Evaluating synoptic systems in the CMIP5 climate models over the Australian region

NASA Astrophysics Data System (ADS)

Gibson, Peter B.; Uotila, Petteri; Perkins-Kirkpatrick, Sarah E.; Alexander, Lisa V.; Pitman, Andrew J.

2016-10-01

Climate models are our principal tool for generating the projections used to inform climate change policy. Our confidence in projections depends, in part, on how realistically they simulate present day climate and associated variability over a range of time scales. Traditionally, climate models are less commonly assessed at time scales relevant to daily weather systems. Here we explore the utility of a self-organizing maps (SOMs) procedure for evaluating the frequency, persistence and transitions of daily synoptic systems in the Australian region simulated by state-of-the-art global climate models. In terms of skill in simulating the climatological frequency of synoptic systems, large spread was observed between models. A positive association between all metrics was found, implying that relative skill in simulating the persistence and transitions of systems is related to skill in simulating the climatological frequency. Considering all models and metrics collectively, model performance was found to be related to model horizontal resolution but unrelated to vertical resolution or representation of the stratosphere. In terms of the SOM procedure, the timespan over which evaluation was performed had some influence on model performance skill measures, as did the number of circulation types examined. These findings have implications for selecting models most useful for future projections over the Australian region, particularly for projections related to synoptic scale processes and phenomena. More broadly, this study has demonstrated the utility of the SOMs procedure in providing a process-based evaluation of climate models.

Diagnostic Evaluation of Nmme Precipitation and Temperature Forecasts for the Continental United States

NASA Astrophysics Data System (ADS)

Karlovits, G. S.; Villarini, G.; Bradley, A.; Vecchi, G. A.

2014-12-01

Forecasts of seasonal precipitation and temperature can provide information in advance of potentially costly disruptions caused by flood and drought conditions. The consequences of these adverse hydrometeorological conditions may be mitigated through informed planning and response, given useful and skillful forecasts of these conditions. However, the potential value and applicability of these forecasts is unavoidably linked to their forecast quality. In this work we evaluate the skill of four global circulation models (GCMs) part of the North American Multi-Model Ensemble (NMME) project in forecasting seasonal precipitation and temperature over the continental United States. The GCMs we consider are the Geophysical Fluid Dynamics Laboratory (GFDL)-CM2.1, NASA Global Modeling and Assimilation Office (NASA-GMAO)-GEOS-5, The Center for Ocean-Land-Atmosphere Studies - Rosenstiel School of Marine & Atmospheric Science (COLA-RSMAS)-CCSM3, Canadian Centre for Climate Modeling and Analysis (CCCma) - CanCM4. These models are available at a resolution of 1-degree and monthly, with a minimum forecast lead time of nine months, up to one year. These model ensembles are compared against gridded monthly temperature and precipitation data created by the PRISM Climate Group, which represent the reference observation dataset in this work. Aspects of forecast quality are quantified using a diagnostic skill score decomposition that allows the evaluation of the potential skill and conditional and unconditional biases associated with these forecasts. The evaluation of the decomposed GCM forecast skill over the continental United States, by season and by lead time allows for a better understanding of the utility of these models for flood and drought predictions. Moreover, it also represents a diagnostic tool that could provide model developers feedback about strengths and weaknesses of their models.

A cross-validation study of the TGMD-2: The case of an adolescent population.

PubMed

Issartel, Johann; McGrane, Bronagh; Fletcher, Richard; O'Brien, Wesley; Powell, Danielle; Belton, Sarahjane

2017-05-01

This study proposes an extension of a widely used test evaluating fundamental movement skills proficiency to an adolescent population, with a specific emphasis on validity and reliability for this older age group. Cross-sectional observational study. A total of 844 participants (n=456 male, 12.03±0.49) participated in this study. The 12 fundamental movement skills of the TGMD-2 were assessed. Inter-rater reliability was examined to ensure a minimum of 95% consistency between coders. Confirmatory factor analysis was undertaken with a one-factor model (all 12 skills) and two-factor model (6 locomotor skills and 6 object-control skills) as proposed by Ulrich et al. (2000). The model fit was examined using χ 2 , TLI, CFI and RMSEA. Test-retest reliability was carried out with a subsample of 35 participants. The test-retest reliability reached Intraclass Correlation Coefficient of 0.78 (locomotor), 0.76 (object related) and 0.91 (gross motor skill proficiency). The confirmatory factor analysis did not display a good fit for either the one-factor or two-factor model due to a really low contribution of several skills. A reduction in the number of skills to just seven (run, gallop, hop, horizontal jump, bounce, kick and roll) revealed an overall good fit by TLI, CFI and RMSEA measures. The proposed new model offers the possibility of longitudinal studies to track the maturation of fundamental movement skills across the child and adolescent spectrum, while also giving researchers a valid assessment to tool to evaluate adolescent fundamental movement skills proficiency level. Copyright © 2016 Sports Medicine Australia. All rights reserved.

An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities Preparing for Employment in Ireland: A Pilot Study

ERIC Educational Resources Information Center

Walsh, Edith; Holloway, Jennifer; Lydon, Helena

2018-01-01

Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion.…

Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model

ERIC Educational Resources Information Center

Goodrich, J. Marc; Lonigan, Christopher J.

2017-01-01

According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying…

Teaching elliptical excision skills to novice medical students: a randomized controlled study comparing low- and high-fidelity bench models.

PubMed

Denadai, Rafael; Oshiiwa, Marie; Saad-Hossne, Rogério

2014-03-01

The search for alternative and effective forms of training simulation is needed due to ethical and medico-legal aspects involved in training surgical skills on living patients, human cadavers and living animals. To evaluate if the bench model fidelity interferes in the acquisition of elliptical excision skills by novice medical students. Forty novice medical students were randomly assigned to 5 practice conditions with instructor-directed elliptical excision skills' training (n = 8): didactic materials (control); organic bench model (low-fidelity); ethylene-vinyl acetate bench model (low-fidelity); chicken legs' skin bench model (high-fidelity); or pig foot skin bench model (high-fidelity). Pre- and post-tests were applied. Global rating scale, effect size, and self-perceived confidence based on Likert scale were used to evaluate all elliptical excision performances. The analysis showed that after training, the students practicing on bench models had better performance based on Global rating scale (all P < 0.0000) and felt more confident to perform elliptical excision skills (all P < 0.0000) when compared to the control. There was no significant difference (all P > 0.05) between the groups that trained on bench models. The magnitude of the effect (basic cutaneous surgery skills' training) was considered large (>0.80) in all measurements. The acquisition of elliptical excision skills after instructor-directed training on low-fidelity bench models was similar to the training on high-fidelity bench models; and there was a more substantial increase in elliptical excision performances of students that trained on all simulators compared to the learning on didactic materials.

Evaluation of a Technology for Teaching Complex Social Skills to Young Adults with Visual and Cognitive Impairments.

ERIC Educational Resources Information Center

Gumpel, Thomas P.; Nativ-Ari-Am, Hagit

2001-01-01

Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to grocery shop. A task-analytical flow chart of the behavioral skills involved in grocery shopping was used to increase completed skill steps and the number of correct items purchased. (Contains references.)…

A theory-based curriculum design for remediation of residents' communication skills.

PubMed

Leung, Fok-Han; Martin, Dawn; Batty, Helen

2009-12-01

Residents requiring remediation are often deficient in communication skills, namely clinical interviewing skills. Residents have to digest large amounts of knowledge, and then apply it in a clinical interview. The patient-centered approach, as demonstrated in the Calgary-Cambridge model and Martin's Map, can be difficult to teach. Before implementing a remediation curriculum, the theoretical educational underpinnings must be sound; curriculum evaluation is often expensive. Before establishing metrics for curriculum evaluation, a starting point is to perform a mental experiment to test theoretical adherence. This article describes an experiential remedial curriculum for communication skills. Educational theories of Kolb, Knowles, Bandura, and Bloom are used to design the curriculum into theory-based design components. Kolb's experiential cycle models the natural sequence of experiencing, teaching, and learning interviewing skills. A curriculum structured around this cycle has multiple intercalations with the above educational theories. The design is strengthened by appropriately timed use of education strategies such as learning contracts, taped interviews, simulations, structured reflection, and teacher role modeling. Importantly, it also models the form of the clinical interview format desired. Through understanding and application of contemporary educational theories, a program to remediate interviewing skills can increase its potential for success.

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…

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

Quantitative Evaluation of Performance in Interventional Neuroradiology: An Integrated Curriculum Featuring Theoretical and Practical Challenges.

PubMed

Ernst, Marielle; Kriston, Levente; Romero, Javier M; Frölich, Andreas M; Jansen, Olav; Fiehler, Jens; Buhk, Jan-Hendrik

2016-01-01

We sought to develop a standardized curriculum capable of assessing key competencies in Interventional Neuroradiology by the use of models and simulators in an objective, quantitative, and efficient way. In this evaluation we analyzed the associations between the practical experience, theoretical knowledge, and the skills lab performance of interventionalists. We evaluated the endovascular skills of 26 participants of the Advanced Course in Endovascular Interventional Neuroradiology of the European Society of Neuroradiology with a set of three tasks (aneurysm coiling and thrombectomy in a virtual simulator and placement of an intra-aneurysmal flow disruptor in a flow model). Practical experience was assessed by a survey. Participants completed a written and oral examination to evaluate theoretical knowledge. Bivariate and multivariate analyses were performed. In multivariate analysis knowledge of materials and techniques in Interventional Neuroradiology was moderately associated with skills in aneurysm coiling and thrombectomy. Experience in mechanical thrombectomy was moderately associated with thrombectomy skills, while age was negatively associated with thrombectomy skills. We found no significant association between age, sex, or work experience and skills in aneurysm coiling. Our study gives an example of how an integrated curriculum for reasonable and cost-effective assessment of key competences of an interventional neuroradiologist could look. In addition to traditional assessment of theoretical knowledge practical skills are measured by the use of endovascular simulators yielding objective, quantitative, and constructive data for the evaluation of the current performance status of participants as well as the evolution of their technical competency over time.

Further evaluation of a brief, intensive teacher-training model.

PubMed

Lerman, Dorothea C; Tetreault, Allison; Hovanetz, Alyson; Strobel, Margaret; Garro, Joanie

2008-01-01

The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.

Assessing North American multimodel ensemble (NMME) seasonal forecast skill to assist in the early warning of hydrometeorological extremes over East Africa

USGS Publications Warehouse

Shukla, Shraddhanand; Roberts, Jason B.; Hoell. Andrew,; Funk, Chris; Robertson, Franklin R.; Kirtmann, Benjamin

2016-01-01

The skill of North American multimodel ensemble (NMME) seasonal forecasts in East Africa (EA), which encompasses one of the most food and water insecure areas of the world, is evaluated using deterministic, categorical, and probabilistic evaluation methods. The skill is estimated for all three primary growing seasons: March–May (MAM), July–September (JAS), and October–December (OND). It is found that the precipitation forecast skill in this region is generally limited and statistically significant over only a small part of the domain. In the case of MAM (JAS) [OND] season it exceeds the skill of climatological forecasts in parts of equatorial EA (Northern Ethiopia) [equatorial EA] for up to 2 (5) [5] months lead. Temperature forecast skill is generally much higher than precipitation forecast skill (in terms of deterministic and probabilistic skill scores) and statistically significant over a majority of the region. Over the region as a whole, temperature forecasts also exhibit greater reliability than the precipitation forecasts. The NMME ensemble forecasts are found to be more skillful and reliable than the forecast from any individual model. The results also demonstrate that for some seasons (e.g. JAS), the predictability of precipitation signals varies and is higher during certain climate events (e.g. ENSO). Finally, potential room for improvement in forecast skill is identified in some models by comparing homogeneous predictability in individual NMME models with their respective forecast skill.

Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation.

PubMed

O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K

2016-07-01

Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. © The Author(s) 2016.

An information-motivation-behavioral skills analysis of diet and exercise behavior in Puerto Ricans with diabetes.

PubMed

Osborn, Chandra Y; Rivet Amico, K; Fisher, William A; Egede, Leonard E; Fisher, Jeffrey D

2010-11-01

Frameworks are needed to inform diabetes self-care programs for diverse populations. We tested the Information-Motivation-Behavioral Skills (IMB) model in a sample of Puerto Ricans with Type 2 diabetes (N = 118). Structural equation models evaluated model fit and interrelations between IMB constructs. For diet behavior, information and motivation related to behavioral skills ( r = 0.19, p < .05 and r = 0.39, p < .01, respectively); behavioral skills related to behavior (r = 0.42, p < .01 and r = 0.32, p < .05); and behavior related to glycemic control (r = -0.26, p < .05). For exercise, personal motivation related to behavioral skills (r = 0.53, p < .001), and behavioral skills related to behavior (r = 0.45, p < .001). The IMB model could inform interventions targeting these behaviors in diabetes.

An Information—Motivation—Behavioral Skills Analysis of Diet and Exercise Behavior in Puerto Ricans with Diabetes

PubMed Central

Osborn, Chandra Y.; Amico, K. Rivet; Fisher, William A.; Egede, Leonard E.; Fisher, Jeffrey D.

2011-01-01

Frameworks are needed to inform diabetes self-care programs for diverse populations. We tested the Information-Motivation-Behavioral Skills (IMB) model among Puerto Ricans with Type 2 diabetes (N=118). Structural equation models evaluated model fit and interrelations among constructs. For diet behavior, information and motivation related to behavioral skills (r=0.19, p<0.05 and r=0.39, p<0.01, respectively); behavioral skills related to behavior (r=0.42, p<0.01 and r=0.32, p<0.05); and behavior was related to glycemic control (r=−0.26, p<0.05). For exercise, personal motivation related to behavioral skills (r=0.53, p<0.001), and behavioral skills related to behavior (r=0.45, p<0.001). The IMB model could inform interventions targeting these behaviors in diabetes. PMID:20453056

The value of EHR-based assessment of physician competency: An investigative effort with internal medicine physicians.

PubMed

Venta, Kimberly; Baker, Erin; Fidopiastis, Cali; Stanney, Kay

2017-12-01

The purpose of this study was to investigate the potential of developing an EHR-based model of physician competency, named the Skill Deficiency Evaluation Toolkit for Eliminating Competency-loss Trends (Skill-DETECT), which presents the opportunity to use EHR-based models to inform selection of Continued Medical Education (CME) opportunities specifically targeted at maintaining proficiency. The IBM Explorys platform provided outpatient Electronic Health Records (EHRs) representing 76 physicians with over 5000 patients combined. These data were used to develop the Skill-DETECT model, a predictive hybrid model composed of a rule-based model, logistic regression model, and a thresholding model, which predicts cognitive clinical skill deficiencies in internal medicine physicians. A three-phase approach was then used to statistically validate the model performance. Subject Matter Expert (SME) panel reviews resulted in a 100% overall approval rate of the rule based model. Area under the receiver-operating characteristic curves calculated for each logistic regression curve resulted in values between 0.76 and 0.92, which indicated exceptional performance. Normality, skewness, and kurtosis were determined and confirmed that the distribution of values output from the thresholding model were unimodal and peaked, which confirmed effectiveness and generalizability. The validation has confirmed that the Skill-DETECT model has a strong ability to evaluate EHR data and support the identification of internal medicine cognitive clinical skills that are deficient or are of higher likelihood of becoming deficient and thus require remediation, which will allow both physician and medical organizations to fine tune training efforts. Copyright © 2017 Elsevier B.V. All rights reserved.

Uncertainties in Decadal Model Evaluation due to the Choice of Different Reanalysis Products

NASA Astrophysics Data System (ADS)

Illing, Sebastian; Kadow, Christopher; Kunst, Oliver; Cubasch, Ulrich

2014-05-01

In recent years decadal predictions have become very popular in the climate science community. A major task is the evaluation and validation of a decadal prediction system. Therefore hindcast experiments are performed and evaluated against observation based or reanalysis data-sets. That is, various metrics and skill scores like the anomaly correlation or the mean squared error skill score (MSSS) are calculated to estimate potential prediction skill of the model system. Our results will mostly feature the Baseline 1 hindcast experiments from the MiKlip decadal prediction system. MiKlip (www.fona-miklip.de) is a project for medium-term climate prediction funded by the Federal Ministry of Education and Research in Germany (BMBF) and has the aim to create a model system that can provide reliable decadal forecasts on climate and weather. There are various reanalysis and observation based products covering at least the last forty years which can be used for model evaluation, for instance the 20th Century Reanalysis from NOAA-CIRES, the Climate Forecast System Reanalysis from NCEP or the Interim Reanalysis from ECMWF. Each of them is based on different climate models and observations. We will show that the choice of the reanalysis product has a huge impact on the value of various skill metrics. In some cases this may actually lead to a change in the interpretation of the results, e.g. when one tries to compare two model versions and the anomaly correlation difference changes its sign for two different reanalysis products. We will also show first results of our studies investigating the influence and effect of this source of uncertainty for decadal model evaluation. Furthermore we point out regions which are most affected by this uncertainty and where one has to cautious interpreting skill scores. In addition we introduce some strategies to overcome or at least reduce this source of uncertainty.

Teaching Computation/Shopping Skills to Mentally Retarded Adults.

ERIC Educational Resources Information Center

Matson, Johnny L.; Long, Sue

1986-01-01

Three moderately/mildly retarded adults were trained in adaptive community skills. Treatment involved instructions, performance feedback, social reinforcement, in-vivo modeling, self-evaluation, and social and tangible reinforcement. Rapid and dramatic improvements occurred soon after treatment began. Skills generalized to other shopping…

Improving Cover-Letter Writing Skills of Individuals with Intellectual Disabilities

ERIC Educational Resources Information Center

Pennington, Robert; Delano, Monica; Scott, Renee

2014-01-01

We evaluated a multicomponent intervention for improving the cover-letter writing skills of individuals with intellectual disabilities. An intervention that included modeling, self-monitoring, prompting, and feedback increased correct performance for all participants. In addition, the skill was demonstrated across audiences.

Acquisition and improvement of human motor skills: Learning through observation and practice

NASA Technical Reports Server (NTRS)

Iba, Wayne

1991-01-01

Skilled movement is an integral part of the human existence. A better understanding of motor skills and their development is a prerequisite to the construction of truly flexible intelligent agents. We present MAEANDER, a computational model of human motor behavior, that uniformly addresses both the acquisition of skills through observation and the improvement of skills through practice. MAEANDER consists of a sensory-effector interface, a memory of movements, and a set of performance and learning mechanisms that let it recognize and generate motor skills. The system initially acquires such skills by observing movements performed by another agent and constructing a concept hierarchy. Given a stored motor skill in memory, MAEANDER will cause an effector to behave appropriately. All learning involves changing the hierarchical memory of skill concepts to more closely correspond to either observed experience or to desired behaviors. We evaluated MAEANDER empirically with respect to how well it acquires and improves both artificial movement types and handwritten script letters from the alphabet. We also evaluate MAEANDER as a psychological model by comparing its behavior to robust phenomena in humans and by considering the richness of the predictions it makes.

Long-Term Stability of Core Language Skill in Children with Contrasting Language Skills

ERIC Educational Resources Information Center

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.

2016-01-01

This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures…

A Comparison of the Forecast Skills among Three Numerical Models

NASA Astrophysics Data System (ADS)

Lu, D.; Reddy, S. R.; White, L. J.

2003-12-01

Three numerical weather forecast models, MM5, COAMPS and WRF, operating with a joint effort of NOAA HU-NCAS and Jackson State University (JSU) during summer 2003 have been chosen to study their forecast skills against observations. The models forecast over the same region with the same initialization, boundary condition, forecast length and spatial resolution. AVN global dataset have been ingested as initial conditions. Grib resolution of 27 km is chosen to represent the current mesoscale model. The forecasts with the length of 36h are performed to output the result with 12h interval. The key parameters used to evaluate the forecast skill include 12h accumulated precipitation, sea level pressure, wind, surface temperature and dew point. Precipitation is evaluated statistically using conventional skill scores, Threat Score (TS) and Bias Score (BS), for different threshold values based on 12h rainfall observations whereas other statistical methods such as Mean Error (ME), Mean Absolute Error(MAE) and Root Mean Square Error (RMSE) are applied to other forecast parameters.

The efficacy of video monitoring-supported student self-evaluation of dental explorer skills in dental hygiene education.

PubMed

Tano, R; Takaku, S; Ozaki, T

2017-11-01

The objective of this study was to investigate whether having dental hygiene students monitor video recordings of their dental explorer skills is an effective means of proper self-evaluation in dental hygiene education. The study participants comprised students of a dental hygiene training school who had completed a module on explorer skills using models, and a dental hygiene instructor who was in charge of lessons. Questions regarding 'posture', 'grip', 'finger rest' and 'operation' were set to evaluate explorer skills. Participants rated each item on a two-point scale: 'competent (1)' or 'not competent (0)'. The total score was calculated for each evaluation item in evaluations by students with and without video monitoring, and in evaluations by the instructor with video monitoring. Mean scores for students with and without video monitoring were compared using a t-test, while intraclass correlation coefficients were found by reliability analysis of student and instructor evaluations. A total of 37 students and one instructor were subject to analysis. The mean score for evaluations with and without video monitoring differed significantly for posture (P < 0.0001), finger rest (P = 0.0006) and operation (P < 0.0001). The intraclass correlation coefficient between students and instructors for evaluations with video monitoring ranged from 0.90 to 0.97 for the four evaluation items. The results of this study suggested that having students monitor video recordings of their own explorer skills may be an effective means of proper self-evaluation in specialized basic education using models. © 2016 The Authors. International Journal of Dental Hygiene Published by John Wiley& Sons Ltd.

Evaluation of the CORDEX-Africa multi-RCM hindcast: systematic model errors

NASA Astrophysics Data System (ADS)

Kim, J.; Waliser, Duane E.; Mattmann, Chris A.; Goodale, Cameron E.; Hart, Andrew F.; Zimdars, Paul A.; Crichton, Daniel J.; Jones, Colin; Nikulin, Grigory; Hewitson, Bruce; Jack, Chris; Lennard, Christopher; Favre, Alice

2014-03-01

Monthly-mean precipitation, mean (TAVG), maximum (TMAX) and minimum (TMIN) surface air temperatures, and cloudiness from the CORDEX-Africa regional climate model (RCM) hindcast experiment are evaluated for model skill and systematic biases. All RCMs simulate basic climatological features of these variables reasonably, but systematic biases also occur across these models. All RCMs show higher fidelity in simulating precipitation for the west part of Africa than for the east part, and for the tropics than for northern Sahara. Interannual variation in the wet season rainfall is better simulated for the western Sahel than for the Ethiopian Highlands. RCM skill is higher for TAVG and TMAX than for TMIN, and regionally, for the subtropics than for the tropics. RCM skill in simulating cloudiness is generally lower than for precipitation or temperatures. For all variables, multi-model ensemble (ENS) generally outperforms individual models included in ENS. An overarching conclusion in this study is that some model biases vary systematically for regions, variables, and metrics, posing difficulties in defining a single representative index to measure model fidelity, especially for constructing ENS. This is an important concern in climate change impact assessment studies because most assessment models are run for specific regions/sectors with forcing data derived from model outputs. Thus, model evaluation and ENS construction must be performed separately for regions, variables, and metrics as required by specific analysis and/or assessments. Evaluations using multiple reference datasets reveal that cross-examination, quality control, and uncertainty estimates of reference data are crucial in model evaluations.

Quantitative Evaluation of Performance in Interventional Neuroradiology: An Integrated Curriculum Featuring Theoretical and Practical Challenges

PubMed Central

Ernst, Marielle; Kriston, Levente; Romero, Javier M.; Frölich, Andreas M.; Jansen, Olav; Fiehler, Jens; Buhk, Jan-Hendrik

2016-01-01

Purpose We sought to develop a standardized curriculum capable of assessing key competencies in Interventional Neuroradiology by the use of models and simulators in an objective, quantitative, and efficient way. In this evaluation we analyzed the associations between the practical experience, theoretical knowledge, and the skills lab performance of interventionalists. Materials and Methods We evaluated the endovascular skills of 26 participants of the Advanced Course in Endovascular Interventional Neuroradiology of the European Society of Neuroradiology with a set of three tasks (aneurysm coiling and thrombectomy in a virtual simulator and placement of an intra-aneurysmal flow disruptor in a flow model). Practical experience was assessed by a survey. Participants completed a written and oral examination to evaluate theoretical knowledge. Bivariate and multivariate analyses were performed. Results In multivariate analysis knowledge of materials and techniques in Interventional Neuroradiology was moderately associated with skills in aneurysm coiling and thrombectomy. Experience in mechanical thrombectomy was moderately associated with thrombectomy skills, while age was negatively associated with thrombectomy skills. We found no significant association between age, sex, or work experience and skills in aneurysm coiling. Conclusion Our study gives an example of how an integrated curriculum for reasonable and cost-effective assessment of key competences of an interventional neuroradiologist could look. In addition to traditional assessment of theoretical knowledge practical skills are measured by the use of endovascular simulators yielding objective, quantitative, and constructive data for the evaluation of the current performance status of participants as well as the evolution of their technical competency over time. PMID:26848840

Assessing the quality of bottom water temperatures from the Finite-Volume Community Ocean Model (FVCOM) in the Northwest Atlantic Shelf region

NASA Astrophysics Data System (ADS)

Li, Bai; Tanaka, Kisei R.; Chen, Yong; Brady, Damian C.; Thomas, Andrew C.

2017-09-01

The Finite-Volume Community Ocean Model (FVCOM) is an advanced coastal circulation model widely utilized for its ability to simulate spatially and temporally evolving three-dimensional geophysical conditions of complex and dynamic coastal regions. While a body of literature evaluates model skill in surface fields, independent studies validating model skill in bottom fields over large spatial and temporal scales are scarce because these fields cannot be remotely sensed. In this study, an evaluation of FVCOM skill in modeling bottom water temperature was conducted by comparison to hourly in situ observed bottom temperatures recorded by the Environmental Monitors on Lobster Traps (eMOLT), a program that attached thermistors to commercial lobster traps from 2001 to 2013. Over 2 × 106 pairs of FVCOM-eMOLT records were evaluated by a series of statistical measures to quantify accuracy and precision of the modeled data across the Northwest Atlantic Shelf region. The overall comparison between modeled and observed data indicates reliable skill of FVCOM (r2 = 0.72; root mean squared error = 2.28 °C). Seasonally, the average absolute errors show higher model skill in spring, fall and winter than summer. We speculate that this is due to the increased difficulty of modeling high frequency variability in the exact position of the thermocline and frontal zones. The spatial patterns of the residuals suggest that there is improved similarity between modeled and observed data at higher latitudes. We speculate that this is due to increased tidal mixing at higher latitudes in our study area that reduces stratification in winter, allowing improved model accuracy. Modeled bottom water temperatures around Cape Cod, the continental shelf edges, and at one location at the entrance to Penobscot Bay were characterized by relatively high errors. Constraints for future uses of FVCOM bottom water temperature are provided based on the uncertainties in temporal-spatial patterns. This study is novel as it is the first skill assessment of a regional ocean circulation model in bottom fields at high spatial and temporal scales in the Northwest Atlantic Shelf region.

Extended-range prediction trials using the global cloud/cloud-system resolving model NICAM and its new ocean-coupled version NICOCO

NASA Astrophysics Data System (ADS)

Miyakawa, Tomoki

2017-04-01

The global cloud/cloud-system resolving model NICAM and its new fully-coupled version NICOCO is run on one of the worlds top-tier supercomputers, the K computer. NICOCO couples the full-3D ocean component COCO of the general circulation model MIROC using a general-purpose coupler Jcup. We carried out multiple MJO simulations using NICAM and the new ocean-coupled version NICOCO to examine their extended-range MJO prediction skills and the impact of ocean coupling. NICAM performs excellently in terms of MJO prediction, maintaining a valid skill up to 27 days after the model is initialized (Miyakawa et al 2014). As is the case in most global models, ocean coupling frees the model from being anchored by the observed SST and allows the model climate to drift away further from reality compared to the atmospheric version of the model. Thus, it is important to evaluate the model bias, and in an initial value problem such as the seasonal extended-range prediction, it is essential to be able to distinguish the actual signal from the early transition of the model from the observed state to its own climatology. Since NICAM is a highly resource-demanding model, evaluation and tuning of the model climatology (order of years) is challenging. Here we focus on the initial 100 days to estimate the early drift of the model, and subsequently evaluate MJO prediction skills of NICOCO. Results show that in the initial 100 days, NICOCO forms a La-Nina like SST bias compared to observation, with a warmer Maritime Continent warm pool and a cooler equatorial central Pacific. The enhanced convection over the Maritime Continent associated with this bias project on to the real-time multi-variate MJO indices (RMM, Wheeler and Hendon 2004), and contaminates the MJO skill score. However, the bias does not appear to demolish the MJO signal severely. The model maintains a valid MJO prediction skill up to nearly 4 weeks when evaluated after linearly removing the early drift component estimated from the 54 simulations. Furthermore, NICOCO outperforms NICAM by far if we focus on events associated with large oceanic signals.

Development of a Notational Analysis System for Selected Soccer Skills of a Women's College Team

ERIC Educational Resources Information Center

Thomas, Camille; Fellingham, Gilbert; Vehrs, Pat

2009-01-01

The purposes of this study were to develop a notational system to evaluate passing, dribbling, first touch, and individual defensive skills as they relate to success during women's soccer games and to develop a statistical model to weigh the importance of each skill on creating scoring opportunities. Sequences of skills in ten games of a National…

An Evaluation of Curriculum Materials Based Upon the Socio-Scientific Reasoning Model.

ERIC Educational Resources Information Center

Henkin, Gayle; And Others

To address the need to develop a scientifically literate citizenry, the socio-scientific reasoning model was created to guide curriculum development. Goals of this developmental approach include increasing: (1) students' skills in dealing with problems containing multiple interacting variables; (2) students' decision-making skills incorporating a…

Insights into the deterministic skill of air quality ensembles ...

EPA Pesticide Factsheets

Simulations from chemical weather models are subject to uncertainties in the input data (e.g. emission inventory, initial and boundary conditions) as well as those intrinsic to the model (e.g. physical parameterization, chemical mechanism). Multi-model ensembles can improve the forecast skill, provided that certain mathematical conditions are fulfilled. In this work, four ensemble methods were applied to two different datasets, and their performance was compared for ozone (O3), nitrogen dioxide (NO2) and particulate matter (PM10). Apart from the unconditional ensemble average, the approach behind the other three methods relies on adding optimum weights to members or constraining the ensemble to those members that meet certain conditions in time or frequency domain. The two different datasets were created for the first and second phase of the Air Quality Model Evaluation International Initiative (AQMEII). The methods are evaluated against ground level observations collected from the EMEP (European Monitoring and Evaluation Programme) and AirBase databases. The goal of the study is to quantify to what extent we can extract predictable signals from an ensemble with superior skill over the single models and the ensemble mean. Verification statistics show that the deterministic models simulate better O3 than NO2 and PM10, linked to different levels of complexity in the represented processes. The unconditional ensemble mean achieves higher skill compared to each stati

Promoting the Development of Preschool Children's Emergent Literacy Skills: A Randomized Evaluation of a Literacy-Focused Curriculum and Two Professional Development Models

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Farver, JoAnn M.; Phillips, Beth M.; Clancy-Menchetti, Jeanine

2011-01-01

To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused…

REACH--Richmond Enhanced Academics for Change. Nabisco Richmond Model. Skills Effectiveness Training for Workplace Literacy: The Non-Intrusive Determination of Workplace Literacy Skills Requirements in a Union Environment. Final Reports.

