probability sample, the administration of the assessment, and the format for reporting the results. Chapter 1 of five chapters summarizes the responses…

  2. Assessing Students' Skills at Writing Analytically in Response to Texts

    ERIC Educational Resources Information Center

    Correnti, Richard; Matsumura, Lindsay Clare; Hamilton, Laura; Wang, Elaine

    2013-01-01

    Despite the importance of writing analytically in response to texts, there are few assessments measuring students' mastery of this skill. This manuscript describes the development of a response-to-text assessment (RTA) intended for use in research. In a subsequent validity investigation we examined whether the RTA distinguished among…

  3. Moving towards the Assessment of Collaborative Problem Solving Skills with a Tangible User Interface

    ERIC Educational Resources Information Center

    Ras, Eric; Krkovic, Katarina; Greiff, Samuel; Tobias, Eric; Maquil, Valérie

    2014-01-01

    The research on the assessment of collaborative problem solving (ColPS), as one crucial 21st Century Skill, is still in its beginnings. Using Tangible User Interfaces (TUI) for this purpose has only been marginally investigated in technology-based assessment. Our first empirical studies focused on light-weight performance measurements, usability,…

  4. Validity of Teacher Report for Assessing the Emergent Literacy Skills of At-Risk Preschoolers

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Zucker, Tricia A.; Kilday, Carolyn R.

    2009-01-01

    Purpose: The purpose of this study was to determine the predictive validity of teacher report for assessing the emergent literacy skills of preschool-age children. The aims were twofold: (a) to examine predictive relationships between teacher report and direct behavioral assessment, and (b) to examine the extent to which teacher report accurately…

  5. Videodisc Interpersonal Skills Training and Assessment (VISTA): Overview and Findings, Volume 1. Final Report.

    ERIC Educational Resources Information Center

    Schroeder, James E.; And Others

    The Videodisc Interpersonal Skills Training and Assessment (VISTA) project was conceived as a means to use computer-assisted leadership training to reduce high personnel costs associated with assessment center training and simulation. Originated by the Army Research Institute's Ft. Benning Field Unit, the research effort included topic analysis,…

  6. Results of the Cognitive Skills Assessment Battery (CSAB), 1998. Data Update.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia.

    The Cognitive Skills Assessment Battery (CSAB) measures student readiness to begin first grade. It is the assessment used by South Carolina to measure the readiness of each student and to plan an appropriate program for each child. In fall 1998, 81.2% of the first graders (43,568 of 53,640 students) met the readiness standard for South Carolina (a…

  7. Reactions to Skill Assessment: The Forgotten Factor in Explaining Motivation to Learn

    ERIC Educational Resources Information Center

    Bell, Bradford S.; Ford, J. Kevin

    2007-01-01

    The study presented here examined the effects of trainees' reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees' assessment reactions, distributive justice and utility, influence training motivation and overall training effectiveness. The model was tested using a sample of…

  8. Documenting Student Competence through Effective Performance Assessment: Employability Skills. Workshop Summary.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This report contains 26 performance assessments for documenting student employability skills. Each performance assessment consists of the following: a competency; a terminal performance objective (outcome); competency builders and pupil performance objectives (criteria for documenting mastery of the objective); applied academic competencies;…

  9. Promoting Learning Skills through Teamwork Assessment and Self/Peer Evaluation in Higher Education

    ERIC Educational Resources Information Center

    Issa, Tomayess

    2012-01-01

    In the education sector, teamwork assessment and self/peer evaluation are widely applied in higher education nationally and internationally. This assessment is designed to encourage students to promote and improve their skills in teamwork, communication (writing, interpersonal interaction and cultural awareness, and presenting), critical and…

  10. Assessing Scientific and Technological Enquiry Skills at Age 11 Using the E-Scape System

    ERIC Educational Resources Information Center

    Davies, Dan; Collier, Chris; Howe, Alan

    2012-01-01

    This article reports on the outcomes from the "e-scape Primary Scientific and Technological Understanding Assessment Project" (2009-2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils' scientific and technological enquiry skills at age 11. This was part of the wider "e-scape" project…

  11. Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills

    ERIC Educational Resources Information Center

    Chin, Doris B.; Blair, Kristen P.; Schwartz, Daniel L.

    2016-01-01

    In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning,…

  12. Leveraging Educational Data Mining for Real-Time Performance Assessment of Scientific Inquiry Skills within Microworlds

    ERIC Educational Resources Information Center

    Gobert, Janice D.; Sao Pedro, Michael A.; Baker, Ryan S. J. D.; Toto, Ermal; Montalvo, Orlando

    2012-01-01

    We present "Science Assistments," an interactive environment, which assesses students' inquiry skills as they engage in inquiry using science microworlds. We frame our variables, tasks, assessments, and methods of analyzing data in terms of "evidence-centered design." Specifically, we focus on the "student model," the…

  13. An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process.

    PubMed

    Barry, Maebh; Noonan, Maria; Bradshaw, Carmel; Murphy-Tighe, Sylvia

    2012-08-01

    This paper reports on a qualitative descriptive study that explored student midwives' experiences of the Objective Structured Clinical Examination assessment process for obstetric emergencies within a university setting. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. There is an international concern that the transfer of midwifery education into universities may impact on the development of midwifery clinical skills. Objective Structured Clinical Examinations (OSCEs) have the potential to promote integration and consolidation of skills prior to clinical placement. Twenty six students (n=36) from two midwifery programmes (BSc and Higher Diploma) participated in four focus groups and Burnard's (2006) framework was used for data analysis. Three main themes emerged following analysis: preparation for the OSCE assessment, the OSCE process and learning through simulating practice. Preparation for the OSCE's which included lectures, demonstrations, and practice of OSCE's facilitated by lecturers and by the students themselves, was considered central to the process. Learning via OSCEs was perceived to be more effective in comparison to other forms of assessment and prepared students for clinical practice. Positive aspects of the process and areas for improvement were identified. Using OSCE's increased the depth of learning for the students with the steps taken in preparation for the OSCE's proving to be a valuable learning tool. This study adds to the evidence on the use of OSCE's in midwifery education. PMID:21999901