ERIC Educational Resources Information Center

Nabisco, Richmond, VA.

A workplace literacy project was conducted at the Nabisco Richmond Facility for the following purposes: to determine what academic skills are necessary to perform 10 selected jobs, to develop a validated assessment to evaluate an employee's literacy skills, to develop a job-specific curriculum to improve skill deficits, and to provide an…

Evaluating the Ability of the PBS Children's Show Daniel Tiger's Neighborhood to Teach Skills to Two Young Children with Autism Spectrum Disorder.

PubMed

Dotson, Wesley H; Rasmussen, Eric E; Shafer, Autumn; Colwell, Malinda; Densley, Rebecca L; Brewer, Adam T; Alonzo, Marisol C; Martinez, Laura A

2017-03-01

Daniel Tiger's Neighborhood is a children's television show incorporating many elements of video modeling, an intervention that can teach skills to children with autism spectrum disorders (ASD). This study evaluated the impact of watching Daniel Tiger's Neighborhood episodes on the accurate performance of trying new foods and stopping play politely with two five-year-old children with ASD. Both children showed improved performance of skills only following exposure to episodes of Daniel Tiger's Neighborhood , suggesting that watching episodes can help children with ASD learn specific skills.

Evaluation of model-based seasonal streamflow and water allocation forecasts for the Elqui Valley, Chile

NASA Astrophysics Data System (ADS)

Delorit, Justin; Cristian Gonzalez Ortuya, Edmundo; Block, Paul

2017-09-01

In many semi-arid regions, multisectoral demands often stress available water supplies. Such is the case in the Elqui River valley of northern Chile, which draws on a limited-capacity reservoir to allocate 25 000 water rights. Delayed infrastructure investment forces water managers to address demand-based allocation strategies, particularly in dry years, which are realized through reductions in the volume associated with each water right. Skillful season-ahead streamflow forecasts have the potential to inform managers with an indication of future conditions to guide reservoir allocations. This work evaluates season-ahead statistical prediction models of October-January (growing season) streamflow at multiple lead times associated with manager and user decision points, and links predictions with a reservoir allocation tool. Skillful results (streamflow forecasts outperform climatology) are produced for short lead times (1 September: ranked probability skill score (RPSS) of 0.31, categorical hit skill score of 61 %). At longer lead times, climatological skill exceeds forecast skill due to fewer observations of precipitation. However, coupling the 1 September statistical forecast model with a sea surface temperature phase and strength statistical model allows for equally skillful categorical streamflow forecasts to be produced for a 1 May lead, triggered for 60 % of years (1950-2015), suggesting forecasts need not be strictly deterministic to be useful for water rights holders. An early (1 May) categorical indication of expected conditions is reinforced with a deterministic forecast (1 September) as more observations of local variables become available. The reservoir allocation model is skillful at the 1 September lead (categorical hit skill score of 53 %); skill improves to 79 % when categorical allocation prediction certainty exceeds 80 %. This result implies that allocation efficiency may improve when forecasts are integrated into reservoir decision frameworks. The methods applied here advance the understanding of the mechanisms and timing responsible for moisture transport to the Elqui Valley and provide a unique application of streamflow forecasting in the prediction of water right allocations.

Spatio-temporal pattern clustering for skill assessment of the Korea Operational Oceanographic System

NASA Astrophysics Data System (ADS)

Kim, J.; Park, K.

2016-12-01

In order to evaluate the performance of operational forecast models in the Korea operational oceanographic system (KOOS) which has been developed by Korea Institute of Ocean Science and Technology (KIOST), a skill assessment (SA) tool has developed and provided multiple skill metrics including not only correlation and error skills by comparing predictions and observation but also pattern clustering with numerical models, satellite, and observation. The KOOS has produced 72 hours forecast information on atmospheric and hydrodynamic forecast variables of wind, pressure, current, tide, wave, temperature, and salinity at every 12 hours per day produced by operating numerical models such as WRF, ROMS, MOM5, WW-III, and SWAN and the SA has conducted to evaluate the forecasts. We have been operationally operated several kinds of numerical models such as WRF, ROMS, MOM5, MOHID, WW-III. Quantitative assessment of operational ocean forecast model is very important to provide accurate ocean forecast information not only to general public but also to support ocean-related problems. In this work, we propose a method of pattern clustering using machine learning method and GIS-based spatial analytics to evaluate spatial distribution of numerical models and spatial observation data such as satellite and HF radar. For the clustering, we use 10 or 15 years-long reanalysis data which was computed by the KOOS, ECMWF, and HYCOM to make best matching clusters which are classified physical meaning with time variation and then we compare it with forecast data. Moreover, for evaluating current, we develop extraction method of dominant flow and apply it to hydrodynamic models and HF radar's sea surface current data. By applying pattern clustering method, it allows more accurate and effective assessment of ocean forecast models' performance by comparing not only specific observation positions which are determined by observation stations but also spatio-temporal distribution of whole model areas. We believe that our proposed method will be very useful to examine and evaluate large amount of numerical modeling data as well as satellite data.

Self-belief does make a difference: a reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance.

PubMed

Marsh, Herbert W; Chanal, Julien P; Sarrazin, Philippe G

2006-01-01

A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other.

Using peer-assisted learning to teach and evaluate residents' musculoskeletal skills.

PubMed

Martinez, Johanna; Harris, Christina; Jalali, Cathy; Tung, Judy; Meyer, Robert

2015-01-01

Although direct observation and corrective feedback are established methods of increasing select aspects of residents' musculoskeletal (MSK) clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL) model to teach five MSK areas (back, knee, shoulder, neck, or hip pain). Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE) demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

Effective Home Visiting Training: Key Principles and Findings to Guide Training Developers and Evaluators.

PubMed

Schultz, David; Jones, Shelby S; Pinder, Wendy M; Wiprovnick, Alicia E; Groth, Elisabeth C; Shanty, Lisa M; Duggan, Anne

2018-06-23

Purpose Home visiting programs have produced inconsistent outcomes. One challenge for the field is the design and implementation of effective training to support home visiting staff. In part due to a lack of formal training, most home visitors need to develop the majority of their skills on the job. Home visitors typically receive training in their agency's specific model (e.g., HFA, NFP) and, if applicable, curriculum. Increasingly, states and other home visiting systems are developing and/or coordinating more extensive training and support systems beyond model-specific and curricula trainings. To help guide these training efforts and future evaluations of them, this paper reviews research on effective training, particularly principles of training transfer and adult learning. Description Our review summarizes several meta-analyses, reviews, and more recent publications on training transfer and adult learning principles. Assessment Effective training involves not only the introduction and modeling of concepts and skills but also the practice of, evaluation of, and reflection upon these skills. Further, ongoing encouragement of, reward for, and reflection upon use of these skills, particularly by a home visitor's supervisor, are critical for the home visitor's continued use of these skills with families. Conclusion Application of principles of adult learning and training transfer to home visiting training will likely lead to greater transfer of skills from the training environment to work with families. The involvement of both home visitors and their supervisors in training is likely important for this transfer to occur.

Teaching Veterinary Anesthesia: A Survey-Based Evaluation of Two High-Fidelity Models and Live-Animal Experience for Undergraduate Veterinary Students.

PubMed

Musk, Gabrielle C; Collins, Teresa; Hosgood, Giselle

In veterinary medical education, reduction, replacement, and refinement (the three Rs) must be considered. Three clinical skills in anesthesia were identified as challenging to students: endotracheal intubation, intravenous catheterization, and drug dose calculations. The aims of this project were to evaluate students' perception of their level of confidence in performing these three clinical skills in veterinary anesthesia, to document the extent of students' previous experience in performing these three tasks, and to describe students' emotional states during this training. Veterinary students completed a series of four surveys over the period of their pre-clinical training to evaluate the usefulness of high-fidelity models for skill acquisition in endotracheal intubation and intravenous catheterization. In addition, practice and ongoing assessment in drug dose calculations were performed. The curriculum during this period of training progressed from lectures and non-animal training, to anesthesia of pigs undergoing surgery from which they did not recover, and finally to anesthesia of dogs and cats in a neutering clinic. The level of confidence for each of the three clinical skills increased over the study period. For each skill, the number of students with no confidence decreased to zero and the proportion of students with higher levels of confidence increased. The high-fidelity models for endotracheal intubation and intravenous catheterization used to complement the live-animal teaching were considered a useful adjunct to the teaching of clinical skills in veterinary anesthesia. With practice, students became more confident performing drug dose calculations.

The Secret Agent Society Social Skills Program for Children with High-Functioning Autism Spectrum Disorders: A Comparison of Two School Variants

ERIC Educational Resources Information Center

Beaumont, Renae; Rotolone, Cassie; Sofronoff, Kate

2015-01-01

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Improving clinician competency in communication about schizophrenia: a pilot educational program for psychiatry trainees.

PubMed

Loughland, Carmel; Kelly, Brian; Ditton-Phare, Philippa; Sandhu, Harsimrat; Vamos, Marina; Outram, Sue; Levin, Tomer

2015-04-01

Important gaps are observed in clinicians' communication with patients and families about psychiatric disorders such as schizophrenia. Communication skills can be taught, and models for education in these skills have been developed in other fields of medicine, such as oncology, providing a framework for training communication skills relevant to psychiatric practice. This study evaluated a pilot communication skills education program for psychiatry trainees, focusing on discussing schizophrenia diagnosis and prognosis. Communication skills training modules were developed based on an existing theoretical framework (ComSkil), adapted for discussing a schizophrenia diagnosis and prognosis. Pre-post training rating of self-reported confidence in a range of communication tasks was obtained, along with trainee views on the training methods. Thirty-eight participants completed the training. Significant improvements in confidence were reported post training for discussing schizophrenia prognosis, including an increased capacity to critically evaluate their own communication skills. Participants reported high levels of satisfaction with the program. This preliminary study provides support for the translation of a well-established educational model to psychiatric training addressing core clinical communication tasks and provides the foundation for the development of a more comprehensive evaluation and an extended curriculum regarding other aspects of care for patients with schizophrenia: ongoing management and recovery, dealing with conflict, and conducting a family interview.

Evaluation of the skill of North-American Multi-Model Ensemble (NMME) Global Climate Models in predicting average and extreme precipitation and temperature over the continental USA

NASA Astrophysics Data System (ADS)

Slater, Louise J.; Villarini, Gabriele; Bradley, Allen A.

2016-08-01

This paper examines the forecasting skill of eight Global Climate Models from the North-American Multi-Model Ensemble project (CCSM3, CCSM4, CanCM3, CanCM4, GFDL2.1, FLORb01, GEOS5, and CFSv2) over seven major regions of the continental United States. The skill of the monthly forecasts is quantified using the mean square error skill score. This score is decomposed to assess the accuracy of the forecast in the absence of biases (potential skill) and in the presence of conditional (slope reliability) and unconditional (standardized mean error) biases. We summarize the forecasting skill of each model according to the initialization month of the forecast and lead time, and test the models' ability to predict extended periods of extreme climate conducive to eight `billion-dollar' historical flood and drought events. Results indicate that the most skillful predictions occur at the shortest lead times and decline rapidly thereafter. Spatially, potential skill varies little, while actual model skill scores exhibit strong spatial and seasonal patterns primarily due to the unconditional biases in the models. The conditional biases vary little by model, lead time, month, or region. Overall, we find that the skill of the ensemble mean is equal to or greater than that of any of the individual models. At the seasonal scale, the drought events are better forecast than the flood events, and are predicted equally well in terms of high temperature and low precipitation. Overall, our findings provide a systematic diagnosis of the strengths and weaknesses of the eight models over a wide range of temporal and spatial scales.

The PEWTER Study: Breaking Bad News Communication Skills Training for Counseling Programs

ERIC Educational Resources Information Center

Keefe-Cooperman, Kathleen; Savitsky, Devyn; Koshel, Walter; Bhat, Varsha; Cooperman, Jessica

2018-01-01

The efficacy of teaching communication skills for breaking bad news in graduate-level counseling programs was examined. A structured model, PEWTER (Prepare, Evaluate, Warning, Telling, Emotional Response, Regrouping; Keefe-Cooperman and Nardi 2004), provides a method for this difficult task. Prior to training in using the model, students reported…

Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia

ERIC Educational Resources Information Center

Ertikanto, Chandra; Herpratiwi; Yunarti, Tina; Saputra, Andrian

2017-01-01

A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP) has been successfully developed to improve the inquiry skills of Indonesian elementary teachers. The skills enhanced by MSSITP are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the…

Prerequisite Skills That Support Learning through Video Modeling

ERIC Educational Resources Information Center

MacDonald, Rebecca P. F.; Dickson, Chata A.; Martineau, Meaghan; Ahearn, William H.

2015-01-01

The purpose of this study was to evaluate the relationship between tasks that require delayed discriminations such as delayed imitation and delayed matching to sample on acquisition of skills using video modeling. Twenty-nine participants with an ASD diagnosis were assessed on a battery of tasks including both immediate and delayed imitation and…

Evaluating the Factor Validity of the Children's Organizational Skills Scale in Youth with ADHD.

PubMed

Molitor, Stephen J; Langberg, Joshua M; Evans, Steven W; Dvorsky, Melissa R; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe R; Oddo, Lauren E

2017-06-01

Children and adolescents with ADHD often have difficulties with organization, time management, and planning (OTMP) skills, and these skills are a common target of intervention. A limited array of tools for measuring these abilities in youth is available, and one of the most prominent measures is the Children's Organizational Skills Scale (COSS). Although the COSS fills an important need, a replication of the COSS factor structure outside of initial measure development has not been conducted in any population. Given that the COSS is frequently used in ADHD research, the current study evaluated the factor structure of the parent-rated COSS in a sample ( N = 619) of adolescents with ADHD. Results indicated that the original factor structure could be replicated, although the use of item parcels appeared to affect model fit statistics. An alternative bi-factor model was also tested that did not require the use of parcels, with results suggesting similar model fit in comparison to the original factor structure. Exploratory validity tests indicated that the domain-general factor of the bi-factor model appears related to broad executive functioning abilities.

Critical Emergency Medicine Procedural Skills: A Comparative Study of Methods for Teaching and Assessment.

ERIC Educational Resources Information Center

Chapman, Dane M.; And Others

Three critical procedural skills in emergency medicine were evaluated using three assessment modalities--written, computer, and animal model. The effects of computer practice and previous procedure experience on skill competence were also examined in an experimental sequential assessment design. Subjects were six medical students, six residents,…

An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Leaf, Justin B.; Leaf, Jeremy A.; Milne, Christine; Taubman, Mitchell; Oppenheim-Leaf, Misty; Torres, Norma; Townley-Cochran, Donna; Leaf, Ronald; McEachin, John; Yoder, Paul

2017-01-01

In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The…

An Evaluation of the McRel Thinking Skills Program.

ERIC Educational Resources Information Center

Marzano, Robert J.

This report summarizes the results of an evaluation of the thinking skills model/program developed at the Mid-continent Regional Educational Laboratory (McREL). Participating were 19 primary, 32 upper elementary, 10 junior high, and 16 senior high school teachers at four sites varying in size and locale. Providing a framework for teaching a wide…

The Mean State and Inter-annual Variability of East Asian Summer Monsoon in CMIP5 Coupled Models: Does Air-Sea Coupling Improve the Simulations?

NASA Astrophysics Data System (ADS)

Zhou, T.; Song, F.

2014-12-01

The climatology and inter-annual variability of East Asian summer monsoon (EASM) simulated by 34 Coupled Model Intercomparison Project phase 5 (CMIP5) coupled general circulation models (CGCMs) are evaluated. To estimate the role of air-sea coupling, 17 CGCMs are compared to their corresponding atmospheric general circulation models (AGCMs). The climatological low-level monsoon circulation and mei-yu/changma/baiu rainfall band are improved in CGCMs from AGCMs. The improvement is at the cost of the local cold sea surface temperature (SST) biases in CGCMs, since they decrease the surface evaporation and enhance the circulation. The inter-annual EASM pattern is evaluated by a skill formula and the highest/lowest 8 models are selected to investigate the skill origins. The observed Indian Ocean (IO) warming, tropical eastern Indian Ocean (TEIO) rainfall anomalies and Kelvin wave response are captured well in high-skill models, while these features are not present in low-skill models. Further, the differences in the IO warming between high-skill and low-skill models are rooted in the preceding ENSO simulation. Hence, the IO-WPAC teleconnection is important for CGCMs, similar to AGCMs. However, compared to AGCMs, the easterly anomalies in the southern flank of the WPAC make the TEIO warmer in CGCMs by reducing the climatological monsoon westerlies and decreasing the surface evaporation. The warmer TEIO induces the stronger precipitation anomalies and intensifies the teleconnection. Hence, the inter-annual EASM pattern is better simulated in CGCMs than that in AGCMs. Key words: CMIP5, CGCMs, air-sea coupling, AGCMs, inter-annual EASM pattern, ENSO, IO-WPAC teleconnection

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

PubMed

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

2015-11-01

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. 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. 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%. 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.

Introducing an Information-Seeking Skill in a School Library to Students with Autism Spectrum Disorder: Using Video Modeling and Least-to-Most Prompts

ERIC Educational Resources Information Center

Markey, Patricia T.

2015-01-01

This study investigated the effectiveness of a video peer modeling and least-to-most prompting intervention in the school library setting, targeting the instructional delivery of an information-literacy skill to students with Autism Spectrum Disorder (ASD). Research studies have evaluated the effectiveness of video-modeling procedures in the…

Evaluating the Relationship-Oriented Information, Motivation, and Behavioral Skills model of HIV preventive behaviors in young men who have sex with men

PubMed Central

Macapagal, Kathryn; Greene, George J; Andrews, Katie; Mustanski, Brian

2016-01-01

Most HIV infections among young men who have sex with men (YMSM) occur within primary partnerships. Research on YMSM’s knowledge, motivation, and behavioral skills regarding relationship-related HIV prevention, and how these correspond to HIV risk and partnership characteristics, is limited. We examined links among the Relationship-Oriented Information-Motivation-Behavioral Skills (RELO-IMB) model, relationship characteristics, and HIV risk in 96 YMSM. Condomless sex with a primary partner was associated with low relationship-related HIV preventive information, motivation, and behavioral skills. Lack of HIV testing and alcohol use before sex were associated with low behavioral skills. In multivariate analyses, behavioral skills were the only consistent predictor of these outcomes. Regarding relationship characteristics, feeling trapped in the relationship or being physically abused by a partner was associated with low motivation and behavioral skills. The RELO-IMB model can be used to understand HIV risk in relationships and points to targets for relationship-specific HIV prevention education for YMSM. PMID:27459167

The effects of behavioral skills training on implementation of the picture exchange communication system.

PubMed

Rosales, Rocio; Stone, Karen; Rehfeldt, Ruth Anne

2009-01-01

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow-up for 1 participant.

Evaluation and improvement of doctor–patient communication competence for emergency neurosurgeons: a standardized family model

PubMed Central

Wu, Xi; Wang, Zhinong; Hong, Bo; Shen, Shengjuan; Guo, Yan; Huang, Qinghai; Liu, Jianmin

2014-01-01

Disease treatments have been significantly influenced by the communications between patients, their families, and doctors the lack of which may lead to malpractice allegations and complaints. In particular, inadequate communication may delay diagnosis and treatment. Therefore, for doctors communication and interpersonal skills, are as important as clinical skills and medical knowledge. In this study we intended to develop two detailed communication content checklists and a modified interpersonal skills inventory, aiming to evaluate their integrity in the midst of communication skills assessments, to provide feedback for some participants, and to observe their communication competence in both aspects PMID:25018623

Developing model-making and model-breaking skills using direct measurement video-based activities

NASA Astrophysics Data System (ADS)

Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

Designing and implementing a skills program Using a clinically integrated, multi-professional approach: Using evaluation to drive curriculum change

PubMed Central

Carr, Sandra E.; Celenza, Antonio; Lake, Fiona

2009-01-01

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained. PMID:20165528

Evaluating Fidelity: Predictive Validity for a Measure of Competent Adherence to the Oregon Model of Parent Management Training

PubMed Central

Forgatch, Marion S.; Patterson, Gerald R.; DeGarmo, David S.

2006-01-01

When efficacious interventions are implemented in real-world conditions, it is important to evaluate whether or not the programs are practiced as intended. This article presents the Fidelity of Implementation Rating System (FIMP), an observation-based measure assessing competent adherence to the Oregon model of Parent Management Training (PMTO). FIMP evaluates 5 dimensions of competent adherence to PMTO (i.e., knowledge, structure, teaching skill, clinical skill, and overall effectiveness) specified in the intervention model. Predictive validity for FIMP was evaluated with a subsample of stepfamilies participating in a preventive PMTO intervention. As hypothesized, high FIMP ratings predicted change in observed parenting practices from baseline to 12 months. The rigor and scope of adherence measures are discussed. PMID:16718302

An appraisal of the literature on teaching physical examination skills.

PubMed

Easton, Graham; Stratford-Martin, James; Atherton, Helen

2012-07-01

To discover which models for teaching physical examination skills have been proposed, and to appraise the evidence for each. We conducted a narrative review of relevant literature from 1990-2010. We searched the databases MEDLINE, PsycINFO, and ERIC (The Education Resource Information Centre) for the terms: 'physical examination' AND 'teaching' as both MESH terms and keyword searches. We excluded web-based or video teaching, non-physical examination skills (e.g. communication skills), and articles about simulated patients or models. We identified five relevant articles. These five studies outlined several approaches to teaching physical examination skills, including Peyton's 4-step model, an adaptation of his model to a 6-step model; the silent run through; and collaborative discovery. There was little evidence to support one method over others. One controlled trial suggested that silent run-through could improve performance of complex motor tasks, and another suggested that collaborative discovery improves students' ability to recognise key findings in cardiac examinations. There are several models for teaching physical examinations, but few are designed specifically for that purpose and there is little evidence to back any one model over another. We propose an approach which adopts several key features of these models. Future research could usefully evaluate the effectiveness of the proposed models, or develop innovative practical models for teaching examination skills.

[A new low-cost webcam-based laparoscopic training model].

PubMed

Langeron, A; Mercier, G; Lima, S; Chauleur, C; Golfier, F; Seffert, P; Chêne, G

2012-01-01

To validate a new laparoscopy home training model (GYN Trainer®) in order to practise and learn basic laparoscopic surgery. Ten junior surgical residents and six experienced operators were timed and assessed during six laparoscopic exercises performed on the home training model. Acquisition of skill was 35%. All the novices significantly improved performance in surgical skills despite an 8% partial loss of acquisition between two training sessions. Qualitative evaluation of the system was good (3.8/5). This low-cost personal laparoscopic model seems to be a useful tool to assist surgical novices in learning basic laparoscopic skills. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model.

PubMed

Cavanaugh, James T; Konrad, Shelley Cohen

2012-01-01

To describe the implementation of an interprofessional shared learning model designed to promote the development of person-centered healthcare communication skills. Master of social work (MSW) and doctor of physical therapy (DPT) degree students. The model used evidence-based principles of effective healthcare communication and shared learning methods; it was aligned with student learning outcomes contained in MSW and DPT curricula. Students engaged in 3 learning sessions over 2 days. Sessions involved interactive reflective learning, simulated role-modeling with peer assessment, and context-specific practice of communication skills. The perspective of patients/clients was included in each learning activity. Activities were evaluated through narrative feedback. Students valued opportunities to learn directly from each other and from healthcare consumers. Important insights and directions for future interprofessional learning experiences were gleaned from model implementation. The interprofessional shared learning model shows promise as an effective method for developing person-centered communication skills.

Social Skills Training for Adolescents with Asperger's Syndrome Using a Consultation Model

ERIC Educational Resources Information Center

Minihan, Aileen; Kinsella, William; Honan, Rita

2011-01-01

A case study design was used to evaluate the effectiveness of behavioural consultation as a method for improving the social skills of adolescents with Asperger's syndrome. Two case studies were conducted. In each study, two teachers implemented a social skills programme with two to three adolescents with Asperger's syndrome in a group setting with…

Using Modeling and Rehearsal to Teach Fire Safety to Children with Autism

ERIC Educational Resources Information Center

Garcia, David; Dukes, Charles; Brady, Michael P.; Scott, Jack; Wilson, Cynthia L.

2016-01-01

We evaluated the efficacy of an instructional procedure to teach young children with autism to evacuate settings and notify an adult during a fire alarm. A multiple baseline design across children showed that an intervention that included modeling, rehearsal, and praise was effective in teaching fire safety skills. Safety skills generalized to…

An Expedient Study on Back-Propagation (BPN) Neural Networks for Modeling Automated Evaluation of the Answers and Progress of Deaf Students' That Possess Basic Knowledge of the English Language and Computer Skills

NASA Astrophysics Data System (ADS)

Vrettaros, John; Vouros, George; Drigas, Athanasios S.

This article studies the expediency of using neural networks technology and the development of back-propagation networks (BPN) models for modeling automated evaluation of the answers and progress of deaf students' that possess basic knowledge of the English language and computer skills, within a virtual e-learning environment. The performance of the developed neural models is evaluated with the correlation factor between the neural networks' response values and the real value data as well as the percentage measurement of the error between the neural networks' estimate values and the real value data during its training process and afterwards with unknown data that weren't used in the training process.

[Integrated Peer Teaching of Communication and Clinical Skills: How to Train Student Tutors?].

PubMed

Ringel, Nadja; Bürmann, Barbara Maatouk; Fellmer-Drueg, Erika; Roos, Marco; Herzog, Wolfgang; Nikendei, Christoph; Wischmann, Tewes; Weiss, Carmen; Eicher, Christiane; Engeser, Peter; Schultz, Jobst-Hendrik; Jünger, Jana

2015-08-01

This paper describes the theory-based development of a standardized training model for peer tutors. The aim is to qualify tutors to teach communication skills integrated with practical clinical skills, to medical students in the pre-clinical curriculum. As a result, students are encouraged to form a basic understanding of the biopsychosocial model of diseases early in their studies. The training model's design is based on the Kern model for curriculum development as adapted by McLean et al., who outlined the following steps: planning, implementation, and evaluation/feedback. Our focus is on development, review of feasibility, and evaluation as measured by the subjectively perceived effectiveness of the implemented training model. 2 target groups were considered: the peer tutors and the student tutees. In 2009, a 3-step training model consisting of 12 units was developed, based on the theory of patient-centered communication and the biopsychosocial model. The training was rated very positively on a 5-point Likert scale by all tutors at 2 points in time: t1 (directly after training) and t2 (after conducting 2 tutorials) (t1: M=1.67; SD=±0.86; t2: M=1.75; SD=±0.71). On a 6-point Likert scale, the tutees also evaluated their communication and clinical skills as being significantly better after completing the 10 tutorials (t2: scale for interaction and communication: M=4.81; SD: 1.09; scale for clinical examination: M=4.99; SD: 0.85) than before the tutorials (t0: scale for communication and interaction: M=3.18; SD=1.15; scale for clinical examination: M=2.88; SD: 1.09). By implementing a standardized tutor training model, one can qualify peer tutors to teach communication skills integrated with practical clinical skills during the pre-clinical phase. Practice teaching of the curricular material via role playing, tutorial simulation and an extensive feedback session, along with the definition of clinical standards for recording case histories and performing examinations, have proven themselves to be core elements of effective tutor training. © Georg Thieme Verlag KG Stuttgart · New York.

Crowdsourcing: a valid alternative to expert evaluation of robotic surgery skills.

PubMed

Polin, Michael R; Siddiqui, Nazema Y; Comstock, Bryan A; Hesham, Helai; Brown, Casey; Lendvay, Thomas S; Martino, Martin A

2016-11-01

Robotic-assisted gynecologic surgery is common, but requires unique training. A validated assessment tool for evaluating trainees' robotic surgery skills is Robotic-Objective Structured Assessments of Technical Skills. We sought to assess whether crowdsourcing can be used as an alternative to expert surgical evaluators in scoring Robotic-Objective Structured Assessments of Technical Skills. The Robotic Training Network produced the Robotic-Objective Structured Assessments of Technical Skills, which evaluate trainees across 5 dry lab robotic surgical drills. Robotic-Objective Structured Assessments of Technical Skills were previously validated in a study of 105 participants, where dry lab surgical drills were recorded, de-identified, and scored by 3 expert surgeons using the Robotic-Objective Structured Assessments of Technical Skills checklist. Our methods-comparison study uses these previously obtained recordings and expert surgeon scores. Mean scores per participant from each drill were separated into quartiles. Crowdworkers were trained and calibrated on Robotic-Objective Structured Assessments of Technical Skills scoring using a representative recording of a skilled and novice surgeon. Following this, 3 recordings from each scoring quartile for each drill were randomly selected. Crowdworkers evaluated the randomly selected recordings using Robotic-Objective Structured Assessments of Technical Skills. Linear mixed effects models were used to derive mean crowdsourced ratings for each drill. Pearson correlation coefficients were calculated to assess the correlation between crowdsourced and expert surgeons' ratings. In all, 448 crowdworkers reviewed videos from 60 dry lab drills, and completed a total of 2517 Robotic-Objective Structured Assessments of Technical Skills assessments within 16 hours. Crowdsourced Robotic-Objective Structured Assessments of Technical Skills ratings were highly correlated with expert surgeon ratings across each of the 5 dry lab drills (r ranging from 0.75-0.91). Crowdsourced assessments of recorded dry lab surgical drills using a validated assessment tool are a rapid and suitable alternative to expert surgeon evaluation. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluation of Statistical Downscaling Skill at Reproducing Extreme Events

NASA Astrophysics Data System (ADS)

McGinnis, S. A.; Tye, M. R.; Nychka, D. W.; Mearns, L. O.

2015-12-01

Climate model outputs usually have much coarser spatial resolution than is needed by impacts models. Although higher resolution can be achieved using regional climate models for dynamical downscaling, further downscaling is often required. The final resolution gap is often closed with a combination of spatial interpolation and bias correction, which constitutes a form of statistical downscaling. We use this technique to downscale regional climate model data and evaluate its skill in reproducing extreme events. We downscale output from the North American Regional Climate Change Assessment Program (NARCCAP) dataset from its native 50-km spatial resolution to the 4-km resolution of University of Idaho's METDATA gridded surface meterological dataset, which derives from the PRISM and NLDAS-2 observational datasets. We operate on the major variables used in impacts analysis at a daily timescale: daily minimum and maximum temperature, precipitation, humidity, pressure, solar radiation, and winds. To interpolate the data, we use the patch recovery method from the Earth System Modeling Framework (ESMF) regridding package. We then bias correct the data using Kernel Density Distribution Mapping (KDDM), which has been shown to exhibit superior overall performance across multiple metrics. Finally, we evaluate the skill of this technique in reproducing extreme events by comparing raw and downscaled output with meterological station data in different bioclimatic regions according to the the skill scores defined by Perkins et al in 2013 for evaluation of AR4 climate models. We also investigate techniques for improving bias correction of values in the tails of the distributions. These techniques include binned kernel density estimation, logspline kernel density estimation, and transfer functions constructed by fitting the tails with a generalized pareto distribution.

How do I know if I’ve improved my continental scale flood early warning system?

NASA Astrophysics Data System (ADS)

Cloke, Hannah L.; Pappenberger, Florian; Smith, Paul J.; Wetterhall, Fredrik

2017-04-01

Flood early warning systems mitigate damages and loss of life and are an economically efficient way of enhancing disaster resilience. The use of continental scale flood early warning systems is rapidly growing. The European Flood Awareness System (EFAS) is a pan-European flood early warning system forced by a multi-model ensemble of numerical weather predictions. Responses to scientific and technical changes can be complex in these computationally expensive continental scale systems, and improvements need to be tested by evaluating runs of the whole system. It is demonstrated here that forecast skill is not correlated with the value of warnings. In order to tell if the system has been improved an evaluation strategy is required that considers both forecast skill and warning value. The combination of a multi-forcing ensemble of EFAS flood forecasts is evaluated with a new skill-value strategy. The full multi-forcing ensemble is recommended for operational forecasting, but, there are spatial variations in the optimal forecast combination. Results indicate that optimizing forecasts based on value rather than skill alters the optimal forcing combination and the forecast performance. Also indicated is that model diversity and ensemble size are both important in achieving best overall performance. The use of several evaluation measures that consider both skill and value is strongly recommended when considering improvements to early warning systems.

Alpha 2 LASSO Data Bundles

DOE Data Explorer

Gustafson, William Jr; Vogelmann, Andrew; Endo, Satoshi; Toto, Tami; Xiao, Heng; Li, Zhijin; Cheng, Xiaoping; Kim, Jinwon; Krishna, Bhargavi

2015-08-31

The Alpha 2 release is the second release from the LASSO Pilot Phase that builds upon the Alpha 1 release. Alpha 2 contains additional diagnostics in the data bundles and focuses on cases from spring-summer 2016. A data bundle is a unified package consisting of LASSO LES input and output, observations, evaluation diagnostics, and model skill scores. LES input include model configuration information and forcing data. LES output includes profile statistics and full domain fields of cloud and environmental variables. Model evaluation data consists of LES output and ARM observations co-registered on the same grid and sampling frequency. Model performance is quantified by skill scores and diagnostics in terms of cloud and environmental variables.

Teaching Elliptical Excision Skills to Novice Medical Students: A Randomized Controlled Study Comparing Low- and High-Fidelity Bench Models

PubMed Central

Denadai, Rafael; Oshiiwa, Marie; Saad-Hossne, Rogério

2014-01-01

Background: The search for alternative and effective forms of training simulation is needed due to ethical and medico-legal aspects involved in training surgical skills on living patients, human cadavers and living animals. Aims: To evaluate if the bench model fidelity interferes in the acquisition of elliptical excision skills by novice medical students. Materials and Methods: Forty novice medical students were randomly assigned to 5 practice conditions with instructor-directed elliptical excision skills’ training (n = 8): didactic materials (control); organic bench model (low-fidelity); ethylene-vinyl acetate bench model (low-fidelity); chicken legs’ skin bench model (high-fidelity); or pig foot skin bench model (high-fidelity). Pre- and post-tests were applied. Global rating scale, effect size, and self-perceived confidence based on Likert scale were used to evaluate all elliptical excision performances. Results: The analysis showed that after training, the students practicing on bench models had better performance based on Global rating scale (all P < 0.0000) and felt more confident to perform elliptical excision skills (all P < 0.0000) when compared to the control. There was no significant difference (all P > 0.05) between the groups that trained on bench models. The magnitude of the effect (basic cutaneous surgery skills’ training) was considered large (>0.80) in all measurements. Conclusion: The acquisition of elliptical excision skills after instructor-directed training on low-fidelity bench models was similar to the training on high-fidelity bench models; and there was a more substantial increase in elliptical excision performances of students that trained on all simulators compared to the learning on didactic materials. PMID:24700937

Social skills training as nursing intervention to improve the social skills and self-esteem of inpatients with chronic schizophrenia.

PubMed

Seo, Ji-Min; Ahn, Sukhee; Byun, Eun-Kyung; Kim, Chul-Kweon

2007-12-01

The effects of social skills training on the social skills and self-esteem of 66 patients with chronic schizophrenia were evaluated using the basic training and problem-solving training models. The experimental group received 16 group training sessions, and the control group received routine nursing care. The training program consisted of two parts: conversational skills and assertiveness skills. Data were collected at pretreatment and posttreatment. The conversational, interpersonal relationship, and assertiveness skills, and self-esteem of the experimental group showed significant improvement, whereas problem-solving skills did not improve. The results indicate that training in social skills is effective for improving the social skills and self-esteem of inpatients with chronic schizophrenia.

Effects of air-sea interaction on extended-range prediction of geopotential height at 500 hPa over the northern extratropical region

NASA Astrophysics Data System (ADS)

Wang, Xujia; Zheng, Zhihai; Feng, Guolin

2018-04-01

The contribution of air-sea interaction on the extended-range prediction of geopotential height at 500 hPa in the northern extratropical region has been analyzed with a coupled model form Beijing Climate Center and its atmospheric components. Under the assumption of the perfect model, the extended-range prediction skill was evaluated by anomaly correlation coefficient (ACC), root mean square error (RMSE), and signal-to-noise ratio (SNR). The coupled model has a better prediction skill than its atmospheric model, especially, the air-sea interaction in July made a greater contribution for the improvement of prediction skill than other months. The prediction skill of the extratropical region in the coupled model reaches 16-18 days in all months, while the atmospheric model reaches 10-11 days in January, April, and July and only 7-8 days in October, indicating that the air-sea interaction can extend the prediction skill of the atmospheric model by about 1 week. The errors of both the coupled model and the atmospheric model reach saturation in about 20 days, suggesting that the predictable range is less than 3 weeks.

Evaluation of a training manual for the acquisition of behavioral assessment interviewing skills.

PubMed Central

Miltenberger, R G; Fuqua, R W

1985-01-01

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%-100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures. PMID:4086413

Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

ERIC Educational Resources Information Center

Heng, Chan Swee; Ziguang, Yan

2015-01-01

In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be…

Evaluating the Critical Thinking Skills and Academic Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models

ERIC Educational Resources Information Center

Hepner, Michael Robert

2012-01-01

This mixed methods study compared the critical thinking skills of students at two post-secondary education institutions that utilize two different curriculum models. A contemporary institution that offers a core curriculum and degree specialization (majors) was contrasted with a Great Books school that utilizes a canon of primary sources and…

Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts

ERIC Educational Resources Information Center

Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L.

2017-01-01

Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…

THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON IMPLEMENTATION OF THE PICTURE EXCHANGE COMMUNICATION SYSTEM

PubMed Central

Rosales, Rocio; Stone, Karen; Rehfeldt, Ruth Anne

2009-01-01

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow-up for 1 participant. PMID:20190917

Recognition of surgical skills using hidden Markov models

NASA Astrophysics Data System (ADS)

Speidel, Stefanie; Zentek, Tom; Sudra, Gunther; Gehrig, Tobias; Müller-Stich, Beat Peter; Gutt, Carsten; Dillmann, Rüdiger

2009-02-01

Minimally invasive surgery is a highly complex medical discipline and can be regarded as a major breakthrough in surgical technique. A minimally invasive intervention requires enhanced motor skills to deal with difficulties like the complex hand-eye coordination and restricted mobility. To alleviate these constraints we propose to enhance the surgeon's capabilities by providing a context-aware assistance using augmented reality techniques. To recognize and analyze the current situation for context-aware assistance, we need intraoperative sensor data and a model of the intervention. Characteristics of a situation are the performed activity, the used instruments, the surgical objects and the anatomical structures. Important information about the surgical activity can be acquired by recognizing the surgical gesture performed. Surgical gestures in minimally invasive surgery like cutting, knot-tying or suturing are here referred to as surgical skills. We use the motion data from the endoscopic instruments to classify and analyze the performed skill and even use it for skill evaluation in a training scenario. The system uses Hidden Markov Models (HMM) to model and recognize a specific surgical skill like knot-tying or suturing with an average recognition rate of 92%.

Proposed use of two-part interactive modeling as a means to increase functional skills in children with a variety of disabilities.

PubMed

Pepperberg, I M; Sherman, D

2000-01-01

Many behavior modification and intervention programs are based on operant procedures developed for animal subjects, but few use modeling procedures in which one student observes interactions between two proficient trainers. We show how such procedures, which successfully trained Grey parrots (Psittacus erithacus) to produce and comprehend elements of human language, can be adapted for use with children with three types of disabilities: (a) autism with limited social and language skills, (b) developmental delay with physical handicaps and lack of language skills, and (c) hyperactivity with impaired cognitive and social skills. Children were evaluated before entering the program and outcomes were recorded to determine improvement levels. No child reached totally normative (physical age-appropriate) levels, but all significantly improved their social and communication skills and use of contextually appropriate behavior. A two-trainer modeling system can be a valuable intervention tool for children whose disabilities involve social and communicative skills.

Do quantitative decadal forecasts from GCMs provide decision relevant skill?

NASA Astrophysics Data System (ADS)

Suckling, E. B.; Smith, L. A.

2012-04-01

It is widely held that only physics-based simulation models can capture the dynamics required to provide decision-relevant probabilistic climate predictions. This fact in itself provides no evidence that predictions from today's GCMs are fit for purpose. Empirical (data-based) models are employed to make probability forecasts on decadal timescales, where it is argued that these 'physics free' forecasts provide a quantitative 'zero skill' target for the evaluation of forecasts based on more complicated models. It is demonstrated that these zero skill models are competitive with GCMs on decadal scales for probability forecasts evaluated over the last 50 years. Complications of statistical interpretation due to the 'hindcast' nature of this experiment, and the likely relevance of arguments that the lack of hindcast skill is irrelevant as the signal will soon 'come out of the noise' are discussed. A lack of decision relevant quantiative skill does not bring the science-based insights of anthropogenic warming into doubt, but it does call for a clear quantification of limits, as a function of lead time, for spatial and temporal scales on which decisions based on such model output are expected to prove maladaptive. Failing to do so may risk the credibility of science in support of policy in the long term. The performance amongst a collection of simulation models is evaluated, having transformed ensembles of point forecasts into probability distributions through the kernel dressing procedure [1], according to a selection of proper skill scores [2] and contrasted with purely data-based empirical models. Data-based models are unlikely to yield realistic forecasts for future climate change if the Earth system moves away from the conditions observed in the past, upon which the models are constructed; in this sense the empirical model defines zero skill. When should a decision relevant simulation model be expected to significantly outperform such empirical models? Probability forecasts up to ten years ahead (decadal forecasts) are considered, both on global and regional spatial scales for surface air temperature. Such decadal forecasts are not only important in terms of providing information on the impacts of near-term climate change, but also from the perspective of climate model validation, as hindcast experiments and a sufficient database of historical observations allow standard forecast verification methods to be used. Simulation models from the ENSEMBLES hindcast experiment [3] are evaluated and contrasted with static forecasts of the observed climatology, persistence forecasts and against simple statistical models, called dynamic climatology (DC). It is argued that DC is a more apropriate benchmark in the case of a non-stationary climate. It is found that the ENSEMBLES models do not demonstrate a significant increase in skill relative to the empirical models even at global scales over any lead time up to a decade ahead. It is suggested that the contsruction and co-evaluation with the data-based models become a regular component of the reporting of large simulation model forecasts. The methodology presented may easily be adapted to other forecasting experiments and is expected to influence the design of future experiments. The inclusion of comparisons with dynamic climatology and other data-based approaches provide important information to both scientists and decision makers on which aspects of state-of-the-art simulation forecasts are likely to be fit for purpose. [1] J. Bröcker and L. A. Smith. From ensemble forecasts to predictive distributions, Tellus A, 60(4), 663-678 (2007). [2] J. Bröcker and L. A. Smith. Scoring probabilistic forecasts: The importance of being proper, Weather and Forecasting, 22, 382-388 (2006). [3] F. J. Doblas-Reyes, A. Weisheimer, T. N. Palmer, J. M. Murphy and D. Smith. Forecast quality asessment of the ENSEMBLES seasonal-to-decadal stream 2 hindcasts, ECMWF Technical Memorandum, 621 (2010).

An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study.

PubMed

Walsh, Edith; Holloway, Jennifer; Lydon, Helena

2018-05-01

Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed.

The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Purwaningsih, E.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

[Chances and Potential of a Modern Surgical Skills Lab as Substantial Practical Part of the Study of Human Medicine - "The Magdeburg Model"].

PubMed

Piatek, S; Altmann, S; Haß, H-J; Werwick, K; Winkler-Stuck, K; Zardo, P; von Daake, S; Baumann, B; Rahmanzadeh, A; Chiapponi, C; Reschke, K; Meyer, F

2017-02-01

Introduction: Surgical education of medical students within "skills labs" have not been standardised throughout Germany as yet; there is a substantial impact of available aspects such as personal and space at the various medical schools. Aim: The aim of this contribution is to illustrate the concept of a surgical skills lab in detail, including curricular teaching and integrated facultative courses at the Medical School, University of Magdeburg ("The Magdeburg Model") in the context of a new and reconstructed area for the skills lab at the Magdeburg's apprenticeship center for medical basic abilities (MAMBA). Method: We present an overview on the spectrum of curricular and facultative teaching activities within the surgical part of the skills lab. Student evaluation of this teaching concept is implemented using the programme "EvaSys" and evaluation forms adapted to the single courses. Results: By establishing MAMBA, the options for a practice-related surgical education have been substantially improved. Student evaluations of former courses presented within the skills lab and the chance of moving the skills lab into a more generous and reconstructed area led to a reorganisation of seminars and courses. New additional facultative courses held by student tutors have been introduced and have shown to be of great effect, in particular, because of their interdisciplinary character. Conclusion: Practice-related surgical education within a skills lab may have the potential to effectively prepare medical students for their professional life. In addition, it allows one to present and teach the most important basic skills in surgery, which need to be pursued by every student. An enthusiastic engagement of the Office for Student Affairs can be considered the crucial and indispensable link between clinical work and curricular as well as facultative teaching with regard to organisation and student evaluation. The practice-related teaching parts and contents at the surgical section of a skills lab should be integrated into the National Competence-based Catalogue of Teaching Aims in Medicine ("NKLM"). Georg Thieme Verlag KG Stuttgart · New York.

Comparison of two statistical methods for probability prediction of monthly precipitation during summer over Huaihe River Basin in China, and applications in runoff prediction based on hydrological model

NASA Astrophysics Data System (ADS)

Liu, L.; Du, L.; Liao, Y.

2017-12-01

Based on the ensemble hindcast dataset of CSM1.1m by NCC, CMA, Bayesian merging models and a two-step statistical model are developed and employed to predict monthly grid/station precipitation in the Huaihe River China during summer at the lead-time of 1 to 3 months. The hindcast datasets span a period of 1991 to 2014. The skill of the two models is evaluated using area under the ROC curve (AUC) in a leave-one-out cross-validation framework, and is compared to the skill of CSM1.1m. CSM1.1m has highest skill for summer precipitation from April while lowest from May, and has highest skill for precipitation in June but lowest for precipitation in July. Compared with raw outputs of climate models, some schemes of the two approaches have higher skill for the prediction from March and May, but almost schemes have lower skill for prediction from April. Compared to two-step approach, one sampling scheme of Bayesian merging approach has higher skill for the prediction from March, but has lower skill from May. The results suggest that there is potential to apply the two statistical models for monthly precipitation forecast in summer from March and from May over Huaihe River basin, but is potential to apply CSM1.1m forecast from April. Finally, the summer runoff during 1991 to 2014 is simulated based on one hydrological model using the climate hindcast of CSM1.1m and the two statistical models.

Orientation/Time Management Skill Training Lesson: Development and Evaluation

DTIC Science & Technology

1979-07-01

instructional environment. This Orientation/ Time Management lesson provides students with appropriate role models for increasing acceptance of their...time savings can be obtained by a combination of this type of orientation and time management skill training with a computer-based progress targeting

MJO prediction skill of the subseasonal-to-seasonal (S2S) prediction models

NASA Astrophysics Data System (ADS)

Son, S. W.; Lim, Y.; Kim, D.

2017-12-01

The Madden-Julian Oscillation (MJO), the dominant mode of tropical intraseasonal variability, provides the primary source of tropical and extratropical predictability on subseasonal to seasonal timescales. To better understand its predictability, this study conducts quantitative evaluation of MJO prediction skill in the state-of-the-art operational models participating in the subseasonal-to-seasonal (S2S) prediction project. Based on bivariate correlation coefficient of 0.5, the S2S models exhibit MJO prediction skill ranging from 12 to 36 days. These prediction skills are affected by both the MJO amplitude and phase errors, the latter becoming more important with forecast lead times. Consistent with previous studies, the MJO events with stronger initial amplitude are typically better predicted. However, essentially no sensitivity to the initial MJO phase is observed. Overall MJO prediction skill and its inter-model spread are further related with the model mean biases in moisture fields and longwave cloud-radiation feedbacks. In most models, a dry bias quickly builds up in the deep tropics, especially across the Maritime Continent, weakening horizontal moisture gradient. This likely dampens the organization and propagation of MJO. Most S2S models also underestimate the longwave cloud-radiation feedbacks in the tropics, which may affect the maintenance of the MJO convective envelop. In general, the models with a smaller bias in horizontal moisture gradient and longwave cloud-radiation feedbacks show a higher MJO prediction skill, suggesting that improving those processes would enhance MJO prediction skill.

The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

PubMed

Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

2018-05-01

The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

Can Perceptuo-Motor Skills Assessment Outcomes in Young Table Tennis Players (7-11 years) Predict Future Competition Participation and Performance? An Observational Prospective Study.

PubMed

Faber, Irene R; Elferink-Gemser, Marije T; Faber, Niels R; Oosterveld, Frits G J; Nijhuis-Van der Sanden, Maria W G

2016-01-01

Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-motor skills for table tennis, which is hypothesized to determine the players' potential concerning the perceptuo-motor domain. The Dutch perceptuo-motor skills assessment intends to measure the perceptuo-motor potential for table tennis in youth players by assessing the underlying skills crucial for developing technical and tactical qualities. Untrained perceptuo-motor tasks are used as these are suggested to represent a player's future potential better than specific sport skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-motor skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7-11 years). Players were tested on their perceptuo-motor skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items 'aiming at target', 'throwing a ball', and 'eye-hand coordination' in the best fitting model, revealed that the outcomes of the perceptuo-motor skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-motor skills assessment's outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-motor skills assessment to be included in a talent development programme. Future studies are needed to clarify the predictive value in a larger sample of youth competition players over a longer period in time.

Weighting of NMME temperature and precipitation forecasts across Europe

NASA Astrophysics Data System (ADS)

Slater, Louise J.; Villarini, Gabriele; Bradley, A. Allen

2017-09-01

Multi-model ensemble forecasts are obtained by weighting multiple General Circulation Model (GCM) outputs to heighten forecast skill and reduce uncertainties. The North American Multi-Model Ensemble (NMME) project facilitates the development of such multi-model forecasting schemes by providing publicly-available hindcasts and forecasts online. Here, temperature and precipitation forecasts are enhanced by leveraging the strengths of eight NMME GCMs (CCSM3, CCSM4, CanCM3, CanCM4, CFSv2, GEOS5, GFDL2.1, and FLORb01) across all forecast months and lead times, for four broad climatic European regions: Temperate, Mediterranean, Humid-Continental and Subarctic-Polar. We compare five different approaches to multi-model weighting based on the equally weighted eight single-model ensembles (EW-8), Bayesian updating (BU) of the eight single-model ensembles (BU-8), BU of the 94 model members (BU-94), BU of the principal components of the eight single-model ensembles (BU-PCA-8) and BU of the principal components of the 94 model members (BU-PCA-94). We assess the forecasting skill of these five multi-models and evaluate their ability to predict some of the costliest historical droughts and floods in recent decades. Results indicate that the simplest approach based on EW-8 preserves model skill, but has considerable biases. The BU and BU-PCA approaches reduce the unconditional biases and negative skill in the forecasts considerably, but they can also sometimes diminish the positive skill in the original forecasts. The BU-PCA models tend to produce lower conditional biases than the BU models and have more homogeneous skill than the other multi-models, but with some loss of skill. The use of 94 NMME model members does not present significant benefits over the use of the 8 single model ensembles. These findings may provide valuable insights for the development of skillful, operational multi-model forecasting systems.

Measuring Educators' Perceptions of Their Skills Relative to Response to Intervention: A Psychometric Study of a Survey Tool

ERIC Educational Resources Information Center

Castillo, Jose M.; March, Amanda L.; Stockslager, Kevin M.; Hines, Constance V.

2016-01-01

The "Perceptions of RtI Skills Survey" is a self-report measure that assesses educators' perceptions of their data-based problem-solving skills--a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n =…

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Seasonal ENSO forecasting: Where does a simple model stand amongst other operational ENSO models?

NASA Astrophysics Data System (ADS)

Halide, Halmar

2017-01-01

We apply a simple linear multiple regression model called IndOzy for predicting ENSO up to 7 seasonal lead times. The model still used 5 (five) predictors of the past seasonal Niño 3.4 ENSO indices derived from chaos theory and it was rolling-validated to give a one-step ahead forecast. The model skill was evaluated against data from the season of May-June-July (MJJ) 2003 to November-December-January (NDJ) 2015/2016. There were three skill measures such as: Pearson correlation, RMSE, and Euclidean distance were used for forecast verification. The skill of this simple model was than compared to those of combined Statistical and Dynamical models compiled at the IRI (International Research Institute) website. It was found that the simple model was only capable of producing a useful ENSO prediction only up to 3 seasonal leads, while the IRI statistical and Dynamical model skill were still useful up to 4 and 6 seasonal leads, respectively. Even with its short-range seasonal prediction skills, however, the simple model still has a potential to give ENSO-derived tailored products such as probabilistic measures of precipitation and air temperature. Both meteorological conditions affect the presence of wild-land fire hot-spots in Sumatera and Kalimantan. It is suggested that to improve its long-range skill, the simple INDOZY model needs to incorporate a nonlinear model such as an artificial neural network technique.

Individualized Special Education with Cognitive Skill Assessment.

ERIC Educational Resources Information Center

Kurhila, Jaakko; Laine, Tei

2000-01-01

Describes AHMED (Adaptive and Assistive Hypermedia in Education), a computer learning environment which supports the evaluation of disabled children's cognitive skills in addition to supporting openness in learning materials and adaptivity in learning events. Discusses cognitive modeling and compares it to previous intelligent tutoring systems.…

Informatics Approach to Improving Surgical Skills Training

ERIC Educational Resources Information Center

Islam, Gazi

2013-01-01

Surgery as a profession requires significant training to improve both clinical decision making and psychomotor proficiency. In the medical knowledge domain, tools have been developed, validated, and accepted for evaluation of surgeons' competencies. However, assessment of the psychomotor skills still relies on the Halstedian model of…

Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

ERIC Educational Resources Information Center

Zhao, Huafang; Modarresi, Shahpar

2013-01-01

This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

Development of a patient-doctor communication skills model for medical students.

PubMed

Lee, Young Hee; Lee, Young-Mee

2010-09-01

Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea. To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students. The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed. We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.

Surgeon-tool force/torque signatures--evaluation of surgical skills in minimally invasive surgery.

PubMed

Rosen, J; MacFarlane, M; Richards, C; Hannaford, B; Sinanan, M

1999-01-01

The best method of training for laparoscopic surgical skills is controversial. Some advocate observation in the operating room, while others promote animal and simulated models or a combination of surgical related tasks. The mode of proficiency evaluation common to all of these methods has been subjective evaluation by a skilled surgeon. In order to define an objective means of evaluating performance, an instrumented laparoscopic grasper was developed measuring the force/torque at the surgeon hand/tool interface. The measured database demonstrated substantial differences between experienced and novice surgeon groups. Analyzing forces and torques combined with the state transition during surgical procedures allows an objective measurement of skill in MIS. Teaching the novice surgeon to limit excessive loads and improve movement efficiency during surgical procedures can potentially result in less injury to soft tissues and less wasted time during laparoscopic surgery. Moreover the force/torque database measured in this study may be used for developing realistic virtual reality simulators and optimization of medical robots performance.

Developing a systematic evaluation approach for training programs within a train-the-trainer model for youth cognitive behavior therapy.

PubMed

Nakamura, Brad J; Selbo-Bruns, Alexandra; Okamura, Kelsie; Chang, Jaime; Slavin, Lesley; Shimabukuro, Scott

2014-02-01

The purpose of this small pilot study was three-fold: (a) to begin development of a coding scheme for supervisor and therapist skill acquisition, (b) to preliminarily investigate a pilot train-the-trainer paradigm for skill development, and (c) to evaluate self-reported versus observed indicators of skill mastery in that pilot program. Participants included four supervisor-therapist dyads (N = 8) working with public mental health sector youth. Master trainers taught cognitive-behavioral therapy techniques to supervisors, who in turn trained therapists on these techniques. Supervisor and therapist skill acquisition and supervisor use of teaching strategies were repeatedly assessed through coding of scripted role-plays with a multiple-baseline across participants and behaviors design. The coding system, the Practice Element Train the Trainer - Supervisor/Therapist Versions of the Therapy Process Observational Coding System for Child Psychotherapy, was developed and evaluated though the course of the investigation. The coding scheme demonstrated excellent reliability (ICCs [1,2] = 0.81-0.91) across 168 video recordings. As calculated through within-subject effect sizes, supervisor and therapist participants, respectively, evidenced skill improvements related to teaching and performing therapy techniques. Self-reported indicators of skill mastery were inflated in comparison to observed skill mastery. Findings lend initial support for further developing an evaluative approach for a train-the-trainer effort focused on disseminating evidence-based practices. Published by Elsevier Ltd.

[Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

PubMed

Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

2014-01-01

Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

Developing Learning Model P3E to Improve Students’ Critical Thinking Skills of Islamic Senior High School

NASA Astrophysics Data System (ADS)

Bahtiar; Rahayu, Y. S.; Wasis

2018-01-01

This research aims to produce P3E learning model to improve students’ critical thinking skills. The developed model is named P3E, consisting of 4 (four) stages namely; organization, inquiry, presentation, and evaluation. This development research refers to the development stage by Kemp. The design of the wide scale try-out used pretest-posttest group design. The wide scale try-out was conducted in grade X of 2016/2017 academic year. The analysis of the results of this development research inludes three aspects, namely: validity, practicality, and effectiveness of the model developed. The research results showed; (1) the P3E learning model was valid, according to experts with an average value of 3.7; (2) The completion of the syntax of the learning model developed obtained 98.09% and 94.39% for two schools based on the assessment of the observers. This shows that the developed model is practical to be implemented; (3) the developed model is effective for improving students’ critical thinking skills, although the n-gain of the students’ critical thinking skills was 0.54 with moderate category. Based on the results of the research above, it can be concluded that the developed P3E learning model is suitable to be used to improve students’ critical thinking skills.

Modeling instructor preferences for CPR and AED competence estimation.

PubMed

Birnbaum, Alice; McBurnie, Mary Ann; Powell, Judy; Ottingham, Lois Van; Riegel, Barbara; Potts, Jerry; Hedges, Jerris R

2005-03-01

Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills competency can be tested using a checklist of component skills, individually graded "pass" or "fail." Scores are typically calculated as the percentage of skills passed, but may differ from an instructor's overall subjective assessment of simulated CPR or AED adequacy. To identify and evaluate composite measures (methods for scoring checklists) that reflect instructors' subjective assessments of CPR or AED skills performance best. Associations between instructor assessment and lay-volunteer skill performance were made using 6380 CPR and 3313 AED skill retention tests collected in the Public Access Defibrillation Trial. Checklists included CPR skills (e.g., calling 911, administering compressions) and AED skills (e.g., positioning electrodes, shocking within 90 s of AED arrival). The instructor's subjective overall assessment (adequate/inadequate) of CPR performance (perfusion) or AED competence (effective shock) was compared to composite measures. We evaluated the traditional composite measure (assigning equal weights to individual skills) and several nontraditional composite measures (assigning variable weights). Skills performed out of sequence were further weighted from 0% (no credit) to 100% (full credit). Composite measures providing full credit for skills performed out of sequence and down-weighting process skills (e.g., calling 911, clearing oneself from the AED) had the strongest association with the instructor's subjective assessment; the traditional CPR composite measure had the weakest association. Our findings suggest that instructors in public CPR and AED classes may tend to down-weight process skills and to excuse step sequencing errors when evaluating CPR and AED skills subjectively for overall proficiency. Testing methods that relate classroom performance to actual performance in the field and to clinical outcomes require further research.

Managing the "Performance" in Performance Management.

ERIC Educational Resources Information Center

Repinski, Marilyn; Bartsch, Maryjo

1996-01-01

Describes a five-step approach to performance management which includes (1) redefining tasks; (2) identifying skills; (3) determining what development tools are necessary; (4) prioritizing skills development; and (5) developing an action plan. Presents a hiring model that includes job analysis, job description, selection, goal setting, evaluation,…

Evaluating Tenured Teachers: A Practical Approach.

ERIC Educational Resources Information Center

DePasquale, Daniel, Jr.

1990-01-01

Teachers with higher order needs benefit from expressing their creativity and exercising valued skills. The evaluation process should encourage experienced teachers to grow professionally and move toward self-actualization. The suggested evaluation model includes an evaluation conference, a choice of evaluation method, a planning conference, an…

A novel approach to assessing technical competence of colorectal surgery residents: the development and evaluation of the Colorectal Objective Structured Assessment of Technical Skill (COSATS).