  14. Assessing clinical ethics consultation: processes and outcomes.

    PubMed

    Batten, Jason

    2013-06-01

    The vast majority of hospitals use clinical ethics consultation (CEC) as a service to address ethical issues in patient care. Both proponents and critics alike recognize a need to evaluate CEC. I review three outcomes of CEC that have been formally evaluated: healthcare cost, clinical indicators in the intensive care unit, and user satisfaction. These outcome indicators cannot be used to evaluate the worth of CEC because they are contingent and outside of the consultant's control. However, the failure of outcomes-based assessment poses no threat to CEC since the service is continually justified by the fundamental necessity of resolving ethical problems in patient care. While outcome indicators can be used as heuristics to investigate quality issues in CEC, process indicators can capture the quality of CEC more directly. Therefore, further research should be directed toward developing process-based conceptual models for CEC and various methods for assessing these processes. PMID:23967789

  15. Interventional pain management skills competency in pain medicine fellows: a method for development and assessment.

    PubMed

    McElroy, Kevin; Cuccurullo, Sara J; Perret-Karimi, Danielle; Hata, Justin; Ferrer, Steven M; Demesmin, Didier; Petagna, Ann Marie

    2014-08-01

    The purposes of this project were to propose an educational module to instruct pain medicine fellows in the appropriate performance of interventional pain management techniques and to verify procedural competency through objective evaluation methodology. Eight board-certified pain medicine physicians spanning two fellowship programs trained seven fellows using a standardized competency-based module. Assessment tools address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (American Board of Anesthesiology Pain Medicine Content Outline). The seven fellows demonstrated proficiency in every segment of the evaluation module. Objective measures compared the fellows' performance on standardized procedure checklists administered 9 mos into training; fellows in the 2012-2013 academic year also received testing at the 3-mo mark. Support for the assessment module is demonstrated by appropriate performance of interventional procedures, with improvement noted from 3-mo to 9-mo testing, successful completion of chart-stimulated oral examinations, proper performance of relevant physical examination maneuvers, and completion of program-specific medical knowledge written tests. The fellows were evaluated via patient surveys and 360-degree global rating scales, maintained procedure logs, and completed two patient-care reports; these were reviewed by program directors to ensure adequate completion. The standardized educational module and evaluation methodology presented provide a potential framework for the definition of baseline competency in the clinical skill area of interventional pain management. PMID:25033098

  16. Clinical manual assessment of the wrist.

    PubMed

    Porretto-Loehrke, Ann; Schuh, Cassandra; Szekeres, Mike

    2016-01-01

    Although hand therapists often evaluate patients with wrist pain, novice and experienced clinicians alike would benefit from a systematic assessment to efficiently identify the source of dysfunction and initiate an appropriate treatment plan. This article proposes a systematic approach for clinical evaluation of the wrist by describing the basic clinical examination (BCE) process and interpreting the findings in terms of common pathology. The BCE will enable the hand therapist to identify conditions that are contraindicated for conservative care and require further physician intervention, determine a working diagnosis for most musculoskeletal problems, and determine the appropriate extra tests to confirm the working diagnosis and/or rule out differential diagnoses. By combining findings from the patient's history, BCE, and special testing, hand therapists can efficiently determine the underlying pathology and provide appropriate treatment that can optimize clinical outcomes.

  17. Measuring non-technical skills in medical emergency care: a review of assessment measures

    PubMed Central

    Cooper, Simon; Endacott, Ruth; Cant, Robyn

    2010-01-01

    Aim To review the literature on non-technical skills and assessment methods relevant to emergency care. Background Non-technical skills (NTS) include leadership, teamwork, decision making and situation awareness, all of which have an impact on healthcare outcomes. Significant concerns have been raised about the rates of adverse medical events, many of which are attributed to NTS failures. Methods Ovid, Medline, ProQUEST, PsycINFO and specialty websites were searched for NTS measures using applicable access strategies, inclusion and exclusion criteria. Publications identified were assessed for relevance. Results A range of non-technical skill measures relevant to emergency care was identified: leadership (n = 5), teamwork (n = 7), personality/behavior (n = 3) and situation awareness tools (n = 1). Of these, 9 have been used with emergency care populations/clinicians. All had varying degrees of reliability and validity. In the last decade there has been some development of teamwork measures specific to emergency care with a predominantly global and collective rating of broad skills. Conclusion A variety of non-technical skill measures are available; only a few have been used in the emergency care arena. There is a need for an increase in the focused assessment of teamwork skills for a greater understanding of team performance to enhance patient safety in medical emergency care. PMID:27147832

  18. A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The Children's Activity and Movement in Preschool Study Motor Skills Protocol

    ERIC Educational Resources Information Center

    Williams, Harriet G.; Pfeiffer, Karin A.; Dowda, Marsha; Jeter, Chevy; Jones, Shaverra; Pate, Russell R.