PubMed

de Montbrun, Sandra L; Roberts, Patricia L; Lowry, Ann C; Ault, Glenn T; Burnstein, Marcus J; Cataldo, Peter A; Dozois, Eric J; Dunn, Gary D; Fleshman, James; Isenberg, Gerald A; Mahmoud, Najjia N; Reznick, Richard K; Satterthwaite, Lisa; Schoetz, David; Trudel, Judith L; Weiss, Eric G; Wexner, Steven D; MacRae, Helen

2013-12-01

To develop and evaluate an objective method of technical skills assessment for graduating subspecialists in colorectal (CR) surgery-the Colorectal Objective Structured Assessment of Technical Skill (COSATS). It may be reasonable for the public to assume that surgeons certified as competent have had their technical skills assessed. However, technical skill, despite being the hallmark of a surgeon, is not directly assessed at the time of certification by surgical boards. A procedure-based, multistation technical skills examination was developed to reflect a sample of the range of skills necessary for CR surgical practice. These consisted of bench, virtual reality, and cadaveric models. Reliability and construct validity were evaluated by comparing 10 graduating CR residents with 10 graduating general surgery (GS) residents from across North America. Expert CR surgeons, blinded to level of training, evaluated performance using a task-specific checklist and a global rating scale. The mean global rating score was used as the overall examination score and a passing score was set at "borderline competent for CR practice." The global rating scale demonstrated acceptable interstation reliability (0.69) for a homogeneous group of examinees. Both the overall checklist and global rating scores effectively discriminated between CR and GS residents (P < 0.01), with 27% of the variance attributed to level of training. Nine CR residents but only 3 GS residents were deemed competent. The Colorectal Objective Structured Assessment of Technical Skill effectively discriminated between CR and GS residents. With further validation, the Colorectal Objective Structured Assessment of Technical Skill could be incorporated into the colorectal board examination where it would be the first attempt of a surgical specialty to formally assess technical skill at the time of certification.

Association between organizational capacity and involvement in chronic disease prevention programming among Canadian public health organizations

PubMed Central

Hanusaik, Nancy; Sabiston, Catherine M.; Kishchuk, Natalie; Maximova, Katerina; O’Loughlin, Jennifer

2015-01-01

In the context of the emerging field of public health services and systems research, this study (i) tested a model of the relationships between public health organizational capacity (OC) for chronic disease prevention, its determinants (organizational supports for evaluation, partnership effectiveness) and one possible outcome of OC (involvement in core chronic disease prevention practices) and (ii) examined differences in the nature of these relationships among organizations operating in more and less facilitating external environments. OC was conceptualized as skills and resources/supports for chronic disease prevention programming. Data were from a census of 210 Canadian public health organizations with mandates for chronic disease prevention. The hypothesized relationships were tested using structural equation modeling. Overall, the results supported the model. Organizational supports for evaluation accounted for 33% of the variance in skills. Skills and resources/supports were directly and strongly related to involvement. Organizations operating within facilitating external contexts for chronic disease prevention had more effective partnerships, more resources/supports, stronger skills and greater involvement in core chronic disease prevention practices. Results also suggested that organizations functioning in less facilitating environments may not benefit as expected from partnerships. Empirical testing of this conceptual model helps develop a better understanding of public health OC. PMID:25361958

Evaluation of NMME temperature and precipitation bias and forecast skill for South Asia

NASA Astrophysics Data System (ADS)

Cash, Benjamin A.; Manganello, Julia V.; Kinter, James L.

2017-08-01

Systematic error and forecast skill for temperature and precipitation in two regions of Southern Asia are investigated using hindcasts initialized May 1 from the North American Multi-Model Ensemble. We focus on two contiguous but geographically and dynamically diverse regions: the Extended Indian Monsoon Rainfall (70-100E, 10-30 N) and the nearby mountainous area of Pakistan and Afghanistan (60-75E, 23-39 N). Forecast skill is assessed using the Sign test framework, a rigorous statistical method that can be applied to non-Gaussian variables such as precipitation and to different ensemble sizes without introducing bias. We find that models show significant systematic error in both precipitation and temperature for both regions. The multi-model ensemble mean (MMEM) consistently yields the lowest systematic error and the highest forecast skill for both regions and variables. However, we also find that the MMEM consistently provides a statistically significant increase in skill over climatology only in the first month of the forecast. While the MMEM tends to provide higher overall skill than climatology later in the forecast, the differences are not significant at the 95% level. We also find that MMEMs constructed with a relatively small number of ensemble members per model can equal or outperform MMEMs constructed with more members in skill. This suggests some ensemble members either provide no contribution to overall skill or even detract from it.

Desktop Modeling and Simulation: Parsimonious, yet Effective Discrete-Event Simulation Analysis

NASA Technical Reports Server (NTRS)

Bradley, James R.

2012-01-01

This paper evaluates how quickly students can be trained to construct useful discrete-event simulation models using Excel The typical supply chain used by many large national retailers is described, and an Excel-based simulation model is constructed of it The set of programming and simulation skills required for development of that model are then determined we conclude that six hours of training are required to teach the skills to MBA students . The simulation presented here contains all fundamental functionallty of a simulation model, and so our result holds for any discrete-event simulation model. We argue therefore that Industry workers with the same technical skill set as students having completed one year in an MBA program can be quickly trained to construct simulation models. This result gives credence to the efficacy of Desktop Modeling and Simulation whereby simulation analyses can be quickly developed, run, and analyzed with widely available software, namely Excel.

The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders' Listening and Reading Comprehension Skills in English in Jordan

ERIC Educational Resources Information Center

Alodwan, Talal; Almosa, Mosaab

2018-01-01

The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders' listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The…

Innovative approach to the design and evaluation of treatment adherence interventions for drug-resistant TB.

PubMed

Alegria-Flores, K; Weiner, B J; Wiesen, C A; Lich, K L H; Van Rie, A; Paul, J E; Tovar, M A

2017-11-01

Drug-resistant tuberculosis (DR-TB) treatment is expensive, lengthy, and can cause severe side effects. Patients face socio-economic, psychosocial, and systemic barriers to adherence; poor adherence results in poor treatment outcomes. To estimate the effects of the components of the information-motivation-behavioral skills model on DR-TB treatment adherence. We recruited 326 adults receiving DR-TB treatment and 86 of their health care service providers from 40 health centers in Lima, Peru. The main outcome was adherence (i.e., the proportion of prescribed doses taken by a patient). Exposure measures were adherence information, motivation, and behavioral skills; loss to follow-up during previous TB treatment(s); providers' work engagement; and patient-perceived support from his/her social network. Structural equation modeling revealed that adherence information and motivation had positive effects on adherence, but only if mediated through behavioral skills (β = 0.02, P < 0.01 and β = 0.07, P < 0.001, respectively). Behavioral skills had a direct positive effect on adherence (β = 0.27, P < 0.001). Loss to follow-up during previous treatment had a direct negative effect, providers' work engagement had a direct positive effect, and perceived support had indirect positive effects on adherence. The model's overall R2 was 0.76. The components of the information-motivation-behavioral skills model were associated with adherence and could be used to design, monitor, and evaluate interventions targeting adherence to DR-TB treatment.

Quantifying Seasonal Skill in Coupled Sea Ice Models using Freeboard Measurements from Spaceborne Laser Altimeters

NASA Astrophysics Data System (ADS)

Roberts, A.; Bench, K.; Maslowski, W.; Farrell, S. L.; Richter-Menge, J.

2016-12-01

We have developed a method to quantitatively assess the skill of predictive sea ice models using freeboard measurements from spaceborne laser altimeters. The method evaluates freeboard from the Regional Arctic System Model (RASM) against those derived from NASA ICESat and Operation IceBridge (OIB) missions along individual ground tracks, and assesses the variance- and correlation-weighted model skill. This allows quantifying the accuracy of sea ice volume simulations and taking measurement error into account. As part of this work, we inter-compare simulations with two different sea ice rheologies: one using Elastic-Viscous-Plastic (EVP), and the other using Elastic-Anisotropic-Plastic (EAP) ice mechanics. Both are simulated for 2004 and 2007, during which ICESat was in operation. RASM variance skill scores ranged from 0.712 to 0.824 and correlation skill scores were between 0.319 and 0.511, with EAP providing a better estimate of spatial ice volume variance, but with a larger bias in the central Arctic relative to EVP. The skill scores were calculated for monthly periods and require little adaption to rate short-term operational forecasts of the Arctic. This work will help quantify model limitations and facilitate optimal use of ICESat-2 freeboard measurements after that satellite is launched next year.

Assessment and Evaluation Modeling. Symposium 38. [AHRD Conference, 2001].

ERIC Educational Resources Information Center

2001

This symposium on assessment and evaluation modeling consists of three presentations. "Training Assessment Among Kenyan Smallholder Entrepreneurs" (George G. Shibanda, Jemymah Ingado, Bernard Nassiuma) reports a study that assessed the extent to which the need for knowledge, information, and skills among small scale farmers can promote…

Tiered Internship Model for Undergraduate Students in Geospatial Science and Technology

ERIC Educational Resources Information Center

Kopteva, Irina A.; Arkowski, Donna; Craft, Elaine L.

2015-01-01

This article discusses the development, implementation, and evaluation of a tiered internship program for undergraduate students in geospatial science and technology (TIMSGeoTech). The internship program assists education programs in providing skill development that is relevant and useful, and it aligns graduates and their skills with industry…

Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework

PubMed Central

Puranik, Cynthia S.; Lonigan, Christopher J.

2014-01-01

Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading-related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the structure of individual and developmental differences of emergent writing and writing-related skills were examined in 372 preschool children who ranged in age from 3- to 5-years using confirmatory factor analysis. Results from a confirmatory factor analysis provide evidence that these emergent writing skills are best described by three correlated but distinct factors, (a) Conceptual Knowledge, (b) Procedural Knowledge, and (c) Generative Knowledge. Evidence that these three emergent writing factors show different patterns of relations to emergent literacy constructs is presented. Implications for understanding the development of writing and assessment of early writing skills are discussed. PMID:25316955

A wave model test bed study for wave energy resource characterization

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yang, Zhaoqing; Neary, Vincent S.; Wang, Taiping

This paper presents a test bed study conducted to evaluate best practices in wave modeling to characterize energy resources. The model test bed off the central Oregon Coast was selected because of the high wave energy and available measured data at the site. Two third-generation spectral wave models, SWAN and WWIII, were evaluated. A four-level nested-grid approach—from global to test bed scale—was employed. Model skills were assessed using a set of model performance metrics based on comparing six simulated wave resource parameters to observations from a wave buoy inside the test bed. Both WWIII and SWAN performed well at themore » test bed site and exhibited similar modeling skills. The ST4 package with WWIII, which represents better physics for wave growth and dissipation, out-performed ST2 physics and improved wave power density and significant wave height predictions. However, ST4 physics tended to overpredict the wave energy period. The newly developed ST6 physics did not improve the overall model skill for predicting the six wave resource parameters. Sensitivity analysis using different wave frequencies and direction resolutions indicated the model results were not sensitive to spectral resolutions at the test bed site, likely due to the absence of complex bathymetric and geometric features.« less

An evaluation of the real-time tropical cyclone forecast skill of the Navy Operational Global Atmospheric Prediction System in the western North Pacific

NASA Technical Reports Server (NTRS)

Fiorino, Michael; Goerss, James S.; Jensen, Jack J.; Harrison, Edward J., Jr.

1993-01-01

The paper evaluates the meteorological quality and operational utility of the Navy Operational Global Atmospheric Prediction System (NOGAPS) in forecasting tropical cyclones. It is shown that the model can provide useful predictions of motion and formation on a real-time basis in the western North Pacific. The meterological characteristics of the NOGAPS tropical cyclone predictions are evaluated by examining the formation of low-level cyclone systems in the tropics and vortex structure in the NOGAPS analysis and verifying 72-h forecasts. The adjusted NOGAPS track forecasts showed equitable skill to the baseline aid and the dynamical model. NOGAPS successfully predicted unusual equatorward turns for several straight-running cyclones.

High-fidelity hybrid simulation of allergic emergencies demonstrates improved preparedness for office emergencies in pediatric allergy clinics.

PubMed

Kennedy, Joshua L; Jones, Stacie M; Porter, Nicholas; White, Marjorie L; Gephardt, Grace; Hill, Travis; Cantrell, Mary; Nick, Todd G; Melguizo, Maria; Smith, Chris; Boateng, Beatrice A; Perry, Tamara T; Scurlock, Amy M; Thompson, Tonya M

2013-01-01

Simulation models that used high-fidelity mannequins have shown promise in medical education, particularly for cases in which the event is uncommon. Allergy physicians encounter emergencies in their offices, and these can be the source of much trepidation. To determine if case-based simulations with high-fidelity mannequins are effective in teaching and retention of emergency management team skills. Allergy clinics were invited to Arkansas Children's Hospital Pediatric Understanding and Learning through Simulation Education center for a 1-day workshop to evaluate skills concerning the management of allergic emergencies. A Clinical Emergency Preparedness Team Performance Evaluation was developed to evaluate the competence of teams in several areas: leadership and/or role clarity, closed-loop communication, team support, situational awareness, and scenario-specific skills. Four cases, which focus on common allergic emergencies, were simulated by using high-fidelity mannequins and standardized patients. Teams were evaluated by multiple reviewers by using video recording and standardized scoring. Ten to 12 months after initial training, an unannounced in situ case was performed to determine retention of the skills training. Clinics showed significant improvements for role clarity, teamwork, situational awareness, and scenario-specific skills during the 1-day workshop (all P < .003). Follow-up in situ scenarios 10-12 months later demonstrated retention of skills training at both clinics (all P ≤ .004). Clinical Emergency Preparedness Team Performance Evaluation scores demonstrated improved team management skills with simulation training in office emergencies. Significant recall of team emergency management skills was demonstrated months after the initial training. Copyright © 2013 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

ERIC Educational Resources Information Center

Spriggs, Amy D.; Gast, David L.; Knight, Victoria F.

2016-01-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on…

Developing Essay Writing Skills: An Evaluation of the Modelling Behaviour Method and the Influence of Student Self-Efficacy

ERIC Educational Resources Information Center

Callinan, Carol J.; van der Zee, Emile; Wilson, Garry

2018-01-01

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as…

A Skill Score of Trajectory Model Evaluation Using Reinitialized Series of Normalized Cumulative Lagrangian Separation

NASA Astrophysics Data System (ADS)

Liu, Y.; Weisberg, R. H.

2017-12-01

The Lagrangian separation distance between the endpoints of simulated and observed drifter trajectories is often used to assess the performance of numerical particle trajectory models. However, the separation distance fails to indicate relative model performance in weak and strong current regions, such as a continental shelf and its adjacent deep ocean. A skill score is proposed based on the cumulative Lagrangian separation distances normalized by the associated cumulative trajectory lengths. The new metrics correctly indicates the relative performance of the Global HYCOM in simulating the strong currents of the Gulf of Mexico Loop Current and the weaker currents of the West Florida Shelf in the eastern Gulf of Mexico. In contrast, the Lagrangian separation distance alone gives a misleading result. Also, the observed drifter position series can be used to reinitialize the trajectory model and evaluate its performance along the observed trajectory, not just at the drifter end position. The proposed dimensionless skill score is particularly useful when the number of drifter trajectories is limited and neither a conventional Eulerian-based velocity nor a Lagrangian-based probability density function may be estimated.

Leadership skills help financial managers achieve career success.

PubMed

Kowalski, R B; Campbell, M W

2000-04-01

Financial managers who want to distinguish themselves in their organizations need to demonstrate their leadership ability. Because financial managers sometimes overlook the need for leadership skills, cultivating mentors who can teach them specific leadership skills, such as improved communications and entrepreneurship, may be necessary. Healthcare financial managers can sharpen their leadership skills by distinguishing between leadership and management, adopting a new mentoring model, evaluating the usefulness of new management techniques, understanding the connection between technology and leadership, looking for the solution beyond the problem, and being seen and heard within the organization.

An Empirical Study of Kirkpatrick's Evaluation Model in the Hospitality Industry

ERIC Educational Resources Information Center

Chang, Ya-Hui Elegance

2010-01-01

This study examined Kirkpatrick's training evaluation model (Kirkpatrick & Kirkpatrick, 2006) by assessing a sales training program conducted at an organization in the hospitality industry. The study assessed the employees' training outcomes of knowledge and skills, job performance, and the impact of the training upon the organization. By…

Media Exposure and Genetic Literacy Skills to Evaluate Angelina Jolie's Decision for Prophylactic Mastectomy.

PubMed

Abrams, Leah R; Koehly, Laura M; Hooker, Gillian W; Paquin, Ryan S; Capella, Joseph N; McBride, Colleen M

2016-01-01

To examine public preparedness to evaluate and respond to Angelina Jolie's well-publicized decision to have a prophylactic mastectomy. A consumer panel (n = 1,008) completed an online survey in November 2013, reporting exposure to Jolie's story, confidence applying genomic knowledge to evaluate her decision, and ability to interpret provided genetic risk information (genetic literacy skills). Linear and logistic regressions tested mediating/moderating models of these factors in association with opinions regarding mastectomies. Confidence with genomics was associated with increased genetic literacy skills and increased media exposure, with a significant interaction between the two. Confidence was also associated with favoring mastectomies for women with BRCA mutations, mediating the relationship with media exposure. Respondents were more likely to form opinions about mastectomies if they had high genetic literacy skills. These findings suggest that having higher genetic literacy skills may increase the public's ability to form opinions about clinical applications of genomic discovery. However, repeated media exposure to high-profile stories may artificially inflate confidence among those with low genetic literacy. © 2016 S. Karger AG, Basel.

Bringing interdisciplinary and multicultural team building to health care education: the downstate team-building initiative.

PubMed

Hope, Joanie Mayer; Lugassy, Daniel; Meyer, Rina; Jeanty, Freida; Myers, Stephanie; Jones, Sadie; Bradley, Joann; Mitchell, Rena; Cramer, Eva

2005-01-01

To evaluate the impact of the Downstate Team-Building Initiative (DTBI), a model multicultural and interdisciplinary health care team-building program for health professions students. A total of 65 students representing seven health disciplines participated in DTBI's first three years (one cohort per year since implementation). During the 18-session curriculum, students self-evaluated their group's progress through Tuckman's four team-development stages (FORMING, STORMING, NORMING, PERFORMING) on an 11-point scale. Students completed matched pre- and postintervention program evaluations assessing five variables: interdisciplinary understanding, interdisciplinary attitudes, teamwork skills, multicultural skills, and team atmosphere. After participation, students completed narrative follow-up questionnaires investigating impact one and two years after program completion. Each year's team development curve followed a similar logarithmic trajectory. Cohort 1 remained in team development stage 3 (NORMING) while Cohorts 2 and 3 advanced into the final stage-PERFORMING. A total of 34 matched pre- and postintervention evaluations showed significant change in all major variables: Team atmosphere and group teamwork skills improved most (48% and 44%, respectively). Interdisciplinary understanding improved 42%. Individual multicultural skills (defined by ability to address racism, homophobia, and sexism) started at the highest baseline and improved the least (13%). Group multicultural skills improved 36%. Of 23 responses to the follow-up surveys, 22 (96%) stated DTBI was a meaningful educational experience applicable to their current clinical surroundings. DTBI successfully united students across health discipline, ethnicity, socioeconomic class, gender, and sexual orientation into functioning teams. The model represents an effective approach to teaching health care team building and demonstrates benefits in both preclinical and clinical years of training.

Diagnosis of North American Multi-Model Ensemble (NMME) skill for predicting floods and droughts over the continental USA

NASA Astrophysics Data System (ADS)

Slater, L. J.; Villarini, G.; Bradley, A.

2015-12-01

Model predictions of precipitation and temperature are crucial to mitigate the impacts of major flood and drought events through informed planning and response. However, the potential value and applicability of these predictions is inescapably linked to their forecast quality. The North-American Multi-Model Ensemble (NMME) is a multi-agency supported forecasting system for intraseasonal to interannual (ISI) climate predictions. Retrospective forecasts and real-time information are provided by each agency free of charge to facilitate collaborative research efforts for predicting future climate conditions as well as extreme weather events such as floods and droughts. Using the PRISM climate mapping system as the reference data, we examine the skill of five General Circulation Models (GCMs) from the NMME project to forecast monthly and seasonal precipitation and temperature over seven sub-regions of the continental United States. For each model, we quantify the seasonal accuracy of the forecast relative to observed precipitation using the mean square error skill score. This score is decomposed to assess the accuracy of the forecast in the absence of biases (potential skill), and in the presence of conditional (slope reliability) and unconditional (standardized mean error) biases. The quantification of these biases allows us to diagnose each model's skill over a full range temporal and spatial scales. Finally, we test each model's forecasting skill by evaluating its ability to predict extended periods of extreme temperature and precipitation that were conducive to 'billion-dollar' historical flood and drought events in different regions of the continental USA. The forecasting skill of the individual climate models is summarized and presented along with a discussion of different multi-model averaging techniques for predicting such events.

ED leadership competency matrix: an administrative management tool.

PubMed

Propp, Douglas A; Glickman, Seth; Uehara, Dennis T

2003-10-01

A successful ED relies on its leaders to master and demonstrate core competencies to be effective in the many arenas in which they interact and are responsible. A unique matrix model for the assessment of an ED leadership's key administrative skill sets is presented. The model incorporates capabilities related to the individual's cognitive aptitude, experience, acquired technical skills, behavioral characteristics, as well as the ability to manage relationships effectively. Based on the personnel inventory using the matrix, focused evaluation, development, and recruitment of ED key leaders occurs. This dynamic tool has provided a unique perspective for the evaluation and enhancement of overall ED leadership performance. It is hoped that incorporation of such a model will similarly improve the accomplishments of EDs at other institutions.

Research methodology workshops evaluation using the Kirkpatrick's model: translating theory into practice.

PubMed

Abdulghani, Hamza Mohammad; Shaik, Shaffi Ahamed; Khamis, Nehal; Al-Drees, Abdulmajeed Abdulrahman; Irshad, Mohammad; Khalil, Mahmoud Salah; Alhaqwi, Ali Ibrahim; Isnani, Arthur

2014-04-01

Qualitative and quantitative evaluation of academic programs can enhance the development, effectiveness, and dissemination of comparative quality reports as well as quality improvement efforts. To evaluate the five research methodology workshops through assessing participants' satisfaction, knowledge and skills gain and impact on practices by the Kirkpatrick's evaluation model. The four level Kirkpatrick's model was applied for the evaluation. Training feedback questionnaires, pre and post tests, learner development plan reports and behavioral surveys were used to evaluate the effectiveness of the workshop programs. Of the 116 participants, 28 (24.1%) liked with appreciation, 62 (53.4%) liked with suggestions and 26 (22.4%) disliked the programs. Pre and post MCQs tests mean scores showed significant improvement of relevant basic knowledge and cognitive skills by 17.67% (p ≤ 0.005). Pre-and-post tests scores on workshops sub-topics also significantly improved for the manuscripts (p ≤ 0.031) and proposal writing (p ≤ 0.834). As for the impact, 56.9% of participants started research, and 6.9% published their studies. The results from participants' performance revealed an overall positive feedback and 79% of participant reported transfer of training skills at their workplace. The course outcomes achievement and suggestions given for improvements offer insight into the program which were encouraging and very useful. Encouraging "research culture" and work-based learning are probably the most powerful determinants for research promotion. These findings therefore encourage faculty development unit to continue its training and development in the research methodology aspects.

Accomplishments and challenges of surgical simulation.

PubMed

Satava, R M

2001-03-01

For nearly a decade, advanced computer technologies have created extraordinary educational tools using three-dimensional (3D) visualization and virtual reality. Pioneering efforts in surgical simulation with these tools have resulted in a first generation of simulators for surgical technical skills. Accomplishments include simulations with 3D models of anatomy for practice of surgical tasks, initial assessment of student performance in technical skills, and awareness by professional societies of potential in surgical education and certification. However, enormous challenges remain, which include improvement of technical fidelity, standardization of accurate metrics for performance evaluation, integration of simulators into a robust educational curriculum, stringent evaluation of simulators for effectiveness and value added to surgical training, determination of simulation application to certification of surgical technical skills, and a business model to implement and disseminate simulation successfully throughout the medical education community. This review looks at the historical progress of surgical simulators, their accomplishments, and the challenges that remain.

An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder.

PubMed

Leaf, Justin B; Leaf, Jeremy A; Milne, Christine; Taubman, Mitchell; Oppenheim-Leaf, Misty; Torres, Norma; Townley-Cochran, Donna; Leaf, Ronald; McEachin, John; Yoder, Paul

2017-02-01

In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants' behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p < .001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded.

Time dependency of the prediction skill for the North Atlantic subpolar gyre in initialized decadal hindcasts with MPI-ESM

NASA Astrophysics Data System (ADS)

Brune, Sebastian; Düsterhus, Andre; Pohlmann, Holger; Müller, Wolfgang; Baehr, Johanna

2017-04-01

We analyze the time dependency of decadal hindcast skill in the North Atlantic subpolar gyre within the time period 1961-2013. We compare anomaly correlation coefficients and interquartile ranges of total upper ocean heat content and sea surface temperature for three differently initialized sets of hindcast simulations with the global coupled model MPI-ESM. All initializations use weakly coupled assimilation with the same full-field nudging in the atmospheric component and different assimilation techniques for oceanic temperature and salinity: (1) ensemble Kalman filter assimilating EN4 and HadISST observations, (2) nudging of anomalies to ORAS4 reanalysis, (3) nudging of full values to ORAS4 reanalysis. We find that hindcast skill depends strongly on the evaluation time period, with higher hindcast skill during strong multiyear trends and lower hindcast skill in the absence of such trends. While there may only be small differences between the prediction systems in the analysis focusing on the entire hindcast period, these differences between the hindcast systems are much more pronounced when investigating any 20-year subperiod within the entire hindcast period. For the ensemble Kalman filter high skill in the assimilation experiment is generally linked to high skill in the initialized hindcasts. Such direct link does not seem to exist in the hindcasts initialized by either nudged system. In the ensemble Kalman filter initialized hindcasts, we find significant hindcast skill for up to 5 to 8 lead years, except for the 1970s. In the nudged system initialized hindcasts, hindcast skill is consistently diminished in lead years 2 and 3 with lowest skill in the 1970s as well. Overall, we find that a model-consistent assimilation technique can improve hindcast skill. Further, the evaluation of 20 year subperiods within the full hindcast period provides essential insights to judge the success of both the assimilation and the subsequent hindcast skill.

Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy

ERIC Educational Resources Information Center

Sumarni, Woro; Sudarmin; Supartono, Wiyanto

2016-01-01

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3)…

Improving Sibling Relationships among Young Children: A Social Skills Training Model.

ERIC Educational Resources Information Center

Kramer, Laurie; Radey, Chad

1997-01-01

Evaluates a new approach to improving sibling relationships in which social skills training was used to coach small groups of children (n=21) in prosocial sibling behaviors. Results show that children in the training group exhibited increased warmth, decreased rivalry, fewer problematic sibling behaviors, and a reduced status/power differential…

The Skills to Pay the Bills: An Evaluation of an Effort to Help Nonprofits Manage Their Finances

ERIC Educational Resources Information Center

Walker, Karen; Grossman, Jean; Andrews, Kristine; Carrington, Nicholas; Rojas, Angela

2015-01-01

This study examines a Wallace Foundation-sponsored initiative aimed at improving the financial management skills and practices of 25 Chicago afterschool providers through training and coaching. Two models for this professional development were provided and each produced long-lasting improvements. Moreover, organizations receiving the…

Competency Based Teaching of College Physics: The Philosophy and The Practice

ERIC Educational Resources Information Center

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-01-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills…

Cognitive Correlates of Inadequate Response to Reading Intervention

PubMed Central

Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon

2012-01-01

The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive measures included assessments of phonological awareness, rapid letter naming, oral language skills, processing speed, vocabulary, and nonverbal problem solving. Comparisons of all four groups identified phonological awareness as the most significant contributor to group differentiation. Measures of rapid letter naming, syntactic comprehension/working memory, and vocabulary also contributed uniquely to some comparisons of adequate and inadequate responders. In a series of regression analyses designed to evaluate the contributions of responder status to cognitive skills independently of variability in reading skills, only the model for rapid letter naming achieved statistical significance, accounting for a small (1%) increment in explained variance beyond that explained by models based only on reading levels. Altogether, these results do not suggest qualitative differences among the groups, but are consistent with a continuum of severity associated with the level of reading skills across the four groups. PMID:23125475

Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386

Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

Can Perceptuo-Motor Skills Assessment Outcomes in Young Table Tennis Players (7–11 years) Predict Future Competition Participation and Performance? An Observational Prospective Study

PubMed Central

2016-01-01

Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-motor skills for table tennis, which is hypothesized to determine the players’ potential concerning the perceptuo-motor domain. The Dutch perceptuo-motor skills assessment intends to measure the perceptuo-motor potential for table tennis in youth players by assessing the underlying skills crucial for developing technical and tactical qualities. Untrained perceptuo-motor tasks are used as these are suggested to represent a player’s future potential better than specific sport skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-motor skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7–11 years). Players were tested on their perceptuo-motor skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items ‘aiming at target’, ‘throwing a ball’, and ‘eye-hand coordination’ in the best fitting model, revealed that the outcomes of the perceptuo-motor skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-motor skills assessment’s outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-motor skills assessment to be included in a talent development programme. Future studies are needed to clarify the predictive value in a larger sample of youth competition players over a longer period in time. PMID:26863212

A Framework of Operating Models for Interdisciplinary Research Programs in Clinical Service Organizations

ERIC Educational Resources Information Center

King, Gillian; Currie, Melissa; Smith, Linda; Servais, Michelle; McDougall, Janette

2008-01-01

A framework of operating models for interdisciplinary research programs in clinical service organizations is presented, consisting of a "clinician-researcher" skill development model, a program evaluation model, a researcher-led knowledge generation model, and a knowledge conduit model. Together, these models comprise a tailored, collaborative…

Evaluating NMME Seasonal Forecast Skill for use in NASA SERVIR Hub Regions

NASA Technical Reports Server (NTRS)

Roberts, J. Brent; Roberts, Franklin R.

2013-01-01

The U.S. National Multi-Model Ensemble seasonal forecasting system is providing hindcast and real-time data streams to be used in assessing and improving seasonal predictive capacity. The coupled forecasts have numerous potential applications, both national and international in scope. The NASA / USAID SERVIR project, which leverages satellite and modeling-based resources for environmental decision making in developing nations, is focusing on the evaluation of NMME forecasts specifically for use in driving applications models in hub regions including East Africa, the Hindu Kush- Himalayan (HKH) region and Mesoamerica. A prerequisite for seasonal forecast use in application modeling (e.g. hydrology, agriculture) is bias correction and skill assessment. Efforts to address systematic biases and multi-model combination in support of NASA SERVIR impact modeling requirements will be highlighted. Specifically, quantilequantile mapping for bias correction has been implemented for all archived NMME hindcasts. Both deterministic and probabilistic skill estimates for raw, bias-corrected, and multi-model ensemble forecasts as a function of forecast lead will be presented for temperature and precipitation. Complementing this statistical assessment will be case studies of significant events, for example, the ability of the NMME forecasts suite to anticipate the 2010/2011 drought in the Horn of Africa and its relationship to evolving SST patterns.