    2009-01-01

    The purpose of this study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field-based settings. The development of the Children's Activity and Movement in Preschool Study Motor Skills Protocol included evidence of its reliability and validity for use in field-based environments as part of large…

  19. The Effect of Student Self-Video of Performance on Clinical Skill Competency: A Randomised Controlled Trial

    ERIC Educational Resources Information Center

    Maloney, Stephen; Storr, Michael; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the…

  20. Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

    ERIC Educational Resources Information Center

    Gallistel, Elizabeth; Fischer, Phyllis

    This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

  1. Deaf and hard of hearing students' through-the-air english skills: a review of formal assessments.

    PubMed

    Bennett, Jessica G; Gardner, Ralph; Rizzi, Gleides Lopes

    2014-01-01

    Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which tests researchers are currently using, how they administer the tests, and how reliability and validity are maintained. It was found that, overall, researchers working with this population use the same tests of English employed by practitioners working with hearing students (i.e., the Peabody Picture Vocabulary Test, Expressive One-Word Picture Vocabulary Test, and Clinical Evaluation of Language Fundamentals). There is a disconnect between what is being used in research with deaf and hard of hearing students and what is being used in practice with them. Implications for practice are discussed. PMID:24745106

  2. Deaf and hard of hearing students' through-the-air english skills: a review of formal assessments.

    PubMed

    Bennett, Jessica G; Gardner, Ralph; Rizzi, Gleides Lopes

    2014-01-01

    Strong correlations exist between signed and/or spoken English and the literacy skills of deaf and hard of hearing students. Assessments that are both valid and reliable are key for researchers and practitioners investigating the signed and/or spoken English skills of signing populations. The authors conducted a literature review to explore which tests researchers are currently using, how they administer the tests, and how reliability and validity are maintained. It was found that, overall, researchers working with this population use the same tests of English employed by practitioners working with hearing students (i.e., the Peabody Picture Vocabulary Test, Expressive One-Word Picture Vocabulary Test, and Clinical Evaluation of Language Fundamentals). There is a disconnect between what is being used in research with deaf and hard of hearing students and what is being used in practice with them. Implications for practice are discussed.

  3. Evaluating clinical simulations for learning procedural skills: a theory-based approach.

    PubMed

    Kneebone, Roger

    2005-06-01

    Simulation-based learning is becoming widely established within medical education. It offers obvious benefits to novices learning invasive procedural skills, especially in a climate of decreasing clinical exposure. However, simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design. The author proposes four key areas that underpin simulation-based learning, and summarizes the theoretical grounding for each. These are (1) gaining technical proficiency (psychomotor skills and learning theory, the importance of repeated practice and regular reinforcement), (2) the place of expert assistance (a Vygotskian interpretation of tutor support, where assistance is tailored to each learner's needs), (3) learning within a professional context (situated learning and contemporary apprenticeship theory), and (4) the affective component of learning (the effect of emotion on learning). The author then offers four criteria for critically evaluating new or existing simulations, based on the theoretical framework outlined above. These are: (1) Simulations should allow for sustained, deliberate practice within a safe environment, ensuring that recently-acquired skills are consolidated within a defined curriculum which assures regular reinforcement; (2) simulations should provide access to expert tutors when appropriate, ensuring that such support fades when no longer needed; (3) simulations should map onto real-life clinical experience, ensuring that learning supports the experience gained within communities of actual practice; and (4) simulation-based learning environments should provide a supportive, motivational, and learner-centered milieu which is conducive to learning.

  4. NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832

    ERIC Educational Resources Information Center

    Jones, Elizabeth A.; RiCharde, Stephen

    2005-01-01

    Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative…

  5. Intelligent tutoring system for clinical reasoning skill acquisition in dental students.

    PubMed

    Suebnukarn, Siriwan

    2009-10-01

    Learning clinical reasoning is an important core activity of the modern dental curriculum. This article describes an intelligent tutoring system (ITS) for clinical reasoning skill acquisition. The system is designed to provide an experience that emulates that of live human-tutored problem-based learning (PBL) sessions as much as possible, while at the same time permitting the students to participate collaboratively from disparate locations. The system uses Bayesian networks to model individual student knowledge and activity, as well as that of the group. Tutoring algorithms use the models to generate tutoring hints. The system incorporates a multimodal interface that integrates text and graphics so as to provide a rich communication channel between the students and the system, as well as among students in the group. Comparison of learning outcomes shows that student clinical reasoning gains from the ITS are similar to those obtained from human-tutored sessions.

  6. The prescribing clinical health psychologist: a hybrid skill set in the new era of integrated healthcare.

    PubMed

    McGuinness, Kevin M

    2012-12-01

    The prescribing clinical health psychologist brings together in one individual a combination of skills to create a hybrid profession that can add value to any healthcare organization. This article addresses the high demand for mental health services and the inequitable distribution of mental health practitioners across the nation. The close link between physical and mental health and evidence that individuals in psychological distress often enter the mental health system via primary care medical clinics is offered as background to a discussion of the author's work as a commissioned officer of the U.S. Public Health Service assigned to the Chaparral Medical Center of La Clinica de Familia, Inc. near the U.S.-Mexico border. The prescribing clinical health psychologist in primary care medical settings is described as a valuable asset to the future of professional psychology.

  7. Assessing Suturing Skills in a Self-Guided Learning Setting: Absolute Symmetry Error

    ERIC Educational Resources Information Center

    Brydges, Ryan; Carnahan, Heather; Dubrowski, Adam

    2009-01-01

    Directed self-guidance, whereby trainees independently practice a skill-set in a structured setting, may be an effective technique for novice training. Currently, however, most evaluation methods require an expert to be present during practice. The study aim was to determine if absolute symmetry error, a clinically important measure that can be…

  8. Clinical Risk Assessment in Intensive Care Unit

    PubMed Central

    Asefzadeh, Saeed; Yarmohammadian, Mohammad H.; Nikpey, Ahmad; Atighechian, Golrokh

    2013-01-01

    Background: Clinical risk management focuses on improving the quality and safety of health care services by identifying the circumstances and opportunities that put patients at risk of harm and acting to prevent or control those risks. The goal of this study is to identify and assess the failure modes in the ICU of Qazvin's Social Security Hospital (Razi Hospital) through Failure Mode and Effect Analysis (FMEA). Methods: This was a qualitative-quantitative research by Focus Discussion Group (FDG) performed in Qazvin Province, Iran during 2011. The study population included all individuals and owners who are familiar with the process in ICU. Sampling method was purposeful and the FDG group members were selected by the researcher. The research instrument was standard worksheet that has been used by several researchers. Data was analyzed by FMEA technique. Results: Forty eight clinical errors and failure modes identified, results showed that the highest risk probability number (RPN) was in respiratory care “Ventilator's alarm malfunction (no alarm)” with the score 288, and the lowest was in gastrointestinal “not washing the NG-Tube” with the score 8. Conclusions: Many of the identified errors can be prevented by group members. Clinical risk assessment and management is the key to delivery of effective health care. PMID:23930171

  9. Needs assessment for training in interprofessional skills in Swiss primary care: a Delphi study.

    PubMed

    Junod Perron, Noelle; Cerutti, Bernard; Picchiottino, Patricia; Empeyta, Sebastien; Cinter, Francoise; van Gessel, Elisabeth

    2014-05-01

    Despite the importance of appropriate interprofessional collaboration in health care, it is still insufficiently taught in health professions education. The aim of the study was to conduct a needs assessment among health professionals on the themes and skills to be taught during interprofessional education programs in the context of Swiss primary care. A three round Delphi electronic survey was carried out in order to identify priority themes and skills to be included in such a program. Participants comprised 12 categories of health professionals. Seventy-two participated in the first, 41 in the second and 43 in the third round. Patient communication, case management of chronic conditions, therapeutic patient education, health promotion and prevention, ethics and medication were the most important themes identified. The most important skill was regarded as "to define and then share tasks and responsibilities between professionals". Sub-analysis revealed that both priority themes and skills chosen differed between health professional categories.

  10. A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan

    ERIC Educational Resources Information Center

    Lalani, Shaheena Sulaiman; Rodrigues, Sherwin

    2012-01-01

    This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher's perception and practice of assessing the reading skills of young learners were…

  11. Opinion Pieces: What Is the Role of the Speech-Language Pathologist in Assessing and Facilitating Spelling Skills?

    ERIC Educational Resources Information Center

    Apel, Kenn; Masterson, Julie J.; Lombardino, Linda J.; Ahmed, Sarah T.; Moats, Louisa C.; Pollock, Karen; Templeton, Shane; Bear, Donald R.

    2000-01-01

    This article contains different perspectives on the role of speech-language pathologists (SLPs) in assessing and facilitating spelling skills. It discusses the need for SLPs to promote the role of early literacy, assess for early literacy skills, conduct a comprehensive assessment of written language, and to teach early phoneme awareness.…

  12. Factors Associated With the Use of Standardized Power Mobility Skills Assessments Among Assistive Technology Practitioners.

    PubMed

    Jenkins, Gavin R; Vogtle, Laura K; Yuen, Hon K

    2015-01-01

    This study investigated self-reported prevalence of and factors affecting clinicians' use of standardized assessments when evaluating clients for power mobility devices (PMDs), and explored assessments clinicians typically use when carrying out PMD evaluation. An e-mail survey was sent to assistive technology professionals listed in the Rehabilitation Engineering and Assistive Technology Society of North America directory. Three hundred fifty-four respondents, qualified to conduct formal power mobility skills assessments, completed the online survey. Of those, 122 (34.5%) respondents reported that they were aware of the presence of standardized performance-based power mobility skills assessments, but only 28 (7.9%) used these assessments in their practice. Multivariate analysis revealed that the odds of the respondents who use the standardized assessments were 18 times higher for those who were aware of the presence of these assessments than those who were not (adjusted odds ratio [OR] OR = 17.85, P < 0.0001). The odds of using the standardized assessment for respondents who did not identify themselves as occupational or physical therapists were five times higher than those who were therapists (adjusted OR = 0.20, P < 0.0001). This survey revealed that the assistive technology practitioners who recommend PMDs mainly use non-standardized mobility skills assessments.

  13. Combined English Language Skills Assessment (CELSA): Analysis of Disproportionate Impact.

    ERIC Educational Resources Information Center

    Thompson, Dwayne E.

    In July 1990, "Standards, Policies and Procedures for the Evaluation of Assessment Instruments Used in the California Community Colleges" was published, requiring colleges to determine whether current testing practices discriminate against members of underrepresented groups. The standard for demonstrating disproportionate impact comes from the…

  14. Assessment of Language Skills in Rural Preschool Children.

    ERIC Educational Resources Information Center

    Smith, Tina T.; Myers-Jennings, Corine; Coleman, Thalia

    2000-01-01

    A study examined the extent to which linguistic variation in the English language might have been affecting the performance of 160 rural preschoolers in South Carolina. When dialectal variations were not considered, the performance of the children differed from that of the normative populations on tests that assessed grammatical morphemes.…

  15. Measuring Student Knowledge and Skills: A New Framework for Assessment.

    ERIC Educational Resources Information Center

    Schleicher, Andreas

    The new program of the Organisation for Economic Co-Operation and Development (OECD), the International Programme for Student Assessment (PISA), represents a commitment by governments of the OECD countries to monitor the outcomes of education in terms of student achievement within a common international framework. The focus will be on students…

  16. Assessing object-to-picture and picture-to-object matching as prerequisite skills for pictorial preference assessments.

    PubMed

    Clevenger, Theresa M; Graff, Richard B

    2005-01-01

    Tangible and pictorial paired-stimulus (PPS) preference assessments were compared for 6 individuals with developmental disabilities. During tangible and PPS assessments, two edible items or photographs were presented on each trial, respectively, and approach responses were recorded. Both assessments yielded similar preference hierarchies for 3 participants who could match pictures and objects but different hierarchies for 3 participants who could not. Reinforcer assessments verified that items identified as high preference on PPS assessments functioned as reinforcers only for participants with matching skills. PMID:16463535

  17. Modeling relationships between traditional preadmission measures and clinical skills performance on a medical licensure examination.