Predictive Skill of Meteorological Drought Based on Multi-Model Ensemble Forecasts: A Real-Time Assessment

NASA Astrophysics Data System (ADS)

Chen, L. C.; Mo, K. C.; Zhang, Q.; Huang, J.

2014-12-01

Drought prediction from monthly to seasonal time scales is of critical importance to disaster mitigation, agricultural planning, and multi-purpose reservoir management. Starting in December 2012, NOAA Climate Prediction Center (CPC) has been providing operational Standardized Precipitation Index (SPI) Outlooks using the North American Multi-Model Ensemble (NMME) forecasts, to support CPC's monthly drought outlooks and briefing activities. The current NMME system consists of six model forecasts from U.S. and Canada modeling centers, including the CFSv2, CM2.1, GEOS-5, CCSM3.0, CanCM3, and CanCM4 models. In this study, we conduct an assessment of the predictive skill of meteorological drought using real-time NMME forecasts for the period from May 2012 to May 2014. The ensemble SPI forecasts are the equally weighted mean of the six model forecasts. Two performance measures, the anomaly correlation coefficient and root-mean-square errors against the observations, are used to evaluate forecast skill.Similar to the assessment based on NMME retrospective forecasts, predictive skill of monthly-mean precipitation (P) forecasts is generally low after the second month and errors vary among models. Although P forecast skill is not large, SPI predictive skill is high and the differences among models are small. The skill mainly comes from the P observations appended to the model forecasts. This factor also contributes to the similarity of SPI prediction among the six models. Still, NMME SPI ensemble forecasts have higher skill than those based on individual models or persistence, and the 6-month SPI forecasts are skillful out to four months. The three major drought events occurred during the 2012-2014 period, the 2012 Central Great Plains drought, the 2013 Upper Midwest flash drought, and 2013-2014 California drought, are used as examples to illustrate the system's strength and limitations. For precipitation-driven drought events, such as the 2012 Central Great Plains drought, NMME SPI forecasts perform well in predicting drought severity and spatial patterns. For fast-developing drought events, such as the 2013 Upper Midwest flash drought, the system failed to capture the onset of the drought.

Introducing a Fresh Cadaver Model for Ultrasound-guided Central Venous Access Training in Undergraduate Medical Education

PubMed Central

Miller, Ryan; Ho, Hang; Ng, Vivienne; Tran, Melissa; Rappaport, Douglas; Rappaport, William J.A.; Dandorf, Stewart J.; Dunleavy, James; Viscusi, Rebecca; Amini, Richard

2016-01-01

Introduction Over the past decade, medical students have witnessed a decline in the opportunities to perform technical skills during their clinical years. Ultrasound-guided central venous access (USG-CVA) is a critical procedure commonly performed by emergency medicine, anesthesia, and general surgery residents, often during their first month of residency. However, the acquisition of skills required to safely perform this procedure is often deficient upon graduation from medical school. To ameliorate this lack of technical proficiency, ultrasound simulation models have been introduced into undergraduate medical education to train venous access skills. Criticisms of simulation models are the innate lack of realistic tactile qualities, as well as the lack of anatomical variances when compared to living patients. The purpose of our investigation was to design and evaluate a life-like and reproducible training model for USG-CVA using a fresh cadaver. Methods This was a cross-sectional study at an urban academic medical center. An 18-point procedural knowledge tool and an 18-point procedural skill evaluation tool were administered during a cadaver lab at the beginning and end of the surgical clerkship. During the fresh cadaver lab, procedure naïve third-year medical students were trained on how to perform ultrasound-guided central venous access of the femoral and internal jugular vessels. Preparation of the fresh cadaver model involved placement of a thin-walled latex tubing in the anatomic location of the femoral and internal jugular vein respectively. Results Fifty-six third-year medical students participated in this study during their surgical clerkship. The fresh cadaver model provided high quality and lifelike ultrasound images despite numerous cannulation attempts. Technical skill scores improved from an average score of 3 to 12 (p<0.001) and procedural knowledge scores improved from an average score of 4 to 8 (p<0.001). Conclusion The use of this novel cadaver model prevented extravasation of fluid, maintained ultrasound-imaging quality, and proved to be an effective educational model allowing third-year medical students to improve and maintain their technical skills. PMID:27330672

Introducing a Fresh Cadaver Model for Ultrasound-guided Central Venous Access Training in Undergraduate Medical Education.

PubMed

Miller, Ryan; Ho, Hang; Ng, Vivienne; Tran, Melissa; Rappaport, Douglas; Rappaport, William J A; Dandorf, Stewart J; Dunleavy, James; Viscusi, Rebecca; Amini, Richard

2016-05-01

Over the past decade, medical students have witnessed a decline in the opportunities to perform technical skills during their clinical years. Ultrasound-guided central venous access (USG-CVA) is a critical procedure commonly performed by emergency medicine, anesthesia, and general surgery residents, often during their first month of residency. However, the acquisition of skills required to safely perform this procedure is often deficient upon graduation from medical school. To ameliorate this lack of technical proficiency, ultrasound simulation models have been introduced into undergraduate medical education to train venous access skills. Criticisms of simulation models are the innate lack of realistic tactile qualities, as well as the lack of anatomical variances when compared to living patients. The purpose of our investigation was to design and evaluate a life-like and reproducible training model for USG-CVA using a fresh cadaver. This was a cross-sectional study at an urban academic medical center. An 18-point procedural knowledge tool and an 18-point procedural skill evaluation tool were administered during a cadaver lab at the beginning and end of the surgical clerkship. During the fresh cadaver lab, procedure naïve third-year medical students were trained on how to perform ultrasound-guided central venous access of the femoral and internal jugular vessels. Preparation of the fresh cadaver model involved placement of a thin-walled latex tubing in the anatomic location of the femoral and internal jugular vein respectively. Fifty-six third-year medical students participated in this study during their surgical clerkship. The fresh cadaver model provided high quality and lifelike ultrasound images despite numerous cannulation attempts. Technical skill scores improved from an average score of 3 to 12 (p<0.001) and procedural knowledge scores improved from an average score of 4 to 8 (p<0.001). The use of this novel cadaver model prevented extravasation of fluid, maintained ultrasound-imaging quality, and proved to be an effective educational model allowing third-year medical students to improve and maintain their technical skills.

Assessment of Evidence-based Management Training Program: Application of a Logic Model.

PubMed

Guo, Ruiling; Farnsworth, Tracy J; Hermanson, Patrick M

2016-06-01

The purposes of this study were to apply a logic model to plan and implement an evidence-based management (EBMgt) educational training program for healthcare administrators and to examine whether a logic model is a useful tool for evaluating the outcomes of the educational program. The logic model was used as a conceptual framework to guide the investigators in developing an EBMgt educational training program and evaluating the outcomes of the program. The major components of the logic model were constructed as inputs, outputs, and outcomes/impacts. The investigators delineated the logic model based on the results of the needs assessment survey. Two 3-hour training workshops were delivered to 30 participants. To assess the outcomes of the EBMgt educational program, pre- and post-tests and self-reflection surveys were conducted. The data were collected and analyzed descriptively and inferentially, using the IBM Statistical Package for the Social Sciences (SPSS) 22.0. A paired sample t-test was performed to compare the differences in participants' EBMgt knowledge and skills prior to and after the training. The assessment results showed that there was a statistically significant difference in participants' EBMgt knowledge and information searching skills before and after the training (p< 0.001). Participants' confidence in using the EBMgt approach for decision-making was significantly increased after the training workshops (p< 0.001). Eighty-three percent of participants indicated that the knowledge and skills they gained through the training program could be used for future management decision-making in their healthcare organizations. The overall evaluation results of the program were positive. It is suggested that the logic model is a useful tool for program planning, implementation, and evaluation, and it also improves the outcomes of the educational program.

Modeling developmental changes in functional capacities and soccer-specific skills in male players aged 11-17 years.

PubMed

Valente-dos-Santos, João; Coelho-e-Silva, Manuel J; Simões, Filipe; Figueiredo, Antonio J; Leite, Neiva; Elferink-Gemser, Marije T; Malina, Robert M; Sherar, Lauren

2012-11-01

This study evaluates the contributions of age, growth, skeletal maturation, playing position and training to longitudinal changes in functional and skill performance in male youth soccer. Players were annually followed over 5 years (n = 83, 4.4 measurements per player). Composite scores for functional and skill domains were calculated to provide an overall estimate of performance. Players were also classified by maturity status and playing position at baseline. After testing for multicollinearity, two-level multilevel (longitudinal) regression models were obtained for functional and skill composite scores. The scores improved with age and training. Body mass was an additional predictor in both models [functional (late maturing): 13.48 + 1.05 × centered on chronological age (CA)-0.01 × centered CA(2)-0.19 × fat mass (FM) + 0.004 × annual volume training-1.04 × dribbling speed; skills (defenders): 7.62 + 0.62 × centered CA-0.06 × centered CA(2) + 0.04 × fat-free mass-0.03 x FM + 0.005 × annual volume training-0.19 × repeated-sprint ability + 0.02 × aerobic endurance]. Skeletal maturity status was a significant predictor of functional capacities and playing position of skill performance. Sound accuracy of each multilevel model was demonstrated on an independent cross-sectional sample (n = 52).

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

PubMed

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

2016-01-01

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. 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. 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. It is not easy to improve non-verbal communication skills in a short time period. Further evaluation of EQClinic with larger numbers will ascertain learning gains and application in health professional training. Developing a standard model for the assessment of non-verbal behaviour in tele-consultations and providing students with more valuable evaluation and suggestions are part of our future work.

Long-Term Stability of Core Language Skill in Children with Contrasting Language Skills

PubMed Central

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.

2016-01-01

This four-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years. Significant stability coefficients were obtained between language latent variables for children of low and average-to-high language skill, even accounting for child positive social interaction and nonverbal intelligence, maternal education and language, and family home environment. Prospects for children with different language skills and intervention implications are discussed. PMID:26998572

Examining patterns of change in the critical thinking skills of graduate nursing students.

PubMed

McMullen, Maureen A; McMullen, William F

2009-06-01

Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

Teaching advanced wound closure techniques using cattle digits.

PubMed

Khalil, Philipe N; Kanz, Karl-Georg; Siebeck, Matthias; Mutschler, Wolf

2011-03-01

To evaluate a model used to impart advanced wound closure skills because available models do not meet the necessary requirements to a substantial degree. Seventy-one residents were asked to evaluate a 75-minute-long skills course using cadaveric cattle digits to learn Z-plasty, V-Y-plasty, and oval-shaped rotational flaps. A short film and the course instructor demonstrated each technique first. A Likert rating scale ranging from 1 to 6 was used for questions in the survey given to the residents. There was strong agreement among residents (1.65 ± 1.17 years of experience) that advanced wound closure training courses are necessary (5.73 ± 0.73), which corresponded to the residents' low level of knowledge and self-assessment of practical skills and present experience (2.84 ± 1.01). The course was evaluated with high acceptance, even though it was found to be demanding for the trainees (5.84 ± 0.40). This might also be related to the high rating of the model itself, which was found to be a suitable method for teaching advanced wound closure techniques (5.50 ± 0.71) that was easily comprehensible (5.73 ± 0.53). Skills training courses for young trainees are warranted to impart advanced wound closure techniques. The curriculum using cattle digits presented here is recommended. The authors have indicated no significant interest with commercial supporters. © 2011 by the American Society for Dermatologic Surgery, Inc.

Skills Development Using Role-Play in a First-Year Pharmacy Practice Course

PubMed Central

2011-01-01

Objectives. To evaluate the usefulness of a role-play model in developing students’ patient-care skills in a first-year undergraduate pharmacy practice course. Design. A role-play model was developed and implemented in workshops across 2 semesters of a year-long course. Students performed different roles, including that of a pharmacist and a patient, and documented case notes in a single interaction. Assessment. Student perceptions of the usefulness of the approach in acquiring skills were measured by surveying students during both semesters. All student assessments (N=130 in semester1; N=129 in semester 2) also were analyzed for skills in verbal communication, information gathering, counselling and making recommendations, and accurately documenting information. A majority of students found the approach useful in developing skills. An analysis of student assessments revealed that role-playing was not as effective in building skills related to accurate documentation as it was in other areas of patient care. Conclusions. Role play is useful for developing patient-care skills in communication and information gathering but not for documentation of case notes. PMID:21829258

Association between organizational capacity and involvement in chronic disease prevention programming among Canadian public health organizations.

PubMed

Hanusaik, Nancy; Sabiston, Catherine M; Kishchuk, Natalie; Maximova, Katerina; O'Loughlin, Jennifer

2015-04-01

In the context of the emerging field of public health services and systems research, this study (i) tested a model of the relationships between public health organizational capacity (OC) for chronic disease prevention, its determinants (organizational supports for evaluation, partnership effectiveness) and one possible outcome of OC (involvement in core chronic disease prevention practices) and (ii) examined differences in the nature of these relationships among organizations operating in more and less facilitating external environments. OC was conceptualized as skills and resources/supports for chronic disease prevention programming. Data were from a census of 210 Canadian public health organizations with mandates for chronic disease prevention. The hypothesized relationships were tested using structural equation modeling. Overall, the results supported the model. Organizational supports for evaluation accounted for 33% of the variance in skills. Skills and resources/supports were directly and strongly related to involvement. Organizations operating within facilitating external contexts for chronic disease prevention had more effective partnerships, more resources/supports, stronger skills and greater involvement in core chronic disease prevention practices. Results also suggested that organizations functioning in less facilitating environments may not benefit as expected from partnerships. Empirical testing of this conceptual model helps develop a better understanding of public health OC. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Features that contribute to the usefulness of low-fidelity models for surgical skills training.

PubMed

Langebæk, R; Berendt, M; Pedersen, L T; Jensen, A L; Eika, B

2012-04-07

For practical, ethical and economic reasons, veterinary surgical education is becoming increasingly dependent on models for training. The limited availability and high cost of commercially produced surgical models has increased the need for useful, low-cost alternatives. For this reason, a number of models were developed to be used in a basic surgical skills course for veterinary students. The models were low fidelity, having limited resemblance to real animals. The aim of the present study was to describe the students' learning experience with the models and to report their perception of the usefulness of the models in applying the trained skills to live animal surgery. One hundred and forty-six veterinary fourth-year students evaluated the models on a four-point Likert scale. Of these, 26 additionally participated in individual semistructured interviews. The survey results showed that 75 per cent of the students rated the models 'useful'/'very useful'. Interviews revealed that tactile, dimensional, visual, situational and emotional features are important to students' perception of a successful translation of skills from models to live animal. In conclusion, low-fidelity models are useful educational tools in preparation for live animal surgery. However, there are specific features to take into account when developing models in order for students to perceive them as useful.

A model for communication skills assessment across the undergraduate curriculum.

PubMed

Rider, Elizabeth A; Hinrichs, Margaret M; Lown, Beth A

2006-08-01

Physicians' interpersonal and communication skills have a significant impact on patient care and correlate with improved healthcare outcomes. Some studies suggest, however, that communication skills decline during the four years of medical school. Regulatory and other medical organizations, recognizing the importance of interpersonal and communication skills in the practice of medicine, now require competence in communication skills. Two challenges exist: to select a framework of interpersonal and communication skills to teach across undergraduate medical education, and to develop and implement a uniform model for the assessment of these skills. The authors describe a process and model for developing and institutionalizing the assessment of communication skills across the undergraduate curriculum. Consensus was built regarding communication skill competencies by working with course leaders and examination directors, a uniform framework of competencies was selected to both teach and assess communication skills, and the framework was implemented across the Harvard Medical School undergraduate curriculum. The authors adapted an assessment framework based on the Bayer-Fetzer Kalamazoo Consensus Statement adapted a patient and added and satisfaction tool to bring patients' perspectives into the assessment of the learners. The core communication competencies and evaluation instruments were implemented in school-wide courses and assessment exercises including the first-year Patient-Doctor I Clinical Assessment, second-year Objective Structured Clinical Exam (OSCE), third-year Patient-Doctor III Clinical Assessment, fourth-year Comprehensive Clinical Practice Examination and the Core Medicine Clerkships. Faculty were offered workshops and interactive web-based teaching to become familiar with the framework, and students used the framework with repeated opportunities for faculty feedback on these skills. A model is offered for educational leaders and others who are involved in designing assessment in communication skills. By presenting an approach for implementation, the authors hope to provide guidance for the successful integration of communication skills assessment in undergraduate medical education.

The Development and Evaluation of Speaking Learning Model by Cooperative Approach

ERIC Educational Resources Information Center

Darmuki, Agus; Andayani; Nurkamto, Joko; Saddhono, Kundharu

2018-01-01

A cooperative approach-based Speaking Learning Model (SLM) has been developed to improve speaking skill of Higher Education students. This research aimed at evaluating the effectiveness of cooperative-based SLM viewed from the development of student's speaking ability and its effectiveness on speaking activity. This mixed method study combined…

The Role of Simulation in Microsurgical Training.

PubMed

Evgeniou, Evgenios; Walker, Harriet; Gujral, Sameer

Simulation has been established as an integral part of microsurgical training. The aim of this study was to assess and categorize the various simulation models in relation to the complexity of the microsurgical skill being taught and analyze the assessment methods commonly employed in microsurgical simulation training. Numerous courses have been established using simulation models. These models can be categorized, according to the level of complexity of the skill being taught, into basic, intermediate, and advanced. Microsurgical simulation training should be assessed using validated assessment methods. Assessment methods vary significantly from subjective expert opinions to self-assessment questionnaires and validated global rating scales. The appropriate assessment method should carefully be chosen based on the simulation modality. Simulation models should be validated, and a model with appropriate fidelity should be chosen according to the microsurgical skill being taught. Assessment should move from traditional simple subjective evaluations of trainee performance to validated tools. Future studies should assess the transferability of skills gained during simulation training to the real-life setting. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Competency based teaching of college physics: The philosophy and the practice

NASA Astrophysics Data System (ADS)

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-12-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills (competencies) are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

Is Beauty in the Eyes of the Beholder? Aesthetic Quality versus Technical Skill in Movement Evaluation of Tai Chi.

PubMed

Zamparo, Paola; Zorzi, Elena; Marcantoni, Sara; Cesari, Paola

2015-01-01

The aim of this study was to compare experts to naïve practitioners in rating the beauty and the technical quality of a Tai Chi sequence observed in video-clips (of high and middle level performances). Our hypothesis are: i) movement evaluation will correlate with the level of skill expressed in the kinematics of the observed action but ii) only experts will be able to unravel the technical component from the aesthetic component of the observed action. The judgments delivered indicate that both expert and non-expert observers are able to discern a good from a mediocre performance; however, as expected, only experts discriminate the technical from the aesthetic component of the action evaluated and do this independently of the level of skill shown by the model (high or middle level performances). Furthermore, the judgments delivered were strongly related to the kinematic variables measured in the observed model, indicating that observers rely on specific movement kinematics (e.g. movement amplitude, jerk and duration) for action evaluation. These results provide evidence of the complementary functional role of visual and motor action representation in movement evaluation and underline the role of expertise in judging the aesthetic quality of movements.

Is Beauty in the Eyes of the Beholder? Aesthetic Quality versus Technical Skill in Movement Evaluation of Tai Chi

PubMed Central

2015-01-01

The aim of this study was to compare experts to naïve practitioners in rating the beauty and the technical quality of a Tai Chi sequence observed in video-clips (of high and middle level performances). Our hypothesis are: i) movement evaluation will correlate with the level of skill expressed in the kinematics of the observed action but ii) only experts will be able to unravel the technical component from the aesthetic component of the observed action. The judgments delivered indicate that both expert and non-expert observers are able to discern a good from a mediocre performance; however, as expected, only experts discriminate the technical from the aesthetic component of the action evaluated and do this independently of the level of skill shown by the model (high or middle level performances). Furthermore, the judgments delivered were strongly related to the kinematic variables measured in the observed model, indicating that observers rely on specific movement kinematics (e.g. movement amplitude, jerk and duration) for action evaluation. These results provide evidence of the complementary functional role of visual and motor action representation in movement evaluation and underline the role of expertise in judging the aesthetic quality of movements. PMID:26047473

A novel trauma leadership model reflective of changing times.

PubMed

DʼHuyvetter, Cecile; Cogbill, Thomas H

2014-01-01

As a result of generational changes in the health care workforce, we sought to evaluate our current Trauma Medical Director Leadership model. We assessed the responsibilities, accountability, time requirements, cost, and provider satisfaction with the current leadership model. Three new providers who had recently completed fellowship training were hired, each with unique professional desires, skill sets, and experience. Our goal was to establish a comprehensive, cost-effective, accountable leadership model that enabled provider satisfaction and equalized leadership responsibilities. A 3-pronged team model was established with a Medical Director title and responsibilities rotating per the American College of Surgeons verification cycle to develop leadership skills and lessen hierarchical differences.

Twenty-First Annual Conference on Manual Control

NASA Technical Reports Server (NTRS)

Miller, R. A. (Compiler); Jagacinski, R. J. (Compiler)

1986-01-01

The proceedings of the entitled conference are presented. Twenty-nine manuscripts and eight abstracts pertaining to workload, attention and errors, controller evaluation, movement skills, coordination and decision making, display evaluation and human operator modeling and manual control.

Evaluation of a class wide teaching program for developing preschool life skills.

PubMed

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

PubMed Central

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

An alternative model for postdoctoral education of nurses engaged in research with potentially vulnerable populations.

PubMed

Gennaro, Susan; Deatrick, Janet A; Dobal, May T; Jemmott, Loretta Sweet; Ball, Katherine R

2007-01-01

Post-doctoral education has become a necessity for new nursing doctoral graduates. However, post-doctoral positions are limited and nurse scientists may face barriers that make non-traditional programs necessary. This study describes the outcomes of the Summer Nursing Research Institute (SNRI), an alternative post-doctoral educational program, reports formative perceptions of SNRI participants, and illustrates the efficacy and limitations of the model with selected summative research related outcomes. Participants between 1997 and 2006 were asked to evaluate the experience while attending the Institute (formative evaluation) and an overall summative evaluation was also conducted. Evaluations indicate that participants gained knowledge, skills, and networking abilities in terms of conducting research with vulnerable populations. A program like the SNRI can be successful in widening the research pipeline, in imparting knowledge, and in fostering positive attitudes as well as in improving research skills.

Development of the Human Factors Skills for Healthcare Instrument: a valid and reliable tool for assessing interprofessional learning across healthcare practice settings.

PubMed

Reedy, Gabriel B; Lavelle, Mary; Simpson, Thomas; Anderson, Janet E

2017-10-01

A central feature of clinical simulation training is human factors skills, providing staff with the social and cognitive skills to cope with demanding clinical situations. Although these skills are critical to safe patient care, assessing their learning is challenging. This study aimed to develop, pilot and evaluate a valid and reliable structured instrument to assess human factors skills, which can be used pre- and post-simulation training, and is relevant across a range of healthcare professions. Through consultation with a multi-professional expert group, we developed and piloted a 39-item survey with 272 healthcare professionals attending training courses across two large simulation centres in London, one specialising in acute care and one in mental health, both serving healthcare professionals working across acute and community settings. Following psychometric evaluation, the final 12-item instrument was evaluated with a second sample of 711 trainees. Exploratory factor analysis revealed a 12-item, one-factor solution with good internal consistency (α=0.92). The instrument had discriminant validity, with newly qualified trainees scoring significantly lower than experienced trainees ( t (98)=4.88, p<0.001) and was sensitive to change following training in acute and mental health settings, across professional groups (p<0.001). Confirmatory factor analysis revealed an adequate model fit (RMSEA=0.066). The Human Factors Skills for Healthcare Instrument provides a reliable and valid method of assessing trainees' human factors skills self-efficacy across acute and mental health settings. This instrument has the potential to improve the assessment and evaluation of human factors skills learning in both uniprofessional and interprofessional clinical simulation training.

Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

ERIC Educational Resources Information Center

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.; Suwalsky, Joan T. D.

2014-01-01

This four-wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age-appropriate multisource measures of child language on single-factor core language skills at 20 months and 4, 10, and 14 years. Large stability…

Educating Students to Cross Boundaries between Disciplines and Cultures and between Theory and Practice

ERIC Educational Resources Information Center

Fortuin, Ir. Karen P. J.; Bush, Simon R.

2010-01-01

Purpose: The purpose of this paper is to evaluate and analyse the didactic model of a university course, which concerns an applied academic consultancy project and which focuses on skills related to crossing boundaries between disciplines and cultures, and between theory and practice. These boundary crossing skills are needed to develop…

Phonological Awareness and Types of Sound Errors in Preschoolers with Speech Sound Disorders

ERIC Educational Resources Information Center

Preston, Jonathan; Edwards, Mary Louise

2010-01-01

Purpose: Some children with speech sound disorders (SSD) have difficulty with literacy-related skills, particularly phonological awareness (PA). This study investigates the PA skills of preschoolers with SSD by using a regression model to evaluate the degree to which PA can be concurrently predicted by types of speech sound errors. Method:…

An Online Peer Assisted Learning Community Model and its Application in ZJNU

ERIC Educational Resources Information Center

Gaofeng, Ruan; Yeyu, Lin

2007-01-01

Peer coaching, or peer assisting, was established in 1970s by Joyce and Showers. Initially used in teachers' professional development, it refers to a process that two or more teacher peers evaluate current practice mutually; expand skills, extract and build new skills; share ideas, and review & solve problems of classroom teaching in a way of…

How to Measure the Efficacy of VET Workplace Learning: The FET-WL Model

ERIC Educational Resources Information Center

Pineda-Herrero, Pilar; Quesada-Pallarès, Carla; Espona-Barcons, Berta; Mas-Torelló, Óscar

2015-01-01

Purpose: Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL…

Beyond a Rule--Following Model of Skillful Practice in Teacher Development

ERIC Educational Resources Information Center

Gottlieb, Derek

2012-01-01

Both contemporary popular and scholarly discourse on teacher development and evaluation assumes the truth of a certain view of normative human behavior, one that holds that skill in a given domain is predicated upon the application of maxims, rules, or principles in a given situation. Such a view would allow one to isolate behaviors associated…

Using Outdoor Adventure Education to Develop Students' Groupwork Skills: A Quantitative Exploration of Reaction and Learning

ERIC Educational Resources Information Center

Cooley, Sam J.; Burns, Victoria E.; Cumming, Jennifer

2016-01-01

This study investigates the initial development of groupwork skills through outdoor adventure education (OAE) and the factors that predict the extent of this development, using the first two levels of Kirkpatrick's model of training evaluation. University students (N = 238) completed questionnaires measuring their initial reactions to OAE (Level 1…

Physiologically grounded metrics of model skill: a case study estimating heat stress in intertidal populations

PubMed Central

Kish, Nicole E.; Helmuth, Brian; Wethey, David S.

2016-01-01

Models of ecological responses to climate change fundamentally assume that predictor variables, which are often measured at large scales, are to some degree diagnostic of the smaller-scale biological processes that ultimately drive patterns of abundance and distribution. Given that organisms respond physiologically to stressors, such as temperature, in highly non-linear ways, small modelling errors in predictor variables can potentially result in failures to predict mortality or severe stress, especially if an organism exists near its physiological limits. As a result, a central challenge facing ecologists, particularly those attempting to forecast future responses to environmental change, is how to develop metrics of forecast model skill (the ability of a model to predict defined events) that are biologically meaningful and reflective of underlying processes. We quantified the skill of four simple models of body temperature (a primary determinant of physiological stress) of an intertidal mussel, Mytilus californianus, using common metrics of model performance, such as root mean square error, as well as forecast verification skill scores developed by the meteorological community. We used a physiologically grounded framework to assess each model's ability to predict optimal, sub-optimal, sub-lethal and lethal physiological responses. Models diverged in their ability to predict different levels of physiological stress when evaluated using skill scores, even though common metrics, such as root mean square error, indicated similar accuracy overall. Results from this study emphasize the importance of grounding assessments of model skill in the context of an organism's physiology and, especially, of considering the implications of false-positive and false-negative errors when forecasting the ecological effects of environmental change. PMID:27729979

Transfer of laparoscopic radical prostatectomy skills from bench model to animal model: a prospective, single-blind, randomized, controlled study.

PubMed

Sabbagh, Robert; Chatterjee, Suman; Chawla, Arun; Hoogenes, Jen; Kapoor, Anil; Matsumoto, Edward D

2012-05-01

Learning laparoscopic urethrovesical anastomosis is a crucial step in laparoscopic radical prostatectomy. Previously we noted that practice on a low fidelity urethrovesical model was more effective for trainees than basic suturing drills on a foam pad when learning laparoscopic urethrovesical anastomosis skills. We evaluated learner transfer of skills, specifically whether skills learned on the urethrovesical model would transfer to a high fidelity, live animal model. A total of 28 senior residents, fellows and staff surgeons in urology, general surgery and gynecology were randomized to 2 hours of laparoscopic urethrovesical anastomosis training on a urethrovesical model (group 1) or to basic laparoscopic suturing and knot tying on foam pads (group 2). All participants then performed timed laparoscopic urethrovesical anastomosis on anesthetized female pigs. A blinded urologist scored subject videotaped performance using checklist, global rating scale and end product rating scores. Group 1 was significantly more adept than group 2 at the laparoscopic urethrovesical anastomosis pig task when measured by the checklist, global rating scale and end product rating (each p <0.05). Time to completion was similar in the 2 groups. No statistically significant difference was noted in global rating scale and checklist scores for laparoscopic urethrovesical anastomosis performed on the urethrovesical model vs the pig. Training on a urethrovesical model is superior to training with basic laparoscopic suturing on a foam pad for performing laparoscopic urethrovesical anastomosis skills on an anesthetized female pig. Skills learned on a urethrovesical model transfer to a high fidelity, live animal model. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

A Method for Using Player Tracking Data in Basketball to Learn Player Skills and Predict Team Performance.

PubMed

Skinner, Brian; Guy, Stephen J

2015-01-01

Player tracking data represents a revolutionary new data source for basketball analysis, in which essentially every aspect of a player's performance is tracked and can be analyzed numerically. We suggest a way by which this data set, when coupled with a network-style model of the offense that relates players' skills to the team's success at running different plays, can be used to automatically learn players' skills and predict the performance of untested 5-man lineups in a way that accounts for the interaction between players' respective skill sets. After developing a general analysis procedure, we present as an example a specific implementation of our method using a simplified network model. While player tracking data is not yet available in the public domain, we evaluate our model using simulated data and show that player skills can be accurately inferred by a simple statistical inference scheme. Finally, we use the model to analyze games from the 2011 playoff series between the Memphis Grizzlies and the Oklahoma City Thunder and we show that, even with a very limited data set, the model can consistently describe a player's interactions with a given lineup based only on his performance with a different lineup.

A Method for Using Player Tracking Data in Basketball to Learn Player Skills and Predict Team Performance

PubMed Central

Skinner, Brian; Guy, Stephen J.