    PubMed

    Roberts, William L; Pugliano, Gina; Langenau, Erik; Boulet, John R

    2012-08-01

    Medical schools employ a variety of preadmission measures to select students most likely to succeed in the program. The Medical College Admission Test (MCAT) and the undergraduate college grade point average (uGPA) are two academic measures typically used to select students in medical school. The assumption that presently used preadmission measures can predict clinical skill performance on a medical licensure examination was evaluated within a validity argument framework (Kane 1992). A hierarchical generalized linear model tested relationships between the log-odds of failing a high-stakes medical licensure performance examination and matriculant academic and non-academic preadmission measures, controlling for student-and school-variables. Data includes 3,189 matriculants from 22 osteopathic medical schools tested in 2009-2010. Unconditional unit-specific model expected average log-odds of failing the examination across medical schools is -3.05 (se = 0.11) or 5%. Student-level estimated coefficients for MCAT Verbal Reasoning scores (0.03), Physical Sciences scores (0.05), Biological Sciences scores (0.04), uGPA(science) (0.07), and uGPA(non-science) (0.26) lacked association with the log-odds of failing the COMLEX-USA Level 2-PE, controlling for all other predictors in the model. Evidence from this study shows that present preadmission measures of academic ability are not related to later clinical skill performance. Given that clinical skill performance is an important part of medical practice, selection measures should be developed to identify students who will be successful in communication and be able to demonstrate the ability to systematically collect a medical history, perform a physical examination, and synthesize this information to diagnose and manage patient conditions.

  18. Methods and tools for objective assessment of psychomotor skills in laparoscopic surgery.

    PubMed

    Oropesa, Ignacio; Sánchez-González, Patricia; Lamata, Pablo; Chmarra, Magdalena K; Pagador, José B; Sánchez-Margallo, Juan A; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2011-11-01

    Training and assessment paradigms for laparoscopic surgical skills are evolving from traditional mentor-trainee tutorship towards structured, more objective and safer programs. Accreditation of surgeons requires reaching a consensus on metrics and tasks used to assess surgeons' psychomotor skills. Ongoing development of tracking systems and software solutions has allowed for the expansion of novel training and assessment means in laparoscopy. The current challenge is to adapt and include these systems within training programs, and to exploit their possibilities for evaluation purposes. This paper describes the state of the art in research on measuring and assessing psychomotor laparoscopic skills. It gives an overview on tracking systems as well as on metrics and advanced statistical and machine learning techniques employed for evaluation purposes. The later ones have a potential to be used as an aid in deciding on the surgical competence level, which is an important aspect when accreditation of the surgeons in particular, and patient safety in general, are considered. The prospective of these methods and tools make them complementary means for surgical assessment of motor skills, especially in the early stages of training. Successful examples such as the Fundamentals of Laparoscopic Surgery should help drive a paradigm change to structured curricula based on objective parameters. These may improve the accreditation of new surgeons, as well as optimize their already overloaded training schedules.

  19. Clinical assessment of adolescents involved in Satanism.

    PubMed

    Clark, C M

    1994-01-01

    Satanism is a destructive religion that promises power, dominance, and gratification to its practitioners. Unfortunately, some adolescents are seduced by these promises, often because they feel alienated, alone, angry, and desperate. This article explores the psychosocial needs of adolescents that are often met by participation in Satanic worship. Gratification of these needs, when met, may make leaving the cult a difficult and lengthy process. Included is a method for determining the adolescents' level of involvement and an assessment strategy for the therapeutic evaluation process. A brief overview of clinical intervention is also discussed.

  20. A discrete system simulation study in scheduling and resource allocation for the John A. Burns School of Medicine Clinical Skills Center.

    PubMed

    Glaspie, Henry W; Oshiro Wong, Celeste M

    2015-03-01

    The Center for Clinical Skills (CCS) at the University of Hawai'i's John A. Burns School of Medicine (JABSOM) trains medical students in a variety of medical practice education experiences aimed at improving patient care skills of history taking, physical examination, communication, and counseling. Increasing class sizes accentuate the need for efficient scheduling of faculty and students for clinical skills examinations. This research reports an application of a discrete simulation methodology, using a computerized commercial business simulation optimization software package Arena® by Rockwell Automation Inc, to model the flow of students through an objective structure clinical exam (OSCE) using the basic physical examination sequence (BPSE). The goal was to identify the most efficient scheduling of limited volunteer faculty resources to enable all student teams to complete the OSCE within the allocated 4 hours. The simulation models 11 two-person student teams, using resources of 10 examination rooms where physical examination skills are demonstrated on fellow student subjects and assessed by volunteer faculty. Multiple faculty availability models with constrained time parameters and other resources were evaluated. The results of the discrete event simulation suggest that there is no statistical difference in the baseline model and the alternative models with respect to faculty utilization, but statistically significant changes in student wait times. Two models significantly reduced student wait times without compromising faculty utilization.

  1. The effect of student self-video of performance on clinical skill competency: a randomised controlled trial.

    PubMed

    Maloney, Stephen; Storr, Michael; Morgan, Prue; Ilic, Dragan

    2013-03-01

    Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities.

  2. A Two-Stage Multi-Agent Based Assessment Approach to Enhance Students' Learning Motivation through Negotiated Skills Assessment

    ERIC Educational Resources Information Center

    Chadli, Abdelhafid; Bendella, Fatima; Tranvouez, Erwan

    2015-01-01

    In this paper we present an Agent-based evaluation approach in a context of Multi-agent simulation learning systems. Our evaluation model is based on a two stage assessment approach: (1) a Distributed skill evaluation combining agents and fuzzy sets theory; and (2) a Negotiation based evaluation of students' performance during a training…

  3. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses

    PubMed Central

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. PMID:27146161

  4. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

    PubMed

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning.

  5. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

    PubMed

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. PMID:27146161

  6. Evaluability Assessment of the Title II Basic Skills Improvement Program: Implications for State-Level Programs.

    ERIC Educational Resources Information Center

    Scott, Aurelia C.; Bourexis, Patricia S.

    The implications of the lessons learned through an evaluability assessment (EA) of the Title II Basic Skills Improvement Program (BSIP) for State Education Agency (SEA) support of model demonstration programs are discussed. The purposes, methodology and uses of the EA process are presented. Also included is a discussion of the details of the…

  7. Implementation and Initial Validation of the Combined English Language Skills Assessment (CELSA) at Golden West College.

    ERIC Educational Resources Information Center

    Isonio, Steven

    During spring 1992, the Combined English Language Skills Assessment (CELSA) test was piloted with a sample of English-as-a-Second-Language (ESL) classes at Golden West College (GWC) in Huntington Beach, California. The CELSA, which utilizes a cloze format including parts of conversations and short dialogues, combines items from beginning,…

  8. Assessment of the Component Skills for Cognitive Therapy in Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Joyce, Theresa; Globe, Amanda; Moody, Clare

    2006-01-01

    Background: This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT). Method: Seventy-two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions,…

  9. Diversity as a Learning Goal: Challenges in Assessing Knowledge, Skills, and Attitudes

    ERIC Educational Resources Information Center

    Bowers, Pam

    2009-01-01

    At Oklahoma State University (OSU), faculty have defined expectations for students' learning of knowledge, skills, and attitudes about diversity, and have implemented a process to assess students' achievement of the diversity learning goal. As was done for other general education learning goals such as written communication ability and critical…

  10. EFL Primary School Teachers' Attitudes, Knowledge and Skills in Alternative Assessment

    ERIC Educational Resources Information Center

    Al-Nouh, Nowreyah A.; Taqi, Hanan A.; Abdul-Kareem, Muneera M.

    2014-01-01

    The study investigated female EFL primary school teachers' attitudes as well as teachers' knowledge and skills in alternative assessment. Data was collected via a questionnaire from 335 EFL primary school teachers randomly selected from six educational zones. An interview with principals and head teachers and a focus group interview with EFL…

  11. Developing Teachers' Knowledge and Skills at the Intersection of English Language Learners and Language Assessment

    ERIC Educational Resources Information Center

    Téllez, Kip; Mosqueda, Eduardo

    2015-01-01

    The growth of teachers' professional knowledge and skills has been the topic of policy, research, and even philosophy for many decades. The assessment of English Learners (ELs), a more specific concern, has become an interest of the educational community in just the past 40 years (e.g., Harris, 1969). The authors' task in this chapter is to…

  12. The Validation of Parallel Test Forms: "Mountain" and "Beach" Picture Series for Assessment of Language Skills

    ERIC Educational Resources Information Center

    Bae, Jungok; Lee, Yae-Sheik

    2011-01-01

    Pictures are widely used to elicit expressive language skills, and pictures must be established as parallel before changes in ability can be demonstrated by assessment using pictures prompts. Why parallel prompts are required and what it is necessary to do to ensure that prompts are in fact parallel is not widely known. To date, evidence of…

  13. 21st Century Skills: What Are They and How Do We Assess Them?

    ERIC Educational Resources Information Center

    Geisinger, Kurt F.

    2016-01-01

    One of the "hottest" topics in the educational measurement community in the past decade has been the assessment of 21st century skills. This special issue demonstrates work being performed in this realm. The present article provides a context for the four primary articles that follow and a brief but broad view of some models of 21st…

  14. Assessment of Communication Skills of Physical Education and Sport Students in Turkish Universities

    ERIC Educational Resources Information Center

    Aydin, Ali Dursun

    2015-01-01

    This study assessed the communication skills of the students studying in physical education and sports schools in various universities in Turkey. A total of 1,854 Physical Education and Sports students in five Turkish universities participated in the study. The instrument used to gather information for this study comprised the demographic…

  15. An Assessment of the Study Habits and Skills of Students in Postsecondary Science Courses.

    ERIC Educational Resources Information Center

    Kuhn, David J.

    1988-01-01

    Discusses a study conducted at Wilson County Technical College, North Carolina, to assess the study habits and skills of 74 students enrolled in basic science courses in 1987. Student responses to the Study Behavior Inventory-Form D suggest that students had difficulty with time management and keeping up-to-date with assignments. (DMM)

  16. Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

    ERIC Educational Resources Information Center

    Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

    2012-01-01

    For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…

  17. A Study of Students' Assessment in Writing Skills of the English Language

    ERIC Educational Resources Information Center

    Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

    2013-01-01

    This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

  18. A Study of Students' Assessment in Writing Skills of the English Language

    ERIC Educational Resources Information Center

    Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

    2013-01-01

    This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

  19. FAIJU: An Assessment Center for Developing the Skills of Volunteers Working in International Youth Exchange

    ERIC Educational Resources Information Center

    Kurz, Tom

    2009-01-01

    The three non-profit student exchange organizations AFS, Experiment and YFU, have been running a special assessment center for the development of skills necessary for volunteers working in international student exchange. This paper presents the goals and intentions behind this tool and also discusses the use of human resource development tools in…

  20. A Comparison of the ISRT, NDRT, and SDRT for Use in Assessing FVCC Student Reading Skills.

    ERIC Educational Resources Information Center

    Webb, Mel

    A study was conducted at Florissant Valley Community College (FVCC) to compare three standardized tests--the Iowa Silent Reading Test (ISRT), the Nelson-Denny Reading Test (NDRT), and the Stanford Diagnostic Reading Test (SDRT)--for use in assessing student reading skills. The study population of 402 students included 216 students who agreed to…

  1. Teaching and Assessing Science Process Skills in Physics: The "Bubbles" Task.

    ERIC Educational Resources Information Center

    Solano-Flores, Guillermo

    2000-01-01

    Describes a bubble activity related to the concepts of force and motion. Uses soap solutions for the task and evaluates students according to their performance in the problem solving process and garnering investigation results, which are conceptually based. Promotes and assesses science process skills. (Contains 20 references.) (YDS)

  2. Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children

    ERIC Educational Resources Information Center

    Kapantzoglou, Maria; Restrepo, M. Adelaida; Thompson, Marilyn S.