2015-01-01

Player tracking data represents a revolutionary new data source for basketball analysis, in which essentially every aspect of a player’s performance is tracked and can be analyzed numerically. We suggest a way by which this data set, when coupled with a network-style model of the offense that relates players’ skills to the team’s success at running different plays, can be used to automatically learn players’ skills and predict the performance of untested 5-man lineups in a way that accounts for the interaction between players’ respective skill sets. After developing a general analysis procedure, we present as an example a specific implementation of our method using a simplified network model. While player tracking data is not yet available in the public domain, we evaluate our model using simulated data and show that player skills can be accurately inferred by a simple statistical inference scheme. Finally, we use the model to analyze games from the 2011 playoff series between the Memphis Grizzlies and the Oklahoma City Thunder and we show that, even with a very limited data set, the model can consistently describe a player’s interactions with a given lineup based only on his performance with a different lineup. PMID:26351846

Communication skills in the training of psychiatrists: A systematic review of current approaches.

PubMed

Ditton-Phare, Philippa; Loughland, Carmel; Duvivier, Robbert; Kelly, Brian

2017-07-01

A range of communication skills training programmes have been developed targeting trainees in various medical specialties, predominantly in oncology but to a lesser extent in psychiatry. Effective communication is fundamental to the assessment and treatment of psychiatric conditions, but there has been less attention to this in clinical practice for psychiatrists in training. This review examines the outcomes of communication skills training interventions in psychiatric specialty training. The published English-language literature was examined using multiple online databases, grey literature and hand searches. The review was conducted and reported using Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. Studies examining the efficacy of communication skills training were included. Randomised controlled trials, pseudo-randomised studies and quasi-experimental studies, as well as observational analytical studies and qualitative studies that met criteria, were selected and critically appraised. No limits were applied for date of publication up until 16 July 2016. Total search results yielded 2574 records. Of these, 12 studies were identified and reviewed. Two were randomised controlled trials and the remaining 10 were one-group pretest/posttest designs or posttest-only designs, including self-report evaluations of communication skills training and objective evaluations of trainee skills. There were no studies with outcomes related to behaviour change or patient outcomes. Two randomised controlled trials reported an improvement in clinician empathy and psychotherapeutic interviewing skills due to specific training protocols focused on those areas. Non-randomised studies showed varying levels of skills gains and self-reported trainee satisfaction ratings with programmes, with the intervention being some form of communication skills training. The heterogeneity of communication skills training is a barrier to evaluating the efficacy of different communication skills training programmes. Further validation studies examining specific models and frameworks would support a stronger evidence base for communication skills training in psychiatry. It remains a challenge to develop research to investigate behaviour change over time in clinical practice or to measure patient outcomes due to the effects of communication skills training.

Using modeling and rehearsal to teach fire safety to children with autism.

PubMed

Garcia, David; Dukes, Charles; Brady, Michael P; Scott, Jack; Wilson, Cynthia L

2016-09-01

We evaluated the efficacy of an instructional procedure to teach young children with autism to evacuate settings and notify an adult during a fire alarm. A multiple baseline design across children showed that an intervention that included modeling, rehearsal, and praise was effective in teaching fire safety skills. Safety skills generalized to novel settings and maintained during a 5-week follow-up in both training and generalization settings. © 2016 Society for the Experimental Analysis of Behavior.

Proficiency in condom use among migrant workers

PubMed Central

Rubens, Muni; McCoy, H. Virginia; Shehadeh, Nancy

2013-01-01

Consistent and correct use of condoms is important to prevent the transmission of HIV and other sexually transmitted diseases. We evaluated condom use skills on an 11-point scale in which participants were observed placing a condom on a penile model. Participants were 375 sexually active African American and Hispanic migrant workers. For analysis, subjects were divided into skilled and unskilled groups by a median split of the condom use skills score. Sexual risk behaviors were analyzed between condom use skilled and unskilled groups and level of condom use skills between African Americans and Hispanics. African Americans showed better skills in using condoms, and participants in the condom-use skilled group used condoms more frequently. Finally, a logistic regression was conducted to find predictors of condom use skills. Significant predictors were ethnicity, language, and assistance-related social support (obtaining advice from people who could provide tangible assistance). PMID:23876817

Comparison of computer based instruction to behavior skills training for teaching staff implementation of discrete-trial instruction with an adult with autism.

PubMed

Nosik, Melissa R; Williams, W Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following training, participants were evaluated in terms of their accuracy on completing critical skills for running a discrete trial program. Six participants completed training; three received behavior skills training and three received the computer based training. Participants in the BST group performed better overall after training and during six week probes than those in the computer based training group. There were differences across both groups between research assistant and natural environment competency levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

Assessing Change in Latent Skills across Time with Longitudinal Cognitive Diagnosis Modeling: An Evaluation of Model Performance

ERIC Educational Resources Information Center

Kaya, Yasemin; Leite, Walter L.

2017-01-01

Cognitive diagnosis models are diagnostic models used to classify respondents into homogenous groups based on multiple categorical latent variables representing the measured cognitive attributes. This study aims to present longitudinal models for cognitive diagnosis modeling, which can be applied to repeated measurements in order to monitor…

Using the Item Response Theory (IRT) for Educational Evaluation through Games

ERIC Educational Resources Information Center

Euzébio Batista, Marcelo Henrique; Victória Barbosa, Jorge Luis; da Rosa Tavares, João Elison; Hackenhaar, Jonathan Luis

2013-01-01

This article shows the application of Item Response Theory (IRT) for educational evaluation using games. The article proposes a computational model to create user profiles, called Psychometric Profile Generator (PPG). PPG uses the IRT mathematical model for exploring the levels of skills and behaviors in the form of items and/or stimuli. The model…

A Disability and Health Institutional Research Capacity Building and Infrastructure Model Evaluation: A Tribal College-Based Case Study

ERIC Educational Resources Information Center

Moore, Corey L.; Manyibe, Edward O.; Sanders, Perry; Aref, Fariborz; Washington, Andre L.; Robertson, Cherjuan Y.

2017-01-01

Purpose: The purpose of this multimethod study was to evaluate the institutional research capacity building and infrastructure model (IRCBIM), an emerging innovative and integrated approach designed to build, strengthen, and sustain adequate disability and health research capacity (i.e., research infrastructure and investigators' research skills)…

Important Non-Technical Skills in Video-Assisted Thoracoscopic Surgery Lobectomy: Team Perspectives.

PubMed

Gjeraa, Kirsten; Mundt, Anna S; Spanager, Lene; Hansen, Henrik J; Konge, Lars; Petersen, René H; Østergaard, Doris

2017-07-01

Safety in the operating room is dependent on the team's non-technical skills. The importance of non-technical skills appears to be different for minimally invasive surgery as compared with open surgery. The aim of this study was to identify which non-technical skills are perceived by team members to be most important for patient safety, in the setting of video-assisted thoracoscopic surgery (VATS) lobectomy. This was an explorative, semistructured interview-based study with 21 participants from all four thoracic surgery centers in Denmark that perform VATS lobectomy. Data analysis was deductive, and directed content analysis was used to code the text into the Oxford Non-Technical Skills system for evaluating operating teams' non-technical skills. The most important non-technical skills described by the VATS teams were planning and preparation, situation awareness, problem solving, leadership, risk assessment, and teamwork. These non-technical skills enabled the team to achieve shared mental models, which in turn facilitated their efforts to anticipate next steps. This was viewed as important by the participants as they saw VATS lobectomy as a high-risk procedure with complementary and overlapping scopes of practice between surgical and anesthesia subteams. This study identified six non-technical skills that serve as the foundation for shared mental models of the patient, the current situation, and team resources. These findings contribute three important additions to the shared mental model construct: planning and preparation, risk assessment, and leadership. Shared mental models are crucial for patient safety because they enable VATS teams to anticipate problems through adaptive patterns of both implicit and explicit coordination. Copyright © 2017 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Evaluation of two videotape instruction programmes on how to break bad news--for Cantonese-speaking medical students in Hong Kong.

PubMed

Betson, C L; Fielding, R; Wong, G; Chung, S F; Nestel, D F

1997-12-01

To evaluate a culture-specific videotape on how to 'break bad news' and another videotape produced by a western university, and to determine if the language of presentation influenced the students' perceived abilities to execute basic skills. Third year medical students at the Faculty of Medicine, the University of Hong Kong. Longitudinal study with experimental design. Two instructional tapes on breaking bad news; one using Chinese speaking role models and one using English. In both groups, self-efficacy summed scores increased from 26.8 (95% CI = 25.9-27.7) at the pre-test to 29.0 (95% CI = 28.4-29.6). The biggest changes occurred in perceived self-efficacy regarding specific skills. However, students using the Chinese tape rated skills as more useful than those using the English tape. The videotapes were useful in teaching communication skills. Culturally relevant audiovisual materials were more effective.

Use of Bennett's Hierarchical Model in the Evaluation of the Extension Education Program for Cacao Farmers in the Northeast Region of the Dominican Republic. Summary of Research 54.

ERIC Educational Resources Information Center

De los Santos, Saturnino; Norland, Emmalou Van Tilburg

A study evaluated the cacao farmer training program in the Dominican Republic by testing hypothesized relationships among reactions, knowledge and skills, attitudes, aspirations, and some selected demographic characteristics of farmers who attended programs. Bennett's hierarchical model of program evaluation was used as the framework of the study.…

Modification of Peyton's four-step approach for small group teaching - a descriptive study.

PubMed

Nikendei, Christoph; Huber, Julia; Stiepak, Jan; Huhn, Daniel; Lauter, Jan; Herzog, Wolfgang; Jünger, Jana; Krautter, Markus

2014-04-02

Skills-lab training as a methodological teaching approach is nowadays part of the training programs of almost all medical faculties. Specific ingredients have been shown to contribute to a successful learning experience in skills-labs. Although it is undoubted that the instructional approach used to introduce novel clinical technical skills to learners has a decisive impact on subsequent skills performance, as yet, little is known about differential effects of varying instructional methods. An instructional approach that is becoming increasingly prevalent in medical education is "Peyton's Four-Step Approach". As Peyton's Four Step Approach was designed for a 1:1 teacher : student ratio, the aim of the present study was to develop and evaluate a modified Peyton's Approach for small group teaching. The modified Peyton's Approach was applied in three skills-lab training sessions on IV catheter insertion, each with three first- or second year medical students (n = 9), delivered by three different skills-lab teachers. The presented descriptive study investigated the practicability and subjective impressions of skills-lab trainees and tutors. Skills-lab sessions were evaluated by trainees' self-assessment, expert ratings, and qualitative analysis of semi-standardized interviews conducted with trainees and tutors. The model was well accepted by trainees, and was rated as easy to realize, resulting in a good flow of teaching and success in attracting trainee's attention when observed by expert raters. Qualitative semi-standardized interviews performed with all of the trainees and tutors revealed that trainees valued repeated observation, instruction of trainees and the opportunity for independent performance, while tutors stressed that trainees were highly concentrated throughout the training and that they perceived repeated observation to be a valuable preparation for their own performance. The modified Peyton's Approach to instruct small groups of students in skills-lab training sessions has revealed to be practicable, well accepted by trainees, and easy for tutors to realize. Further research should address the realization of the model in larger skills-lab training groups.

Time dependency of the prediction skill for the North Atlantic subpolar gyre in initialized decadal hindcasts

NASA Astrophysics Data System (ADS)

Brune, Sebastian; Düsterhus, André; Pohlmann, Holger; Müller, Wolfgang A.; Baehr, Johanna

2017-11-01

We analyze the time dependency of decadal hindcast skill in the North Atlantic subpolar gyre within the time period 1961-2013. We compare anomaly correlation coefficients and temporal interquartile ranges of total upper ocean heat content and sea surface temperature for three differently initialized sets of hindcast simulations with the global coupled model MPI-ESM. All initializations use weakly coupled assimilation with the same full value nudging in the atmospheric component and different assimilation techniques for oceanic temperature and salinity: (1) ensemble Kalman filter assimilating EN4 observations and HadISST data, (2) nudging of anomalies to ORAS4 reanalysis, (3) nudging of full values to ORAS4 reanalysis. We find that hindcast skill depends strongly on the evaluation time period, with higher hindcast skill during strong multiyear trends, especially during the warming in the 1990s and lower hindcast skill in the absence of such trends. Differences between the prediction systems are more pronounced when investigating any 20-year subperiod within the entire hindcast period. In the ensemble Kalman filter initialized hindcasts, we find significant correlation skill for up to 5-8 lead years, albeit along with an overestimation of the temporal interquartile range. In the hindcasts initialized by anomaly nudging, significant correlation skill for lead years greater than two is only found in the 1980s and 1990s. In the hindcasts initialized by full value nudging, correlation skill is consistently lower than in the hindcasts initialized by anomaly nudging in the first lead years with re-emerging skill thereafter. The Atlantic meridional overturning circulation reacts on the density changes introduced by oceanic nudging, this limits the predictability in the subpolar gyre in the first lead years. Overall, we find that a model-consistent assimilation technique can improve hindcast skill. Further, the evaluation of 20 year subperiods within the full hindcast period provides essential insights to judge the success of both the assimilation and the subsequent hindcast quality.

The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies.

PubMed

Hong, Ee Rea; Ganz, Jennifer B; Mason, Rose; Morin, Kristi; Davis, John L; Ninci, Jennifer; Neely, Leslie C; Boles, Margot B; Gilliland, Whitney D

2016-10-01

Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals with ASD. This article aims to review the single-case experimental literature and aggregate results across studies involving the use of video modeling to improve functional living skills of individuals with ASD. The authors extracted data from single-case experimental studies and evaluated them using the Tau-U effect size measure. Effects were also differentiated by categories of potential moderators and other variables, including age of participants, concomitant diagnoses, types of video modeling, and outcome measures. Results indicate that video modeling interventions are overall moderately effective with this population and dependent measures. While significant differences were not found between categories of moderators and other variables, effects were found to be at least moderate for most of them. It is apparent that more single-case experiments are needed in this area, particularly with preschool and secondary-school aged participants, participants with ASD-only and those with high-functioning ASD, and for video modeling interventions addressing community access skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Uncovering the influence of social skills and psychosociological factors on pain sensitivity using structural equation modeling.

PubMed

Tanaka, Yoichi; Nishi, Yuki; Nishi, Yuki; Osumi, Michihiro; Morioka, Shu

2017-01-01

Pain is a subjective emotional experience that is influenced by psychosociological factors such as social skills, which are defined as problem-solving abilities in social interactions. This study aimed to reveal the relationships among pain, social skills, and other psychosociological factors by using structural equation modeling. A total of 101 healthy volunteers (41 men and 60 women; mean age: 36.6±12.7 years) participated in this study. To evoke participants' sense of inner pain, we showed them images of painful scenes on a PC screen and asked them to evaluate the pain intensity by using the visual analog scale (VAS). We examined the correlation between social skills and VAS, constructed a hypothetical model based on results from previous studies and the current correlational analysis results, and verified the model's fit using structural equation modeling. We found significant positive correlations between VAS and total social skills values, as well as between VAS and the "start of relationships" subscales. Structural equation modeling revealed that the values for "start of relationships" had a direct effect on VAS values (path coefficient =0.32, p <0.01). In addition, the "start of relationships" had both a direct and an indirect effect on psychological factors via social support. The results indicated that extroverted people are more sensitive to inner pain and tend to get more social support and maintain a better psychological condition.

Descriptive analysis of context evaluation instrument for technical oral presentation skills evaluation: A case study in English technical communication course

NASA Astrophysics Data System (ADS)

Mohamed, Abdullah-Adnan; Asmawi, Adelina; Hamid, Mohd Rashid Ab; Mustafa, Zainol bin

2015-02-01

This paper reports a pilot study of Context Evaluation using a self-developed questionnaire distributed among engineering undergraduates at a university under study. The study aims to validate the self-developed questionnaires used in the Context evaluation, a component in the CIPP Model. The Context evaluation assesses background information for needs, assets, problems and opportunities relevant to beneficiaries of the study in a defined environment. Through the questionnaire, background information for the assessment of needs, assets and problems related to the engineering undergraduates' perceptions on the teaching and learning of technical oral presentation skills was collected and analysed. The questionnaire was developed using 5-points Likert scale to measure the constructs under study. They were distributed to 100 respondents with 79 returned. The respondents consisted of engineering undergraduates studied at various faculties at one technical university in Malaysia. The descriptive analysis of data for each item which makes up the construct for Context evaluation is found to be high. This implied that engineering undergraduates showed high interest in teaching and learning of technical oral presentation skills, thus their needs are met. Also, they agreed that assets and facilities are conducive to their learning. In conclusion, the context evaluation involving needs and assets factors are both considerably important; their needs are met and the assets and facilities do support their technical oral presentation skills learning experience.

Creating an Information Literacy Badges Program in Blackboard: A Formative Program Evaluation

ERIC Educational Resources Information Center

Tunon, Johanna; Ramirez, Laura Lucio; Ryckman, Brian; Campbell, Loy; Mlinar, Courtney

2015-01-01

A formative program evaluation using Stufflebeam's (2010) Context, Input, Process, Product (CIPP) model was conducted to assess the use of digital badges for tracking basic library instructional skills across academic programs at Nova Southeastern University. Based on the evaluation of pilot library modules and Blackboard Learn's badges…

Statistical and dynamical forecast of regional precipitation after mature phase of ENSO

NASA Astrophysics Data System (ADS)

Sohn, S.; Min, Y.; Lee, J.; Tam, C.; Ahn, J.

2010-12-01

While the seasonal predictability of general circulation models (GCMs) has been improved, the current model atmosphere in the mid-latitude does not respond correctly to external forcing such as tropical sea surface temperature (SST), particularly over the East Asia and western North Pacific summer monsoon regions. In addition, the time-scale of prediction scope is considerably limited and the model forecast skill still is very poor beyond two weeks. Although recent studies indicate that coupled model based multi-model ensemble (MME) forecasts show the better performance, the long-lead forecasts exceeding 9 months still show a dramatic decrease of the seasonal predictability. This study aims at diagnosing the dynamical MME forecasts comprised of the state of art 1-tier models as well as comparing them with the statistical model forecasts, focusing on the East Asian summer precipitation predictions after mature phase of ENSO. The lagged impact of El Nino as major climate contributor on the summer monsoon in model environments is also evaluated, in the sense of the conditional probabilities. To evaluate the probability forecast skills, the reliability (attributes) diagram and the relative operating characteristics following the recommendations of the World Meteorological Organization (WMO) Standardized Verification System for Long-Range Forecasts are used in this study. The results should shed light on the prediction skill for dynamical model and also for the statistical model, in forecasting the East Asian summer monsoon rainfall with a long-lead time.

[Psychomotor skills assessment in basic procedures of laparoscopic surgery in undergraduate medical students at the School of Medicine of the University of Colima].

PubMed

Prieto-Díaz-Chávez, Emilio; Medina-Chávez, José Luís; Martínez-Lira, Rafael; Millán-Guerrero, Rebeca; Vázquez-Jiménez, Clemente; Trujillo-Hernández, Benjamín

2014-01-01

The changes in recent decades in the training of medical student seem to agree that the educational model for professional skills is most appropriate. The virtual simulator translates skills acquired the operating room, in the Faculty of Medicine of the University of Colima noticed the need to prepare the students of pregrade transferring surgical trainees' skills in basic laparoscopic activities that require a simple cognitive effort. The hypothesis in this study was to evaluate the acquisition of skills in laparoscopic simulator in students of pregrade. Educational research, analytical comparison, which was conducted within the activities of the program of Problem Based Learning in the program of Education and Surgical Technique, Faculty of Medicine of the University of Colima. All participants in the simulator achieved a significantly better during the task one after three repetitions (p= 0.001). The evaluation of final students calcification, we observed significant differences in means being lower during the initial assessment (8.60 ± 0.76) compared to the end (8.96 ± 0.58) p= 0.001. The acquisition of skills in the simulator is longer but at the end is better than the acquisition of skills from the traditional method, showing that leads to the acquisition of skills that promote the transfer of skills to the surgical environment.

Development and Evaluation of an Online, Inquiry-Based Food Safety Education Program for Secondary Teachers and Their Students

ERIC Educational Resources Information Center

Beffa-Negrini, Patricia A.; Cohen, Nancy L.; Laus, Mary Jane; McLandsborough, Lynne A.

2007-01-01

Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training…

Are Integrated Portfolio Systems the Answer? An Evaluation of a Web-Based Portfolio System to Improve Preservice Teachers' Reflective Thinking Skills

ERIC Educational Resources Information Center

Oner, Diler; Adadan, Emine

2016-01-01

This study investigated the effectiveness of an integrated web-based portfolio system, namely the BOUNCE System, which primarily focuses on improving preservice teachers' reflective thinking skills. BOUNCE©, the software component of the system, was designed and developed to support a teaching practice model including a cycle of activities to be…

Research to Practice: Evaluation of Conversation Skills Video Modeling Intervention for Adolescents with Autism

ERIC Educational Resources Information Center

Whittington-Barnish, Ashley K.

2012-01-01

Individuals with autism spectrum disorders (ASD) exhibit abnormal development in the areas of communication and social interactions from the time of birth or soon after. Social skills are important not only for making friends, but also for doing well in school, finding and keeping a job, and navigating through life. Because of the increasing…

Meeting the computer technology needs of community faculty: building new models for faculty development.

PubMed

Baldwin, Constance D; Niebuhr, Virginia N; Sullivan, Brian

2004-01-01

We aimed to identify the evolving computer technology needs and interests of community faculty in order to design an effective faculty development program focused on computer skills: the Teaching and Learning Through Educational Technology (TeLeTET) program. Repeated surveys were conducted between 1994 and 2002 to assess computer resources and needs in a pool of over 800 primary care physician-educators in community practice in East Texas. Based on the results, we developed and evaluated several models to teach community preceptors about computer technologies that are useful for education. Before 1998, only half of our community faculty identified a strong interest in developing their technology skills. As the revolution in telecommunications advanced, however, preceptors' needs and interests changed, and the use of this technology to support community-based teaching became feasible. In 1998 and 1999, resource surveys showed that many of our community teaching sites had computers and Internet access. By 2001, the desire for teletechnology skills development was strong in a nucleus of community faculty, although lack of infrastructure, time, and skills were identified barriers. The TeLeTET project developed several innovative models for technology workshops and conferences, supplemented by online resources, that were well attended and positively evaluated by 181 community faculty over a 3-year period. We have identified the evolving needs of community faculty through iterative needs assessments, developed a flexible faculty development curriculum, and used open-ended, formative evaluation techniques to keep the TeLeTET program responsive to a rapidly changing environment for community-based education in computer technology.

Technical skills measurement based on a cyber-physical system for endovascular surgery simulation.

PubMed

Tercero, Carlos; Kodama, Hirokatsu; Shi, Chaoyang; Ooe, Katsutoshi; Ikeda, Seiichi; Fukuda, Toshio; Arai, Fumihito; Negoro, Makoto; Kwon, Guiryong; Najdovski, Zoran

2013-09-01

Quantification of medical skills is a challenge, particularly simulator-based training. In the case of endovascular intervention, it is desirable that a simulator accurately recreates the morphology and mechanical characteristics of the vasculature while enabling scoring. For this purpose, we propose a cyber-physical system composed of optical sensors for a catheter's body motion encoding, a magnetic tracker for motion capture of an operator's hands, and opto-mechatronic sensors for measuring the interaction of the catheter tip with the vasculature model wall. Two pilot studies were conducted for measuring technical skills, one for distinguishing novices from experts and the other for measuring unnecessary motion. The proficiency levels were measurable between expert and novice and also between individual novice users. The results enabled scoring of the user's proficiency level, using sensitivity, reaction time, time to complete a task and respect for tissue integrity as evaluation criteria. Additionally, unnecessary motion was also measurable. The development of cyber-physical simulators for other domains of medicine depend on the study of photoelastic materials for human tissue modelling, and enables quantitative evaluation of skills using surgical instruments and a realistic representation of human tissue. Copyright © 2012 John Wiley & Sons, Ltd.

Development and Evaluation of the Telephone Crisis Support Skills Scale.

PubMed

Kitchingman, Taneile A; Wilson, Coralie J; Caputi, Peter; Woodward, Alan; Hunt, Tara

2015-01-01

Although telephone services continue to play an important role in the delivery of front-line crisis support, published evidence of the standardized assessment of such services does not exist to date. To describe the development of the Telephone Crisis Support Skills Scale (TCSSS), an instrument to assess workers' intentions to use recommended skills with callers, and to evaluate its factor structure and reliability. TCSSS items were mapped to a national telephone crisis support practice model. A national sample of workers (n = 210) completed the TCSSS as part of a larger online survey. Principal axis factoring was used to evaluate the structure of the instrument. Internal consistency was assessed by Cronbach's α values. A single factor accounted for more than 40% of the variance within TCSSS ratings, indicating unidimensional structure. Cronbach's α coefficients suggested adequate internal consistency. Results indicate that the TCSSS is an internally consistent, unidimensional scale, sufficiently sensitive to detect workers' skill priorities for different caller problem types. Further study is required to confirm the factor structure and reliability of the TCSSS using workers from different organizations. Following further evaluation, the TCSSS may be applied to assessing readiness for and quality of service delivery.

Entrepreneurial training for girls empowerment in Lesotho: A process evaluation of a model programme

PubMed Central

Berry, Mary O'Neill; Kuriansky, Judy; Lytle, Megan; Vistman, Bozhena; Mosisili, ‘Mathato S.; Hlothoane, Lieketso; Matlanyane, Mapeo; Mokobori, Thabang; Mosuhli, Silas; Pebane, Jane

2014-01-01

A Girls Empowerment Programme held in 2010 in Lesotho, Sub-Saharan Africa, focused on HIV/AIDS risk reduction and prevention, life skills and entrepreneurial training (income-generating activities). Entrepreneurial training was a crucial part of equipping the camp attendees with basic skills to help them develop sustainable livelihoods. Such skills and financial independence are essential to enable rural girls to complete their secondary schooling (in a fee-based educational system) and to pursue a career, as well as to further help them be less susceptible to transactional sex and its significant risks. The results of a brief process evaluation with some nested supporting data showed considerable improvement in the girls' knowledge about income-generating activities. In addition, almost half of the camp attendees participated in further entrepreneurial training and about half of these girls went on to develop small businesses. Replication of this model of camp training is recommended and being explored in other African countries. PMID:25505804

Entrepreneurial training for girls empowerment in Lesotho: A process evaluation of a model programme.

PubMed

Berry, Mary O'Neill; Kuriansky, Judy; Lytle, Megan; Vistman, Bozhena; Mosisili, 'Mathato S; Hlothoane, Lieketso; Matlanyane, Mapeo; Mokobori, Thabang; Mosuhli, Silas; Pebane, Jane

2013-12-01

A Girls Empowerment Programme held in 2010 in Lesotho, Sub-Saharan Africa, focused on HIV/AIDS risk reduction and prevention, life skills and entrepreneurial training (income-generating activities). Entrepreneurial training was a crucial part of equipping the camp attendees with basic skills to help them develop sustainable livelihoods. Such skills and financial independence are essential to enable rural girls to complete their secondary schooling (in a fee-based educational system) and to pursue a career, as well as to further help them be less susceptible to transactional sex and its significant risks. The results of a brief process evaluation with some nested supporting data showed considerable improvement in the girls' knowledge about income-generating activities. In addition, almost half of the camp attendees participated in further entrepreneurial training and about half of these girls went on to develop small businesses. Replication of this model of camp training is recommended and being explored in other African countries.

Evaluation of skill at simulating heatwave and heat-humidity indices in Global and Regional Climate Models

NASA Astrophysics Data System (ADS)

Goldie, J. K.; Alexander, L. V.; Lewis, S. C.; Sherwood, S. C.

2017-12-01

A wide body of literature now establishes the harm of extreme heat on human health, and work is now emerging on the projection of future health impacts. However, heat-health relationships vary across different populations (Gasparrini et al. 2015), so accurate simulation of regional climate is an important component of joint health impact projection. Here, we evaluate the ability of nine Global Climate Models (GCMs) from CMIP5 and the NARCliM Regional Climate Model to reproduce a selection of 15 health-relevant heatwave and heat-humidity indices over the historical period (1990-2005) using the Perkins skill score (Perkins et al. 2007) in five Australian cities. We explore the reasons for poor model skill, comparing these modelled distributions to both weather station observations and gridded reanalysis data. Finally, we show changes in the modelled distributions from the highest-performing models under RCP4.5 and RCP8.5 greenhouse gas scenarios and discuss the implications of simulated heat stress for future climate change adaptation. ReferencesGasparrini, Antonio, Yuming Guo, Masahiro Hashizume, Eric Lavigne, Antonella Zanobetti, Joel Schwartz, Aurelio Tobias, et al. "Mortality Risk Attributable to High and Low Ambient Temperature: A Multicountry Observational Study." The Lancet 386, no. 9991 (July 31, 2015): 369-75. doi:10.1016/S0140-6736(14)62114-0. Perkins, S. E., A. J. Pitman, N. J. Holbrook, and J. McAneney. "Evaluation of the AR4 Climate Models' Simulated Daily Maximum Temperature, Minimum Temperature, and Precipitation over Australia Using Probability Density Functions." Journal of Climate 20, no. 17 (September 1, 2007): 4356-76. doi:10.1175/JCLI4253.1.

Simulated Donor Family Encounters at Organ Transplantation Coordinators In-Service Training Course: Process and Impact Evaluation.

PubMed

Karabilgin, Ö S; Altuğ, N; Çalışkan, S A; Bozoklar, C A; Durak, H I; Demiral Yılmaz, N

2015-06-01

This study introduced the modified version of the Organ Transplantation Coordinator course including simulated donor family encounters (SDFEs) and communication skills. It also evaluated participants' opinions and achievement levels, and how they implemented what they learned in the course in their work settings. The course used the modified Analysis, Design, Development, Implementation, and Evaluation model and was evaluated in 3 steps. The participants' views were obtained using the course overall evaluation form and communication skills evaluation form, their success was assessed with the posttest and SDFEs evaluation form, and the effects of what they learned during the course on their work settings were assessed through telephone interviews. At this step, the participants were asked to write letters about the targets they intended to achieve in their work settings. The letters were analyzed with the content analysis method, and a questionnaire consisting of 105 targets was developed. A year later the participants were telephoned and asked to what extent they achieved their targets. The participants' satisfaction from the whole course was high (x: 8.65 ± 1.06). In the communication skills evaluation form, the participants stated that they would mainly utilize their communication and empathy skills during donor family encounters. The participants' mean posttest score was high (x: 96.0 ± 3.8). During the SDFEs, 70% of the respondents' performance was considered sufficient. Telephone interviews conducted with the questionnaire revealed that 77.6% of the targets were fulfilled. It can be said that the course affected the participants in terms of implementing their knowledge and communication skills related to family encounters. Copyright © 2015 Elsevier Inc. All rights reserved.