    2012-01-01

    Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying bilingual children with primary language…

  3. Faculty Mentors', Graduate Students', and Performance-Based Assessments of Students' Research Skill Development

    ERIC Educational Resources Information Center

    Feldon, David F.; Maher, Michelle A.; Hurst, Melissa; Timmerman, Briana

    2015-01-01

    Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees' and their faculty mentors' perceptions of the students' developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students'…

  4. Assessing and Certifying Occupational Skills and Competencies in Vocational Education and Training.

    ERIC Educational Resources Information Center

    Bertrand, Olivier

    This document contains the analytical reports and case studies presented at a 1992 Organisation for Economic Cooperation and Development policy seminar that focused on assessment, certification, and recognition of skills and qualifications in vocational education and training. The following papers are included: "The Issues" (Hilary Steedman);…

  5. The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2009-01-01

    The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

  6. Integrating Soft Skills Assessment through University, College, and Programmatic Efforts at an AACSB Accredited Institution

    ERIC Educational Resources Information Center

    Beard, Debbie; Schwieger, Dana; Surendran, Ken

    2008-01-01

    The growing demand for verification that students are, indeed, learning what they need to learn is driving institutions and programs to develop tools for assessing the level of knowledge and skills of their graduating students. One such tool, the Information Systems Analyst (ISA) certification, is a recently developed instrument for measuring…

  7. Impact of a Peer-Tutoring Course on Skill Performance, Assessment, and Instruction

    ERIC Educational Resources Information Center

    Pulling, Andy R.; Allen, Ray

    2014-01-01

    The purpose of this study was to investigate how the completion of a peer-teaching course impacted pre-service teachers ability to perform, teach, and assess motor skills. Central Michigan University (CMU) implemented a required course for physical education teacher education majors in which enrollees were evaluated on how well they performed…

  8. Teachers' and Mothers' Assessment of Social Skills of Students with Mental Retardation

    ERIC Educational Resources Information Center

    Cifci Tekinarslan, Ilknur; Sazak Pinar, Elif; Sucuoglu, Bulbin

    2012-01-01

    The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in…

  9. Alternative Assessment--Can Real-World Skills Be Tested? Policy Briefs.

    ERIC Educational Resources Information Center

    Simon, Karen; Gregg, Soleil

    Many educators are shifting their teaching strategies and approaches to include more emphasis on critical thinking skills, the communication of ideas, a variety of approaches to content emphasizing varied student learning styles, and the need to draw explicit connections among topics for retention of learning. Real-world assessment measures, then,…

  10. Measuring Primary Students' Graph Interpretation Skills via a Performance Assessment: A Case Study in Instrument Development

    ERIC Educational Resources Information Center

    Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth

    2015-01-01

    This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research…

  11. Using Reflection to Assess Students Ability to Learn and Develop Leadership Skills

    ERIC Educational Resources Information Center

    Olsen, Heather M.; Burk, Brooke

    2014-01-01

    Leadership skill development has been identified as an important element of future leisure service professionals academic preparation. Thus, the purpose of this paper was to utilize in-depth course reflection and service-learning to assess whether undergraduate students enrolled in a leadership course were meeting the leadership objectives set…

  12. Video Review in Self-Assessment of Pharmacy Students' Communication Skills

    ERIC Educational Resources Information Center

    Volino, Lucio R.; Das, Rolee Pathak

    2014-01-01

    The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…

  13. Assessing Early Communication Skills at 12 Months: A Retrospective Study of Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Swain, Nathaniel Robert; Eadie, Patricia Ann; Prior, Margot Ruth; Reilly, Sheena

    2015-01-01

    Background: Early identification of Autism Spectrum Disorder (ASD) is currently limited by the absence of reliable biological markers for the disorder, as well as the reliability of screening and assessment tools for children aged between 6 and 18 months. Ongoing research has demonstrated the importance of early social communication skills in…

  14. An Assessment of Post-Professional Athletic Training Students' Critical Thinking Skills and Dispositions

    ERIC Educational Resources Information Center

    Walter, Jessica Marie

    2013-01-01

    The need for outcome measures in critical thinking skills and dispositions for post-professional athletic training programs (PPATPs) is significant. It has been suggested that athletic trainers who are competent and disposed towards thinking critically will be successful in the profession. The purpose of this study is to assess critical thinking…

  15. The Carter Neurocognitive Assessment for Children with Severely Compromised Expressive Language and Motor Skills

    ERIC Educational Resources Information Center

    Leevers, Hilary J.; Roesler, Cynthia P.; Flax, Judy; Benasich, April A.

    2005-01-01

    In this paper, different means of assessing cognitive development in children with severe impairments in "both" their expressive language and their motor skills are reviewed. A range of techniques are considered, including traditional cognitive tests and behavioral and physiological measures, but these techniques are generally impractical and…

  16. Assessing the Generalizable Skills of Post-Secondary Vocational Students. A Validation Study.

    ERIC Educational Resources Information Center

    Greenan, James P.; Smith, Brandon B.

    A study examined the feasibility, reliability, and validity of two instruments designed to assess the degree to which postsecondary vocational students possessed those generalizable skills that are believed to be functionally relevant to success in a vocational program. The instruments, a student self-rating and a teacher rating form, contained 81…

  17. Predictors of skilled attendance at delivery among antenatal clinic attendants in Ghana: a cross-sectional study of population data

    PubMed Central

    Amoakoh-Coleman, Mary; Ansah, Evelyn K; Agyepong, Irene Akua; Grobbee, Diederick E; Kayode, Gbenga A; Klipstein-Grobusch, Kerstin

    2015-01-01

    Objective To identify demographic, maternal and community predictors of skilled attendance at delivery among women who attend antenatal clinic at least once during their pregnancy in Ghana. Design A cross-sectional study using the 2008 Ghana Demographic and Health Survey (DHS) data. We used frequencies for descriptive analysis, χ2 test for associations and logistic regression to identify significant predictors. Predictive models were built with estimation of area under the receiver operating characteristic curves (AUC). Setting Ghana. Participants A total of 2041 women who had a live birth in the 5 years preceding the survey, and attended an antenatal clinic having a skilled provider, at least once, during the pregnancy. Outcome Skilled attendance at delivery. Results Overall, 60.5% (1235/2041) of women in our study sample reported skilled attendance at delivery. Significant positive associations existed between skilled attendance at delivery and the variables such as maternal educational level, wealth status class, ever use of contraception, previous pregnancy complications and health insurance coverage (p<0.001). Significant predictors of skilled attendance were wealth status class, residency, previous delivery complication, health insurance coverage and religion in a model with AUC (95% CI) of 0.85 (0.83 to 0.88). Conclusions Women less likely to have skilled attendance at delivery can be identified during antenatal care by using data on wealth status class, health insurance coverage, residence, history of previous birth complications and religion, and targeted with interventions to improve skilled attendance at delivery. PMID:25991459

  18. Customisation of an instrument to assess anaesthesiologists' non-technical skills

    PubMed Central

    Spanager, Lene; Lyk-Jensen, Helle T.; Dieckmann, Peter; Østergaard, Doris

    2015-01-01

    Objectives The objectives of the study were to identify Danish anaesthesiologists’ non-technical skills and to customise the Scottish-developed Anaesthetists’ Non-Technical Skills instrument for Danish anaesthesiologists. Methods Six semi-structured group interviews were conducted with 31 operating room team members: anaesthesiologists, nurse anaesthetists, surgeons, and scrub nurses. Interviews were transcribed verbatim and analysed using directed content analysis. Anaesthesiologists’ non-technical skills were identified, coded, and sorted using the original instrument as a basis. The resulting prototype instrument was discussed with anaesthesiologists from 17 centres to ensure face validity. Results Interviews lasted 46–67 minutes. Identified examples of anaesthesiologists’ good or poor non-technical skills fit the four categories in the original instrument: situation awareness; decision making; team working; and task management. Anaesthesiologists’ leadership role in the operating room was emphasised: the original ‘Task Management’ category was named ‘Leadership’. One new element, ‘Demonstrating self-awareness’ was added under the category ‘Situation Awareness’. Compared with the original instrument, half of the behavioural markers were new, which reflected that being aware of and communicating one’s own abilities to the team; working systematically; and speaking up to avoid adverse events were important skills. Conclusions The Anaesthetists’ Non-Technical Skills instrument was customised to a Danish setting using the identified non-technical skills for anaesthesiologists and the original instrument as basis. The customised instrument comprises four categories and 16 underpinning elements supported by multiple behavioural markers. Identifying non-technical skills through semi-structured group interviews and analysing them using direct content analysis proved a useful method for customising an assessment instrument to another

  19. Assessment of dietitians' nutrition counselling self-efficacy and its positive relationship to reported skill usage

    PubMed Central

    Dollahite, Jamie

    2010-01-01

    Background Previous studies on nutrition counselling self-efficacy assessed small groups of dietitians in focused practice areas or evaluated the effectiveness of skills training on only a few skills. This descriptive study developed a comprehensive scale to examine self-efficacy in a large, cross-sectional sample of practising dietitians in performing various counselling skills that promote dietary behaviour changes. Methods A valid and reliable instrument was developed and administered through the Internet to survey dietitians in the United States from various areas of dietetics and with varying years of experience. Items included counselling self-efficacy, skill usage, and counselling-related job characteristics. Of 612 respondents, one group (n=486) conducted counselling more than 50% of their work week; the other group (n=126) less than 50%. Factor analysis was used for scale development. Independent samples t-tests and chi-square tests were performed for group comparisons. Correlations and multiple regression analyses further assessed the relationships among variables. Results The resultant unidimensional scale contained 25 items. Dietitians reported high self-efficacy scores and frequent skill usage. Those who counsel more than 50% of their work week were more likely to work in outpatient settings and private practice; reported higher self-efficacy scores, and held longer and repeated sessions. Self-efficacy scores were positively correlated with counselling-related job characteristics. Years of counselling experience and skill usage significantly predicted self-efficacy scores. Conclusion Dietitians perceive themselves to be highly self-efficacious in using counselling skills which may contribute positively to their professional practice. However, the relationship between counselling self-efficacy and actual performance warrants future investigation. PMID:20113386

  20. Evidence Regarding Teaching and Assessment of Record-Keeping Skills in Training of Dental Students.

    PubMed

    Amos, Kate J; Bearman, Margaret; Palermo, Claire

    2015-10-01

    The aim of this study was to assess the literature on teaching and assessing dental students' record-keeping skills prior to qualification to practice independently as a dentist. A systematic literature review was performed using Ovid MEDLINE and SCOPUS. Keywords used in the search included dental, record, audit, education, and assessment. Electronic search results were screened for publications that targeted undergraduate dental training, related to a record-keeping education intervention, and were published in English and available in full text. Six studies met the inclusion and exclusion criteria. Data extraction and quality assessment were performed, and research findings were compared across the included studies. These six articles addressed the techniques used to teach and assess record-keeping skills in a pre-qualification context. The techniques included supervisor audits, peer audits, lectures, tutorials, research assignments, case reports, record-keeping templates, and checklists of required record components. The use of record audit as part of teaching and evaluation dominated these articles; it was used as the assessment method in five of the six studies. All methods of record-keeping training in studies published to date were found effective in improving student record-keeping skills. However, there was insufficient evidence to determine whether certain methods were more effective than others.