Development and Evaluation of a Train-the-Trainer Workshop for Hong Kong Community Social Service Agency Staff.

PubMed

Zhou, Qianling; Stewart, Sunita M; Wan, Alice; Leung, Charles Sai-Cheong; Lai, Agnes Y; Lam, Tai Hing; Chan, Sophia Siu-Chee

2017-01-01

Capacity building approaches are useful in large-scale community-based health promotion interventions. However, models to guide and evaluate capacity building among social service agency staff in community settings are rare in the literature. This paper describes the development and evaluation of a 1-day (7 h) train-the-trainer (TTT) workshop for the "Enhancing Family Well-Being Project". The workshop aimed at equipping staff from different community agencies with the knowledge and skills to design, implement, and evaluate positive psychology-based interventions for their clients in Sham Shui Po, an over-crowded and low-income district in Hong Kong. The current TTT extended and improved on our previous successful model by adding research and evaluation methods (including the Logic Model, process evaluation, and randomized controlled trial), which are important to plan and evaluate the community interventions. Evaluation of the TTT was guided by the Integrated Model of Training Evaluation and Effectiveness (IMTEE), with quantitative and qualitative methods. Quantitative data were collected from pretraining (T1), post-training (T2), and 6-month (T3) and 12-month (T4) follow-up surveys. Qualitative data were collected from four focus groups of agency staff after the intervention. Ninety-three staff from 30 community agencies attended the training, and 90 completed the baseline survey. Eighty-eight, 63, and 57 staff performed the evaluations at T2, T3, and T4, respectively. Agency staff were satisfied with the TTT. Immediate enhancement of knowledge, self-efficacy, and positive attitudes toward the training content was found at T2 (Cohen's d ranged from 0.24 to 1.22, all p  < 0.05). Enhancement of knowledge of all training contents persisted at T3 and T4 (Cohen's d ranged from 0.34 to 0.63, all p  < 0.05). Enhancement of self-efficacy in the use of positive psychology in intervention design persisted at T3 (Cohen's d  = 0.22, p  = 0.04). The skills learned were utilized to plan and develop subsequent interventions. Twenty-nine interventions were successfully designed and implemented by the agency staff, and delivered to 1,586 participants. The agency staff indicated their intention to utilize the skills they had learned for other interventions (score ≥4 out of 6) and to share these skills with their colleagues. Qualitative feedbacks from 23 agency staff supported the quantitative results. Our brief TTT was effectively delivered to a large number of agency staff and showed effects that persisted up to 12 months. Our training and evaluation models may offer a template for capacity building among social service agency staff for community brief, universal family health promotion interventions in diverse settings.

Mathematics ability and related skills in preschoolers born very preterm.

PubMed

Hasler, Holly M; Akshoomoff, Natacha

2017-12-12

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

Automated surgical skill assessment in RMIS training.

PubMed

Zia, Aneeq; Essa, Irfan

2018-05-01

Manual feedback in basic robot-assisted minimally invasive surgery (RMIS) training can consume a significant amount of time from expert surgeons' schedule and is prone to subjectivity. In this paper, we explore the usage of different holistic features for automated skill assessment using only robot kinematic data and propose a weighted feature fusion technique for improving score prediction performance. Moreover, we also propose a method for generating 'task highlights' which can give surgeons a more directed feedback regarding which segments had the most effect on the final skill score. We perform our experiments on the publicly available JHU-ISI Gesture and Skill Assessment Working Set (JIGSAWS) and evaluate four different types of holistic features from robot kinematic data-sequential motion texture (SMT), discrete Fourier transform (DFT), discrete cosine transform (DCT) and approximate entropy (ApEn). The features are then used for skill classification and exact skill score prediction. Along with using these features individually, we also evaluate the performance using our proposed weighted combination technique. The task highlights are produced using DCT features. Our results demonstrate that these holistic features outperform all previous Hidden Markov Model (HMM)-based state-of-the-art methods for skill classification on the JIGSAWS dataset. Also, our proposed feature fusion strategy significantly improves performance for skill score predictions achieving up to 0.61 average spearman correlation coefficient. Moreover, we provide an analysis on how the proposed task highlights can relate to different surgical gestures within a task. Holistic features capturing global information from robot kinematic data can successfully be used for evaluating surgeon skill in basic surgical tasks on the da Vinci robot. Using the framework presented can potentially allow for real-time score feedback in RMIS training and help surgical trainees have more focused training.

An information-motivation-behavioral skills (IMB) model-based intervention for CABG patients.

PubMed

Zarani, Fariba; Besharat, Mohammad Ali; Sarami, Gholamreza; Sadeghian, Saeed

2012-12-01

In order to benefit from a coronary artery bypass graft (CABG) surgery, patients must adhere to medical recommendations and health advices. Despite the importance of adherence in CABG patients, adherence rates are disappointingly low. Despite the low adherence rates, very few articles regarding adherence-enhancing intervention among heart patients have been published. The goal of this study was to assess the effects of the Information-Motivation-Behavioral Skills (IMB) model-based intervention on the IMB model constructs among patients undergoing CABG and to evaluate the relationship of information, motivation, and behavioral skills with adherence. A total of 152 CABG patients were randomly assigned to either an intervention group or to a standard care control group. Participants completed pretest measures and were reassessed 1 month later. Findings showed mixed support for the effectiveness of the intervention. There was a significant effect of IMB intervention on information and motivation of patients, but no significant effect on behavioral skills. Furthermore, the results revealed that intervention constructs (information, motivation, and behavioral skills) were significantly related to patients' adherence. Findings provided initial evidence for the effectiveness of IMB-based interventions on the IMB constructs and supported the importance of these constructs to improve adherence; however, there are additional factors that need to be identified in order to improve behavioral skills more effectively.

Procedural training and assessment of competency utilizing simulation.

PubMed

Sawyer, Taylor; Gray, Megan M

2016-11-01

This review examines the current environment of neonatal procedural learning, describes an updated model of skills training, defines the role of simulation in assessing competency, and discusses potential future directions for simulation-based competency assessment. In order to maximize impact, simulation-based procedural training programs should follow a standardized and evidence-based approach to designing and evaluating educational activities. Simulation can be used to facilitate the evaluation of competency, but must incorporate validated assessment tools to ensure quality and consistency. True competency evaluation cannot be accomplished with simulation alone: competency assessment must also include evaluations of procedural skill during actual clinical care. Future work in this area is needed to measure and track clinically meaningful patient outcomes resulting from simulation-based training, examine the use of simulation to assist physicians undergoing re-entry to practice, and to examine the use of procedural skills simulation as part of a maintenance of competency and life-long learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Multi-pentad prediction of precipitation variability over Southeast Asia during boreal summer using BCC_CSM1.2

NASA Astrophysics Data System (ADS)

Li, Chengcheng; Ren, Hong-Li; Zhou, Fang; Li, Shuanglin; Fu, Joshua-Xiouhua; Li, Guoping

2018-06-01

Precipitation is highly variable in space and discontinuous in time, which makes it challenging for models to predict on subseasonal scales (10-30 days). We analyze multi-pentad predictions from the Beijing Climate Center Climate System Model version 1.2 (BCC_CSM1.2), which are based on hindcasts from 1997 to 2014. The analysis focus on the skill of the model to predict precipitation variability over Southeast Asia from May to September, as well as its connections with intraseasonal oscillation (ISO). The effective precipitation prediction length is about two pentads (10 days), during which the skill measured by anomaly correlation is greater than 0.1. In order to further evaluate the performance of the precipitation prediction, the diagnosis results of the skills of two related circulation fields show that the prediction skills for the circulation fields exceed that of precipitation. Moreover, the prediction skills tend to be higher when the amplitude of ISO is large, especially for a boreal summer intraseasonal oscillation. The skills associated with phases 2 and 5 are higher, but that of phase 3 is relatively lower. Even so, different initial phases reflect the same spatial characteristics, which shows higher skill of precipitation prediction in the northwest Pacific Ocean. Finally, filter analysis is used on the prediction skills of total and subseasonal anomalies. The results of the two anomaly sets are comparable during the first two lead pentads, but thereafter the skill of the total anomalies is significantly higher than that of the subseasonal anomalies. This paper should help advance research in subseasonal precipitation prediction.

Evaluation of a Jugular Venipuncture Alpaca Model to Teach the Technique of Blood Sampling in Adult Alpacas.

PubMed

Rousseau, Marjolaine; Beauchamp, Guy; Nichols, Sylvain

The effectiveness of teaching aids in veterinary medical education is not often assessed rigorously. The objective in the present study was to evaluate the effectiveness of a commercially available jugular venipuncture alpaca model as a complementary tool to teach veterinary students how to perform venipuncture in adult alpacas. We hypothesized that practicing on the model would allow veterinary students to draw blood in alpacas more rapidly with fewer attempts than students without previous practice on the model. Thirty-six third-year veterinary students were enrolled and randomly allocated to the model (group M; n=18) or the control group (group C; n=18). The venipuncture technique was taught to all students on day 0. Students in group M practiced on the model on day 2. On day 5, an evaluator blinded to group allocation evaluated the students' venipuncture skills during a practical examination using live alpacas. Success was defined as the aspiration of a 6-ml sample of blood. Measured outcomes included number of attempts required to achieve success (success score), total procedural time, and overall qualitative score. Success scores, total procedural time, and overall scores did not differ between groups. Use of restless alpacas reduced performance. The jugular venipuncture alpaca model failed to improve jugular venipuncture skills in this student population. Lack of movement represents a significant weakness of this training model.

Tracking Patient Encounters and Clinical Skills to Determine Competency in Ambulatory Care Advanced Pharmacy Practice Experiences

PubMed Central

Pereira, Chrystian R.; Harris, Ila M.; Moon, Jean Y.; Westberg, Sarah M.; Kolar, Claire

2016-01-01

Objective. To determine if the amount of exposure to patient encounters and clinical skills correlates to student clinical competency on ambulatory care advanced pharmacy practice experiences (APPEs). Design. Students in ambulatory care APPEs tracked the number of patients encountered by medical condition and the number of patient care skills performed. At the end of the APPE, preceptors evaluated students’ competency for each medical condition and skill, referencing the Dreyfus model for skill acquisition. Assessment. Data was collected from September 2012 through August 2014. Forty-six responses from a student tracking tool were matched to preceptor ratings. Students rated as competent saw more patients and performed more skills overall. Preceptors noted minimal impact on workload. Conclusions. Increased exposure to patient encounters and skills performed had a positive association with higher Dreyfus stage, which may represent a starting point in the conversation for more thoughtful design of ambulatory care APPEs. PMID:26941440

In Harmony: A Technology-Based Music Education Model to Enhance Musical Understanding and General Learning Skills

ERIC Educational Resources Information Center

Portowitz, Adena; Peppler, Kylie A.; Downton, Mike

2014-01-01

This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century learners, the educational software programs Teach, Learn, Evaluate! and Impromptu served as central…

A multi-level assessment of a program to teach medical students to teach.

PubMed

Blatt, Benjamin; Greenberg, Larrie

2007-02-01

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

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 short time period. Further evaluation of EQClinic with larger numbers will ascertain learning gains and application in health professional training. Developing a standard model for the assessment of non-verbal behaviour in tele-consultations and providing students with more valuable evaluation and suggestions are part of our future work. PMID:27476537

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

PubMed

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 short time period. Further evaluation of EQClinic with larger numbers will ascertain learning gains and application in health professional training. Developing a standard model for the assessment of non-verbal behaviour in tele-consultations and providing students with more valuable evaluation and suggestions are part of our future work.

Faculty development for the evaluation system: a dual agenda

PubMed Central

Oller, Kellee L; Mai, Cuc T; Ledford, Robert J; O’Brien, Kevin E

2017-01-01

Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner’s capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty’s standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners’ evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information. This paper presents an innovative model, grounded in institutional experience and review of the literature, to provide feedback to faculty evaluators, thereby improving the reliability of the evaluation process, and motivating the professional growth of faculty as educators. PMID:28331382

Brief report: Associations between adolescent girls’ social emotional intelligence and violence perpetration

PubMed Central

Gower, Amy L.; Shlafer, Rebecca J.; Polan, Julie; McRee, Annie-Laurie; McMorris, Barbara J.; Pettingell, Sandra L.; Sieving, Renee E.

2013-01-01

This study examined associations between social emotional intelligence (SEI) and two measures of violence perpetration (relational aggression and physical violence) in a cross-sectional sample of high-risk adolescent girls (N = 253). We evaluated three aspects of SEI: stress management, intrapersonal, and interpersonal skills. Results of a multiple linear regression model accounting for participants’ age, race/ethnicity, and experiences of relational aggression victimization indicated that girls with better stress management skills were less likely to perpetrate relational aggression. A parallel model for perpetration of physical violence showed a similar pattern of results. Study findings suggest that SEI, and stress management skills in particular, may protect adolescent girls – including those who have been victims of violence – from perpetrating relational aggression and physical violence. Interventions that build adolescent girls’ social and emotional skills may be an effective strategy for reducing their perpetration of violence. PMID:24331306

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.

PubMed

Mancilla-Martinez, Jeannette; Lesaux, Nonie K

2010-08-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.

Developing multiple-choices test items as tools for measuring the scientific-generic skills on solar system

NASA Astrophysics Data System (ADS)

Bhakti, Satria Seto; Samsudin, Achmad; Chandra, Didi Teguh; Siahaan, Parsaoran

2017-05-01

The aim of research is developing multiple-choices test items as tools for measuring the scientific of generic skills on solar system. To achieve the aim that the researchers used the ADDIE model consisting Of: Analyzing, Design, Development, Implementation, dan Evaluation, all of this as a method research. While The scientific of generic skills limited research to five indicator including: (1) indirect observation, (2) awareness of the scale, (3) inference logic, (4) a causal relation, and (5) mathematical modeling. The participants are 32 students at one of junior high schools in Bandung. The result shown that multiple-choices that are constructed test items have been declared valid by the expert validator, and after the tests show that the matter of developing multiple-choices test items be able to measuring the scientific of generic skills on solar system.

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners

PubMed Central

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students’ below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students’ skill profiles and abilities. PMID:20856691

Using emotional intelligence to facilitate strengthened appraiser development.

PubMed

Tavabie, Abdol; Koczwara, Anna; Patterson, Fiona

2010-01-01

This paper describes a new approach to developing strengthened medical appraiser skills prior to the introduction of medical revalidation. We describe how we extended previous skills-based models and competency checklists to produce a behavioural model of effective appraiser performance. Development centre (DC) methods were used to produce a one-day workshop to encourage appraisers to reflect on their current level of ability and to identify and address additional required skills through observation, practice and feedback. In describing the DC, we discuss the impact of using the concept of emotional intelligence (EI) to develop appraiser skills and improve self-awareness. This aimed to support appraisers to effectively influence appraisees' continual professional development (CPD) and review appraisee practice through audit, significant events and patient and colleague feedback, with the ultimate aim of improving patient care. Finally, we provide initial evaluation data for our DC approach.

How do I know if my forecasts are better? Using benchmarks in hydrological ensemble prediction

NASA Astrophysics Data System (ADS)

Pappenberger, F.; Ramos, M. H.; Cloke, H. L.; Wetterhall, F.; Alfieri, L.; Bogner, K.; Mueller, A.; Salamon, P.

2015-03-01

The skill of a forecast can be assessed by comparing the relative proximity of both the forecast and a benchmark to the observations. Example benchmarks include climatology or a naïve forecast. Hydrological ensemble prediction systems (HEPS) are currently transforming the hydrological forecasting environment but in this new field there is little information to guide researchers and operational forecasters on how benchmarks can be best used to evaluate their probabilistic forecasts. In this study, it is identified that the forecast skill calculated can vary depending on the benchmark selected and that the selection of a benchmark for determining forecasting system skill is sensitive to a number of hydrological and system factors. A benchmark intercomparison experiment is then undertaken using the continuous ranked probability score (CRPS), a reference forecasting system and a suite of 23 different methods to derive benchmarks. The benchmarks are assessed within the operational set-up of the European Flood Awareness System (EFAS) to determine those that are 'toughest to beat' and so give the most robust discrimination of forecast skill, particularly for the spatial average fields that EFAS relies upon. Evaluating against an observed discharge proxy the benchmark that has most utility for EFAS and avoids the most naïve skill across different hydrological situations is found to be meteorological persistency. This benchmark uses the latest meteorological observations of precipitation and temperature to drive the hydrological model. Hydrological long term average benchmarks, which are currently used in EFAS, are very easily beaten by the forecasting system and the use of these produces much naïve skill. When decomposed into seasons, the advanced meteorological benchmarks, which make use of meteorological observations from the past 20 years at the same calendar date, have the most skill discrimination. They are also good at discriminating skill in low flows and for all catchment sizes. Simpler meteorological benchmarks are particularly useful for high flows. Recommendations for EFAS are to move to routine use of meteorological persistency, an advanced meteorological benchmark and a simple meteorological benchmark in order to provide a robust evaluation of forecast skill. This work provides the first comprehensive evidence on how benchmarks can be used in evaluation of skill in probabilistic hydrological forecasts and which benchmarks are most useful for skill discrimination and avoidance of naïve skill in a large scale HEPS. It is recommended that all HEPS use the evidence and methodology provided here to evaluate which benchmarks to employ; so forecasters can have trust in their skill evaluation and will have confidence that their forecasts are indeed better.

Evaluation That Goes the Distance.

ERIC Educational Resources Information Center

Bernthal, Paul R.

1995-01-01

A modification of Donald Kirkpatrick's model suggests use of a training-impact tree to identify variables that could establish links between training and organizational values. Steps include identifying organizational values and practices; identifying skills, knowledge, and attitudes; defining scope and purpose of evaluation; gathering data; and…

The model for Fundamentals of Endovascular Surgery (FEVS) successfully defines the competent endovascular surgeon.

PubMed

Duran, Cassidy; Estrada, Sean; O'Malley, Marcia; Sheahan, Malachi G; Shames, Murray L; Lee, Jason T; Bismuth, Jean

2015-12-01

Fundamental skills testing is now required for certification in general surgery. No model for assessing fundamental endovascular skills exists. Our objective was to develop a model that tests the fundamental endovascular skills and differentiates competent from noncompetent performance. The Fundamentals of Endovascular Surgery model was developed in silicon and virtual-reality versions. Twenty individuals (with a range of experience) performed four tasks on each model in three separate sessions. Tasks on the silicon model were performed under fluoroscopic guidance, and electromagnetic tracking captured motion metrics for catheter tip position. Image processing captured tool tip position and motion on the virtual model. Performance was evaluated using a global rating scale, blinded video assessment of error metrics, and catheter tip movement and position. Motion analysis was based on derivations of speed and position that define proficiency of movement (spectral arc length, duration of submovement, and number of submovements). Performance was significantly different between competent and noncompetent interventionalists for the three performance measures of motion metrics, error metrics, and global rating scale. The mean error metric score was 6.83 for noncompetent individuals and 2.51 for the competent group (P < .0001). Median global rating scores were 2.25 for the noncompetent group and 4.75 for the competent users (P < .0001). The Fundamentals of Endovascular Surgery model successfully differentiates competent and noncompetent performance of fundamental endovascular skills based on a series of objective performance measures. This model could serve as a platform for skills testing for all trainees. Copyright © 2015 Society for Vascular Surgery. Published by Elsevier Inc. All rights reserved.

Assessing Measurement Invariance for Spanish Sentence Repetition and Morphology Elicitation Tasks.

PubMed

Kapantzoglou, Maria; Thompson, Marilyn S; Gray, Shelley; Restrepo, M Adelaida

2016-04-01

The purpose of this study was to evaluate evidence supporting the construct validity of two grammatical tasks (sentence repetition, morphology elicitation) included in the Spanish Screener for Language Impairment in Children (Restrepo, Gorin, & Gray, 2013). We evaluated if the tasks measured the targeted grammatical skills in the same way across predominantly Spanish-speaking children with typical language development and those with primary language impairment. A multiple-group, confirmatory factor analytic approach was applied to examine factorial invariance in a sample of 307 predominantly Spanish-speaking children (177 with typical language development; 130 with primary language impairment). The 2 newly developed grammatical tasks were modeled as measures in a unidimensional confirmatory factor analytic model along with 3 well-established grammatical measures from the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish (Wiig, Semel, & Secord, 2006). Results suggest that both new tasks measured the construct of grammatical skills for both language-ability groups in an equivalent manner. There was no evidence of bias related to children's language status for the Spanish Screener for Language Impairment in Children Sentence Repetition or Morphology Elicitation tasks. Results provide support for the validity of the new tasks as measures of grammatical skills.

Flipping the Physical Examination: Web-Based Instruction and Live Assessment of Bedside Technique.

PubMed

Williams, Dustyn E; Thornton, John W

2016-01-01

The skill of physicians teaching the physical examination skill has decreased, with newer faculty underperforming compared to their seniors. Improved methods of instruction with an emphasis on physical examinations are necessary to both improve the quality of medical education and alleviate the teaching burden of faculty physicians. We developed a curriculum that combines web-based instruction with real-life practice and features individualized feedback. This innovative medical education model should allow the physical examination to be taught and assessed in an effective manner. The model is under study at Baton Rouge General Medical Center. Our goals are to limit faculty burden, maximize student involvement as learners and evaluators, and effectively develop students' critical skills in performing bedside assessments.

Skill and predictability in multimodel ensemble forecasts for Northern Hemisphere regions with dominant winter precipitation

NASA Astrophysics Data System (ADS)

Ehsan, Muhammad Azhar; Tippett, Michael K.; Almazroui, Mansour; Ismail, Muhammad; Yousef, Ahmed; Kucharski, Fred; Omar, Mohamed; Hussein, Mahmoud; Alkhalaf, Abdulrahman A.

2017-05-01

Northern Hemisphere winter precipitation reforecasts from the European Centre for Medium Range Weather Forecast System-4 and six of the models in the North American Multi-Model Ensemble are evaluated, focusing on two regions (Region-A: 20°N-45°N, 10°E-65°E and Region-B: 20°N-55°N, 205°E-255°E) where winter precipitation is a dominant fraction of the annual total and where precipitation from mid-latitude storms is important. Predictability and skill (deterministic and probabilistic) are assessed for 1983-2013 by the multimodel composite (MME) of seven prediction models. The MME climatological mean and variability over the two regions is comparable to observation with some regional differences. The statistically significant decreasing trend observed in Region-B precipitation is captured well by the MME and most of the individual models. El Niño Southern Oscillation is a source of forecast skill, and the correlation coefficient between the Niño3.4 index and precipitation over region A and B is 0.46 and 0.35, statistically significant at the 95 % level. The MME reforecasts weakly reproduce the observed teleconnection. Signal, noise and signal to noise ratio analysis show that the signal variance over two regions is very small as compared to noise variance which tends to reduce the prediction skill. The MME ranked probability skill score is higher than that of individual models, showing the advantage of a multimodel ensemble. Observed Region-A rainfall anomalies are strongly associated with the North Atlantic Oscillation, but none of the models reproduce this relation, which may explain the low skill over Region-A. The superior quality of multimodel ensemble compared with individual models is mainly due to larger ensemble size.

Which medical interview skills are associated with patients' verbal indications of undisclosed feelings of anxiety and depressive feelings?

PubMed

Goto, Michiko; Takemura, Yousuke C

2016-01-01

In medical practice, obtaining information regarding patients' undisclosed "feelings of anxiety" or "depressive feelings" is important. The purpose of this study was to determine which interview skills are best suited for eliciting verbal indications of undisclosed feelings, for example anxiety or depressive feelings in patients. Our group videotaped 159 medical interviews at an outpatient department of the Department of Family Medicine, Mie University Hospital (Mie, Japan). Physicians' medical interview skills were evaluated using a Medical Interview Evaluation System and Emotional Information Check Sheet for assessing indications of "feelings of anxiety" or "depressive feelings". We analyzed the relationship between the interview skills and patients' consequent emotional disclosure using generalized linear model (GLIM). The usage of interview skills such as "open-ended questions" "asking the patient's ideas about the meaning of illness" "reflection" and "legitimization" were positively associated with the number of anxiety disclosure, whereas "close-ended questions" and "focused question" were negatively associated. On the other hand, only "respect" was positively associated with the number of depressive disclosures, whereas "surveying question" was negatively associated. The results revealed that there are several interview skills that are effective in eliciting verbal indication of undisclosed "feelings of anxiety" or "depressive feelings".

Surface Current Skill Assessment of Global and Regional forecast models.

NASA Astrophysics Data System (ADS)

Allen, A. A.

2016-02-01

The U.S. Coast Guard has been using SAROPS since January 2007 at all fifty of its operational centers to plan search and rescue missions. SAROPS relies on an Environmental Data Server (EDS) that integrates global, national, and regional ocean and meteorological observation and forecast data. The server manages spatial and temporal aggregation of hindcast, nowcast, and forecast data so the SAROPS controller has the best available data for search planning. The EDS harvests a wide range of global and regional forecasts and data, including NOAA NCEP's global HYCOM model (RTOFS), the U.S. Navy's Global HYCOM model, the 5 NOAA NOS Great Lakes models and a suite of other reginal forecasts from NOS and IOOS Regional Associations. The EDS also integrates surface drifter data as the U.S. Coast Guard regularly deploys Self-Locating Datum Marker Buoys (SLDMBs) during SAR cases and a significant set of drifter data has been collected and the archive continues to grow. This data is critically useful during real-time SAR planning, but also represents a valuable scientific dataset for analyzing surface currents. In 2014, a new initiative was started by the U.S. Coast Guard to evaluate the skill of the various models to support the decision making process during search and rescue planning. This analysis falls into 2 categories: historical analysis of drifter tracks and model predictions to provide skill assessment of models in different regions and real-time analysis of models and drifter tracks during a SAR incident. The EDS, using Liu and Wiesberg's (2014) autonomously determines surface skill measurements of the co-located models' simulated surface trajectories versus the actual drift of the SLDMBs (CODE/Davis style surface drifters GPS positioned at 30min intervals). Surface skill measurements are archived in a database and are user retrieval by lat/long/time cubes. This paper will focus on the comparison of models from in the period from 23 August to 21 September 2015. Surface Skill was determined for the following regions: California Coast, Gulf of Mexico, South and Mid Atlantic Bights. Skill was determined for the two version of the NCEP Global RTOFS, Navy's Global HYCOM model, and where appropriated the local regional models

Subseasonal prediction of the heat wave of December 2013 in Southern South America by the POAMA and BCC-CPS models

NASA Astrophysics Data System (ADS)

Osman, Marisol; Alvarez, Mariano S.

2018-01-01

The prediction skill of subseasonal forecast models is evaluated for a strong and long-lasting heat wave occurred in December 2013 over Southern South America. Reforecasts from two models participating in the WCRP/WWRP Subseasonal to Seasonal project, the Bureau of Meteorology POAMA and Beijing Climate Center model BCC-CPS were considered to evaluate their skill in forecasting temperature and circulation anomalies during that event. The POAMA reforecast of 32-member ensemble size, initialized every five days, and BCC-CPS reforecast of 4-member ensemble size for the same date of POAMA plus the previous 4 days were considered. Weekly ensemble-mean forecasts were computed with leadtimes from 2 days up to 24 days every 5 days. Weekly anomalies were calculated for observations from 13th of December to 31st of December 2013. Anomalies for both observations and reforecast were calculated with respect to their own climatology. Results show that the ensemble mean warm anomalies forecasted for week 1 and 2 of the heat wave resulted more similar to the observations for the POAMA model, especially for longer leads. The BCC-CPS performed better for leads shorter than 7 (14) for week 1 (2). For week 3 the BCC-CPS outperformed the POAMA model, particularly at shorter leads, locating more accurately the maxima of the anomalies. In a probabilistic approach, POAMA predicted with a higher chance than BCC-CPS the excess of the upper tercile of temperature anomalies for almost every week and lead time. The forecast of the circulation anomalies over South America could be used to explain the location of the highest temperature anomalies. In summary, for this case, models skill in forecasting surface temperature in a context of a heat wave resulted moderate at lead times longer than the fortnight. However, this study is limited to model-to-model analysis and a multi-model ensemble strategy might increase the skill.

Evaluation of the CMI Instructor Role Training Program in the Navy and Air Force. Final Report.

ERIC Educational Resources Information Center

McCombs, Barbara L.; And Others

A computer managed instruction (CMI) instructor role definition and training package was designed to help CMI teachers acquire the skills necessary to perform seven theoretically-based instructor roles: planner, implementer/monitor, evaluator/provider, diagnostician, remediator, counselor/advisor, and tutor/modeler. Data for the evaluation of the…

Evaluation of an Arabic Version of Children's Self-Report Social Skills Scale (CS[superscript 4]) Based on Item Response Theory

ERIC Educational Resources Information Center

Hussein, Mohamed Habashy

2010-01-01

The present study examined the psychometric properties of the Arabic version of Children's Self-report Social Skills Scale (CS[superscript 4]) using a generalized partial credit model (GPCM). Data from 722 primary school children (401 boys and 321 girls) responses, in Egypt, were analyzed using GPCM. The results indicated that the 21 items are…

Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

ERIC Educational Resources Information Center

Roberts, Lindsay

2017-01-01

How can we better engage adult learners during information literacy sessions? How do we increase students' perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop…

The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

ERIC Educational Resources Information Center

Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.

2016-01-01

The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…

Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review

ERIC Educational Resources Information Center

Elleman, Amy M.

2017-01-01

Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K-12 was conducted. Results showed that inference instruction was effective for increasing students' general…

Impact of Land Surface Initialization Approach on Subseasonal Forecast Skill: a Regional Analysis in the Southern Hemisphere

NASA Technical Reports Server (NTRS)

Hirsch, Annette L.; Kala, Jatin; Pitman, Andy J.; Carouge, Claire; Evans, Jason P.; Haverd, Vanessa; Mocko, David

2014-01-01

The authors use a sophisticated coupled land-atmosphere modeling system for a Southern Hemisphere subdomain centered over southeastern Australia to evaluate differences in simulation skill from two different land surface initialization approaches. The first approach uses equilibrated land surface states obtained from offline simulations of the land surface model, and the second uses land surface states obtained from reanalyses. The authors find that land surface initialization using prior offline simulations contribute to relative gains in subseasonal forecast skill. In particular, relative gains in forecast skill for temperature of 10%-20% within the first 30 days of the forecast can be attributed to the land surface initialization method using offline states. For precipitation there is no distinct preference for the land surface initialization method, with limited gains in forecast skill irrespective of the lead time. The authors evaluated the asymmetry between maximum and minimum temperatures and found that maximum temperatures had the largest gains in relative forecast skill, exceeding 20% in some regions. These results were statistically significant at the 98% confidence level at up to 60 days into the forecast period. For minimum temperature, using reanalyses to initialize the land surface contributed to relative gains in forecast skill, reaching 40% in parts of the domain that were statistically significant at the 98% confidence level. The contrasting impact of the land surface initialization method between maximum and minimum temperature was associated with different soil moisture coupling mechanisms. Therefore, land surface initialization from prior offline simulations does improve predictability for temperature, particularly maximum temperature, but with less obvious improvements for precipitation and minimum temperature over southeastern Australia.

Mission Impossible? Social Work Practice with Black Urban Youth Gangs.

ERIC Educational Resources Information Center

Fox, Jerry R.

1985-01-01

Describes the adaptation of social work practice skills to serve black urban youth gangs. Presents a model for practice which respects youths' right to self-determination and community needs. Model stages discussed include contact, rapport, setting goals, assigning roles, procuring resources, and evaluation. Model applicability is suggested. (NRB)

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

PubMed

Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

2013-04-01

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

Training model for laparoscopic Heller and Dor fundoplication: a tool for laparoscopic skills training and assessment-construct validity using the GOALS score.

PubMed

Bellorin, Omar; Kundel, Anna; Sharma, Saurabh; Ramirez-Valderrama, Alexander; Lee, Paul

2016-08-01

Laparoscopic training demands practice. The transfer of laparoscopic skills from training models to real surgical procedures has been proven. The global operative assessment of laparoscopic skills (GOALS) score is a 5-item global rating scale developed to evaluate laparoscopic skills by direct observation. This scale has been used to demonstrate construct validity of several laparoscopic training models. Here, we present a low-cost model of laparoscopic Heller-Dor for advanced laparoscopic training. The aim of this study was to determine the capability of a training model for laparoscopic Heller-Dor to discriminate between different levels of laparoscopic expertise. The performance of two groups with different levels of expertise, novices (<30 laparoscopic procedures PGY1-2) and experts (>300 laparoscopic procedures PGY4-5) was assessed. All participants were instructed to perform two tasks (esophageal myotomy and fundoplication). All the performances were recorded in a digital format. A laparoscopic expert who was blinded to subject's identity evaluated the recordings using the GOALS score. Autonomy, one of the five items of GOALS, was removed since the evaluator and the trainee did not have interaction. The time required to finish each task was also recorded. Performance was compared using the Mann-Whitney U test (p < 0.05 was significant). Twenty subjects were evaluated: ten in each group, using the GOALS score. The mean total GOALS score for novices was 7.5 points (SD: 1.64) and 13.9 points (SD: 1.66) for experts (p < 0.05).The expert group was superior in each domain of the GOALS score compared to novices: depth perception (mean: 3.3 vs 2 p < 0.05), bimanual dexterity (mean 3.4 vs 2.1 p < 0.05), efficiency (mean 3.4 vs 1.7 p < 0.05) and tissue handling (mean 3.6 vs 1.7 p < 0.05). With regard to time, experts were superior in task 1 (mean 9.7 vs 14.9 min p < 0.05) and task 2 (mean 24 vs 47.1 min p < 0.05) compared to novices. The laparoscopic Heller-Dor training model has construct validity. The model may be used as a tool for training of the surgical resident.

iCBLS: An interactive case-based learning system for medical education.

PubMed

Ali, Maqbool; Han, Soyeon Caren; Bilal, Hafiz Syed Muhammad; Lee, Sungyoung; Kang, Matthew Jee Yun; Kang, Byeong Ho; Razzaq, Muhammad Asif; Amin, Muhammad Bilal

2018-01-01

Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students' and teachers' knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students' interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills. Copyright © 2017 Elsevier B.V. All rights reserved.

Virtual Reality Compared with Bench-Top Simulation in the Acquisition of Arthroscopic Skill: A Randomized Controlled Trial.

PubMed

Banaszek, Daniel; You, Daniel; Chang, Justues; Pickell, Michael; Hesse, Daniel; Hopman, Wilma M; Borschneck, Daniel; Bardana, Davide

2017-04-05

Work-hour restrictions as set forth by the Accreditation Council for Graduate Medical Education (ACGME) and other governing bodies have forced training programs to seek out new learning tools to accelerate acquisition of both medical skills and knowledge. As a result, competency-based training has become an important part of residency training. The purpose of this study was to directly compare arthroscopic skill acquisition in both high-fidelity and low-fidelity simulator models and to assess skill transfer from either modality to a cadaveric specimen, simulating intraoperative conditions. Forty surgical novices (pre-clerkship-level medical students) voluntarily participated in this trial. Baseline demographic data, as well as data on arthroscopic knowledge and skill, were collected prior to training. Subjects were randomized to 5-week independent training sessions on a high-fidelity virtual reality arthroscopic simulator or on a bench-top arthroscopic setup, or to an untrained control group. Post-training, subjects were asked to perform a diagnostic arthroscopy on both simulators and in a simulated intraoperative environment on a cadaveric knee. A more difficult surprise task was also incorporated to evaluate skill transfer. Subjects were evaluated using the Global Rating Scale (GRS), the 14-point arthroscopic checklist, and a timer to determine procedural efficiency (time per task). Secondary outcomes focused on objective measures of virtual reality simulator motion analysis. Trainees on both simulators demonstrated a significant improvement (p < 0.05) in arthroscopic skills compared with baseline scores and untrained controls, both in and ex vivo. The virtual reality simulation group consistently outperformed the bench-top model group in the diagnostic arthroscopy crossover tests and in the simulated cadaveric setup. Furthermore, the virtual reality group demonstrated superior skill transfer in the surprise skill transfer task. Both high-fidelity and low-fidelity simulation trainings were effective in arthroscopic skill acquisition. High-fidelity virtual reality simulation was superior to bench-top simulation in the acquisition of arthroscopic skills, both in the laboratory and in vivo. Further clinical investigation is needed to interpret the importance of these results.

Enhancing communication with distressed patients, families and colleagues: the value of the Simple Skills Secrets model of communication for the nursing and healthcare workforce.

PubMed

Jack, Barbara A; O'Brien, Mary R; Kirton, Jennifer A; Marley, Kate; Whelan, Alison; Baldry, Catherine R; Groves, Karen E

2013-12-01

Good communication skills in healthcare professionals are acknowledged as a core competency. The consequences of poor communication are well-recognised with far reaching costs including; reduced treatment compliance, higher psychological morbidity, incorrect or delayed diagnoses, and increased complaints. The Simple Skills Secrets is a visual, easily memorised, model of communication for healthcare staff to respond to the distress or unanswerable questions of patients, families and colleagues. To explore the impact of the Simple Skills Secrets model of communication training on the general healthcare workforce. An evaluation methodology encompassing a quantitative pre- and post-course testing of confidence and willingness to have conversations with distressed patients, carers and colleagues and qualitative semi-structured telephone interviews with participants 6-8 weeks post course. During the evaluation, 153 staff undertook the training of which 149 completed the pre- and post-training questionnaire. A purposive sampling approach was adopted for the follow up qualitative interviews and 14 agreed to participate. There is a statistically significant improvement in both willingness and confidence for all categories; (overall confidence score, t(148)=-15.607, p=<0.05 overall willingness score, t(148)=-10.878, p=<0.05) with the greatest improvement in confidence in communicating with carers (pre-course mean 6.171 to post course mean 8.171). There is no statistical significant difference between the registered and support staff. Several themes were obtained from the qualitative data, including: a method of communicating differently, a structured approach, thinking differently and additional skills. The value of the model in clinical practice was reported. This model can be suggested as increasing the confidence of staff, in dealing with a myriad of situations which, if handled appropriately can lead to increased patient and carers' satisfaction. Empowering staff appears to have increased their willingness to undertake these conversations, which could lead to earlier intervention and minimise distress. Copyright © 2013 Elsevier Ltd. All rights reserved.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

NASA Astrophysics Data System (ADS)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

Tracking Expected Improvements of Decadal Prediction in Climate Services

NASA Astrophysics Data System (ADS)

Suckling, E.; Thompson, E.; Smith, L. A.

2013-12-01

Physics-based simulation models are ultimately expected to provide the best available (decision-relevant) probabilistic climate predictions, as they can capture the dynamics of the Earth System across a range of situations, situations for which observations for the construction of empirical models are scant if not nonexistent. This fact in itself provides neither evidence that predictions from today's Earth Systems Models will outperform today's empirical models, nor a guide to the space and time scales on which today's model predictions are adequate for a given purpose. Empirical (data-based) models are employed to make probability forecasts on decadal timescales. The skill of these forecasts is contrasted with that of state-of-the-art climate models, and the challenges faced by each approach are discussed. The focus is on providing decision-relevant probability forecasts for decision support. An empirical model, known as Dynamic Climatology is shown to be competitive with CMIP5 climate models on decadal scale probability forecasts. Contrasting the skill of simulation models not only with each other but also with empirical models can reveal the space and time scales on which a generation of simulation models exploits their physical basis effectively. It can also quantify their ability to add information in the formation of operational forecasts. Difficulties (i) of information contamination (ii) of the interpretation of probabilistic skill and (iii) of artificial skill complicate each modelling approach, and are discussed. "Physics free" empirical models provide fixed, quantitative benchmarks for the evaluation of ever more complex climate models, that is not available from (inter)comparisons restricted to only complex models. At present, empirical models can also provide a background term for blending in the formation of probability forecasts from ensembles of simulation models. In weather forecasting this role is filled by the climatological distribution, and can significantly enhance the value of longer lead-time weather forecasts to those who use them. It is suggested that the direct comparison of simulation models with empirical models become a regular component of large model forecast intercomparison and evaluation. This would clarify the extent to which a given generation of state-of-the-art simulation models provide information beyond that available from simpler empirical models. It would also clarify current limitations in using simulation forecasting for decision support. No model-based probability forecast is complete without a quantitative estimate if its own irrelevance; this estimate is likely to increase as a function of lead time. A lack of decision-relevant quantitative skill would not bring the science-based foundation of anthropogenic warming into doubt. Similar levels of skill with empirical models does suggest a clear quantification of limits, as a function of lead time, for spatial and temporal scales on which decisions based on such model output are expected to prove maladaptive. Failing to clearly state such weaknesses of a given generation of simulation models, while clearly stating their strength and their foundation, risks the credibility of science in support of policy in the long term.

Reflex-based grasping, skilled forelimb reaching, and electrodiagnostic evaluation for comprehensive analysis of functional recovery-The 7-mm rat median nerve gap repair model revisited.

PubMed

Stößel, Maria; Rehra, Lena; Haastert-Talini, Kirsten

2017-10-01

The rat median nerve injury and repair model gets increasingly important for research on novel bioartificial nerve grafts. It allows follow-up evaluation of the recovery of the forepaw functional ability with several sensitive techniques. The reflex-based grasping test, the skilled forelimb reaching staircase test, as well as electrodiagnostic recordings have been described useful in this context. Currently, no standard values exist, however, for comparison or comprehensive correlation of results obtained in each of the three methods after nerve gap repair in adult rats. Here, we bilaterally reconstructed 7-mm median nerve gaps with autologous nerve grafts (ANG) or autologous muscle-in-vein grafts (MVG), respectively. During 8 and 12 weeks of observation, functional recovery of each paw was separately monitored using the grasping test (weekly), the staircase test, and noninvasive electrophysiological recordings from the thenar muscles (both every 4 weeks). Evaluation was completed by histomorphometrical analyses at 8 and 12 weeks postsurgery. The comprehensive evaluation detected a significant difference in the recovery of forepaw functional motor ability between the ANG and MVG groups. The correlation between the different functional tests evaluated precisely displayed the recovery of distinct levels of forepaw functional ability over time. Thus, this multimodal evaluation model represents a valuable preclinical model for peripheral nerve reconstruction approaches.

The Development, Implementation, and Evaluation of a Model for Teaching Intercultural Competency through the Content Areas at Faith School of Theology.

ERIC Educational Resources Information Center

Algee, Alan

In light of the cross cultural understanding and communications skills likely to be demanded of those in evangelical Christian ministry working all over the world, this project developed, implemented, and evaluated a model for infusing intercultural competency (ICC) into a seminary curriculum at the Faith School of Theology in Maine. From a study…

A comparison of two group-delivered social skills programs for young children with autism.

PubMed

Kroeger, K A; Schultz, Janet R; Newsom, Crighton

2007-05-01

A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

The effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model.

PubMed

Maddineshat, Maryam; Hashemi, Mitra; Besharati, Reza; Gholami, Sepideh; Ghavidel, Fatemeh

2018-01-01

Clinical experience associated with the fear and anxiety of nursing students in the psychiatric unit. Mental health nursing instructors find it challenging to teach nursing students to deal with patients with mental disorders in an environment where they need to provide patient teaching and clinical decision-making based on evidence and new technology. To measure the effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model evaluation in the psychiatry unit of Imam Reza Hospital, Bojnurd, Iran. This cross-sectional study was carried out from 2011 to 2016 on 76 nursing students from a university as part of a clinical mental health course in two semesters. The students were selected by a non-probable convenient sampling method. After completing their clinical education, each student responded to checklist questions based on the four-level Kirkpatrick's model evaluation and open questions relating to clinical supervision. Finally, all data was analyzed using the SPSS version 16. The students have evaluated clinical supervision as a useful approach, and appreciated the instructor's supportive behavior during teaching and imparting clinical skills. This has made them feel relaxed at the end of the clinical teaching course. In addition, in the evaluation through Kirkpatrick's model, more than 70% of the students have been satisfied with the method of conducting the teaching and average score of nursing students' attitude toward mental health students: Their mean self-confidence score was 18.33±1.69, and the mean score of their performance in the study was evaluated to be 93.74±5.3 from 100 points. The results of clinical mental health teaching through clinical supervision and Kirkpatrick's model evaluation show that the satisfaction, self-esteem, attitude, and skill of nursing students are excellent, thereby portraying the effectiveness of clinical teaching. But this program still needs to be reformed. To establish long-term goals and obtain knowledge and clinical skills of nursing, it is recommended to develop a curriculum and evaluate it appropriately.

A model for educational feedback based on clinical communication skills strategies: beyond the "feedback sandwich".

PubMed

Milan, Felise B; Parish, Sharon J; Reichgott, Michael J

2006-01-01

Feedback is an essential tool in medical education, and the process is often difficult for both faculty and learner. There are strong analogies between the provision of educational feedback and doctor-patient communication during the clinical encounter. Relationship-building skills used in the clinical setting-Partnership, Empathy, Apology, Respect, Legitimation, Support (PEARLS)-can establish trust with the learner to better manage difficult feedback situations involving personal issues, unprofessional behavior, or a defensive learner. Using the stage of readiness to change (transtheoretical) model, the educator can "diagnose" the learner's stage of readiness and employ focused interventions to encourage desired changes. This approach has been positively received by medical educators in faculty development workshops. A model for provision of educational feedback based on communication skills used in the clinical encounter can be useful in the medical education setting. More robust evaluation of the construct validity is required in actual training program situations.

Evaluation of streamflow forecast for the National Water Model of U.S. National Weather Service

NASA Astrophysics Data System (ADS)

Rafieeinasab, A.; McCreight, J. L.; Dugger, A. L.; Gochis, D.; Karsten, L. R.; Zhang, Y.; Cosgrove, B.; Liu, Y.

2016-12-01

The National Water Model (NWM), an implementation of the community WRF-Hydro modeling system, is an operational hydrologic forecasting model for the contiguous United States. The model forecasts distributed hydrologic states and fluxes, including soil moisture, snowpack, ET, and ponded water. In particular, the NWM provides streamflow forecasts at more than 2.7 million river reaches for three forecast ranges: short (15 hr), medium (10 days), and long (30 days). In this study, we verify short and medium range streamflow forecasts in the context of the verification of their respective quantitative precipitation forecasts/forcing (QPF), the High Resolution Rapid Refresh (HRRR) and the Global Forecast System (GFS). The streamflow evaluation is performed for summer of 2016 at more than 6,000 USGS gauges. Both individual forecasts and forecast lead times are examined. Selected case studies of extreme events aim to provide insight into the quality of the NWM streamflow forecasts. A goal of this comparison is to address how much streamflow bias originates from precipitation forcing bias. To this end, precipitation verification is performed over the contributing areas above (and between assimilated) USGS gauge locations. Precipitation verification is based on the aggregated, blended StageIV/StageII data as the "reference truth". We summarize the skill of the streamflow forecasts, their skill relative to the QPF, and make recommendations for improving NWM forecast skill.

The relationship between independent transfer skills and upper limb kinetics in wheelchair users.

PubMed

Tsai, Chung-Ying; Hogaboom, Nathan S; Boninger, Michael L; Koontz, Alicia M

2014-01-01

Transfers are one of the most physically demanding wheelchair activities. The purpose of this study was to determine if using proper transfer skills as measured by the Transfer Assessment Instrument (TAI) is associated with reduced loading on the upper extremities. Twenty-three wheelchair users performed transfers to a level-height bench while a series of forces plates, load cells, and a motion capture system recorded the biomechanics of their natural transferring techniques. Their transfer skills were simultaneously evaluated by two study clinicians using the TAI. Logistic regression and multiple linear regression models were used to determine the relationships between TAI scores and the kinetic variables on both arms across all joints. The results showed that the TAI measured transfer skills were closely associated with the magnitude and timing of joint moments (P < .02, model R(2) values ranged from 0.27 to 0.79). Proper completion of the skills which targeted the trailing arm was associated with lower average resultant moments and rates of rise of resultant moments at the trailing shoulder and/or elbow. Some skills involving the leading side had the effect of increasing the magnitude or rate loading on the leading side. Knowledge of the kinetic outcomes associated with each skill may help users to achieve the best load-relieving effects for their upper extremities.

A Course Model for Teaching Research Evaluation in Colleges of Pharmacy.

ERIC Educational Resources Information Center

Draugalis, JoLaine R.; Slack, Marion K.

1992-01-01

A University of Arizona undergraduate pharmacy course designed to develop student skills in evaluation of research has five parts: introduction to the scientific method; statistical techniques/data analysis review; research design; fundamentals of clinical studies; and practical applications. Prerequisites include biostatistics and drug…

Cost analysis of objective resident cataract surgery assessments.

PubMed

Nandigam, Kiran; Soh, Jonathan; Gensheimer, William G; Ghazi, Ahmed; Khalifa, Yousuf M

2015-05-01

To compare 8 ophthalmology resident surgical training tools to determine which is most cost effective. University of Rochester Medical Center, Rochester, New York, USA. Retrospective evaluation of technology. A cost-analysis model was created to compile all relevant costs in running each tool in a medium-sized ophthalmology program. Quantitative cost estimates were obtained based on cost of tools, cost of time in evaluations, and supply and maintenance costs. For wet laboratory simulation, Eyesi was the least expensive cataract surgery simulation method; however, it is only capable of evaluating simulated cataract surgery rehearsal and requires supplementation with other evaluative methods for operating room performance and for noncataract wet lab training and evaluation. The most expensive training tool was the Eye Surgical Skills Assessment Test (ESSAT). The 2 most affordable methods for resident evaluation in operating room performance were the Objective Assessment of Skills in Intraocular Surgery (OASIS) and Global Rating Assessment of Skills in Intraocular Surgery (GRASIS). Cost-based analysis of ophthalmology resident surgical training tools are needed so residency programs can implement tools that are valid, reliable, objective, and cost effective. There is no perfect training system at this time. Copyright © 2015 ASCRS and ESCRS. Published by Elsevier Inc. All rights reserved.

Social and Communicational Skills in Upper Secondary Vocational Education and Training

ERIC Educational Resources Information Center

Raisanen, Anu; Rakkolainen, Mari

2009-01-01

This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship (Implementation of…

Statistical and Hydrological evaluation of precipitation forecasts from IMD MME and ECMWF numerical weather forecasts for Indian River basins

NASA Astrophysics Data System (ADS)

Mohite, A. R.; Beria, H.; Behera, A. K.; Chatterjee, C.; Singh, R.

2016-12-01

Flood forecasting using hydrological models is an important and cost-effective non-structural flood management measure. For forecasting at short lead times, empirical models using real-time precipitation estimates have proven to be reliable. However, their skill depreciates with increasing lead time. Coupling a hydrologic model with real-time rainfall forecasts issued from numerical weather prediction (NWP) systems could increase the lead time substantially. In this study, we compared 1-5 days precipitation forecasts from India Meteorological Department (IMD) Multi-Model Ensemble (MME) with European Center for Medium Weather forecast (ECMWF) NWP forecasts for over 86 major river basins in India. We then evaluated the hydrologic utility of these forecasts over Basantpur catchment (approx. 59,000 km2) of the Mahanadi River basin. Coupled MIKE 11 RR (NAM) and MIKE 11 hydrodynamic (HD) models were used for the development of flood forecast system (FFS). RR model was calibrated using IMD station rainfall data. Cross-sections extracted from SRTM 30 were used as input to the MIKE 11 HD model. IMD started issuing operational MME forecasts from the year 2008, and hence, both the statistical and hydrologic evaluation were carried out from 2008-2014. The performance of FFS was evaluated using both the NWP datasets separately for the year 2011, which was a large flood year in Mahanadi River basin. We will present figures and metrics for statistical (threshold based statistics, skill in terms of correlation and bias) and hydrologic (Nash Sutcliffe efficiency, mean and peak error statistics) evaluation. The statistical evaluation will be at pan-India scale for all the major river basins and the hydrologic evaluation will be for the Basantpur catchment of the Mahanadi River basin.

A Course Model for Building Evaluation Capacity through a University-Community Partnership

ERIC Educational Resources Information Center

Bakken, Lori L.; Núñez, Jennifer; Couture, Cathy

2014-01-01

Program evaluation is recognized as an essential skill set for practitioners in service-related fields, such as education, nonprofit management, social work, and public health. Recently, the need for a public workforce trained in evaluation has increased and is driven primarily by our nation's emphasis on accountability during a time when…

Scientific Reasoning in Early and Middle Childhood: The Development of Domain-General Evidence Evaluation, Experimentation, and Hypothesis Generation Skills

ERIC Educational Resources Information Center

Piekny, Jeanette; Maehler, Claudia

2013-01-01

According to Klahr's (2000, 2005; Klahr & Dunbar, 1988) Scientific Discovery as Dual Search model, inquiry processes require three cognitive components: hypothesis generation, experimentation, and evidence evaluation. The aim of the present study was to investigate (a) when the ability to evaluate perfect covariation, imperfect covariation,…

Error Analysis Of Students Working About Word Problem Of Linear Program With NEA Procedure

NASA Astrophysics Data System (ADS)

Santoso, D. A.; Farid, A.; Ulum, B.

2017-06-01

Evaluation and assessment is an important part of learning. In evaluation process of learning, written test is still commonly used. However, the tests usually do not following-up by further evaluation. The process only up to grading stage not to evaluate the process and errors which done by students. Whereas if the student has a pattern error and process error, actions taken can be more focused on the fault and why is that happen. NEA procedure provides a way for educators to evaluate student progress more comprehensively. In this study, students’ mistakes in working on some word problem about linear programming have been analyzed. As a result, mistakes are often made students exist in the modeling phase (transformation) and process skills (process skill) with the overall percentage distribution respectively 20% and 15%. According to the observations, these errors occur most commonly due to lack of precision of students in modeling and in hastiness calculation. Error analysis with students on this matter, it is expected educators can determine or use the right way to solve it in the next lesson.

First of all: Do not harm! Use of simulation for the training of regional anaesthesia techniques: Which skills can be trained without the patient as substitute for a mannequin.

PubMed

Sujatta, Susanne

2015-03-01

Character of clinical skills training is always influenced by technical improvement and cultural changes. Over the last years, two trends have changed the way of traditional apprenticeship-style training in regional anaesthesia: firstly, the development in ultrasound-guided regional anaesthesia, and secondly, the reduced acceptance of using patients as mannequins for invasive techniques. Against this background, simulation techniques are explored, ranging from simple low-fidelity part-task training models to train skills in needle application, to highly sophisticated virtual reality models – the full range is covered. This review tries to discuss all available options with benefits and neglects. The task in clinical practice will be in choosing the right level of sophistication for the desired approach and trainee level. However, the transfer of simulated skills to clinical practice has not been evaluated. It has to be proven whether simulation-trained skills could, as a last consequence, reduce the risk to patients. Copyright © 2015 Elsevier Ltd. All rights reserved.

Goals and Characteristics of Long-Term Care Programs: An Analytic Model.

ERIC Educational Resources Information Center

Braun, Kathryn L.; Rose, Charles L.

1989-01-01

Used medico-social analytic model to compare five long-term care programs: Skilled Nursing Facility-Intermediate Care Facility (SNF-ICF) homes, ICF homes, foster homes, day hospitals, and home care. Identified similarities and differences among programs. Preliminary findings suggest that model is useful in the evaluation and design of long-term…

Medical Writing Competency Model - Section 2: Knowledge, Skills, Abilities, and Behaviors.

PubMed

Clemow, David B; Wagner, Bertil; Marshallsay, Christopher; Benau, Dan; L'Heureux, Darryl; Brown, David H; Dasgupta, Devjani Ghosh; Girten, Eileen; Hubbard, Frank; Gawrylewski, Helle-Mai; Ebina, Hiroko; Stoltenborg, Janet; York, J P; Green, Kim; Wood, Linda Fossati; Toth, Lisa; Mihm, Michael; Katz, Nancy R; Vasconcelos, Nina-Maria; Sakiyama, Norihisa; Whitsell, Robin; Gopalakrishnan, Shobha; Bairnsfather, Susan; Wanderer, Tatyana; Schindler, Thomas M; Mikyas, Yeshi; Aoyama, Yumiko

2018-01-01

This article provides Section 2 of the 2017 Edition 2 Medical Writing Competency Model that describes the knowledge, skills, abilities, and behaviors that professional medical writers need in order to perform effectively within the life sciences industry. What a medical writer should know, what they should be able to do, and how they should use this knowledge and these skills to facilitate their primary work function is a focus. Regulatory, publication, and other scientific writing as well as management of writing activities are covered. The full Model also includes Section 1, which covers the core work functions and associated tasks and activities related to professional medical writing within the life sciences industry; Section 1 is included in a companion article. The Model was developed to aid medical writers and managers within the life sciences industry regarding medical writing hiring, training, expectation and goal setting, performance evaluation, career development, retention, and role value sharing to cross-functional partners.

Using the arthroscopic surgery skill evaluation tool as a pass-fail examination.

PubMed

Koehler, Ryan J; Nicandri, Gregg T

2013-12-04

Examination of arthroscopic skill requires evaluation tools that are valid and reliable with clear criteria for passing. The Arthroscopic Surgery Skill Evaluation Tool was developed as a video-based assessment of technical skill with criteria for passing established by a panel of experts. The purpose of this study was to test the validity and reliability of the Arthroscopic Surgery Skill Evaluation Tool as a pass-fail examination of arthroscopic skill. Twenty-eight residents and two sports medicine faculty members were recorded performing diagnostic knee arthroscopy on a left and right cadaveric specimen in our arthroscopic skills laboratory. Procedure videos were evaluated with use of the Arthroscopic Surgery Skill Evaluation Tool by two raters blind to subject identity. Subjects were considered to pass the Arthroscopic Surgery Skill Evaluation Tool when they attained scores of ≥ 3 on all eight assessment domains. The raters agreed on a pass-fail rating for fifty-five of sixty videos rated with an interclass correlation coefficient value of 0.83. Ten of thirty participants were assigned passing scores by both raters for both diagnostic arthroscopies performed in the laboratory. Receiver operating characteristic analysis demonstrated that logging more than eighty arthroscopic cases or performing more than thirty-five arthroscopic knee cases was predictive of attaining a passing Arthroscopic Surgery Skill Evaluation Tool score on both procedures performed in the laboratory. The Arthroscopic Surgery Skill Evaluation Tool is valid and reliable as a pass-fail examination of diagnostic arthroscopy of the knee in the simulation laboratory. This study demonstrates that the Arthroscopic Surgery Skill Evaluation Tool may be a useful tool for pass-fail examination of diagnostic arthroscopy of the knee in the simulation laboratory. Further study is necessary to determine whether the Arthroscopic Surgery Skill Evaluation Tool can be used for the assessment of multiple arthroscopic procedures and whether it can be used to evaluate arthroscopic procedures performed in the operating room.

Skillful Spring Forecasts of September Arctic Sea Ice Extent Using Passive Microwave Data

NASA Technical Reports Server (NTRS)

Petty, A. A.; Schroder, D.; Stroeve, J. C.; Markus, Thorsten; Miller, Jeffrey A.; Kurtz, Nathan Timothy; Feltham, D. L.; Flocco, D.

2017-01-01

In this study, we demonstrate skillful spring forecasts of detrended September Arctic sea ice extent using passive microwave observations of sea ice concentration (SIC) and melt onset (MO). We compare these to forecasts produced using data from a sophisticated melt pond model, and find similar to higher skill values, where the forecast skill is calculated relative to linear trend persistence. The MO forecasts shows the highest skill in March-May, while the SIC forecasts produce the highest skill in June-August, especially when the forecasts are evaluated over recent years (since 2008). The high MO forecast skill in early spring appears to be driven primarily by the presence and timing of open water anomalies, while the high SIC forecast skill appears to be driven by both open water and surface melt processes. Spatial maps of detrended anomalies highlight the drivers of the different forecasts, and enable us to understand regions of predictive importance. Correctly capturing sea ice state anomalies, along with changes in open water coverage appear to be key processes in skillfully forecasting summer Arctic sea ice.

Developing and delivering clinical pharmacology in pharmaceutical companies.

PubMed

Richards, Duncan

2012-06-01

The challenges of developing new medicines are well known. Effective application of clinical pharmacology expertise is vital to the successful evaluation of potential new medicines. In drug development, this depends on effective integration of diverse skills. Many of these are currently in short supply, but through innovative partnerships between industry and academia there is an opportunity to reinvigorate the discipline by nurturing these key skills to the benefit of both partners. Specific areas of focus should be experimental medicine, modelling and simulation, and translational skills. © 2012 The Author. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

Evaluation of NOAA's High Resolution Rapid Refresh (HRRR), 12 km North America Model (NAM12) and 4km North America Model (NAM 4) hub-height wind speed forecasts

NASA Astrophysics Data System (ADS)

Pendergrass, W.; Vogel, C. A.

2013-12-01

As an outcome of discussions between Duke Energy Generation and NOAA/ARL following the 2009 AMS Summer Community Meeting, in Norman Oklahoma, ARL and Duke Energy Generation (Duke) signed a Cooperative Research and Development Agreement (CRADA) which allows NOAA to conduct atmospheric boundary layer (ABL) research using Duke renewable energy sites as research testbeds. One aspect of this research has been the evaluation of forecast hub-height winds from three NOAA atmospheric models. Forecasts of 10m (surface) and 80m (hub-height) wind speeds from (1) NOAA/GSD's High Resolution Rapid Refresh (HRRR) model, (2) NOAA/NCEP's 12 km North America Model (NAM12) and (3) NOAA/NCEP's 4k high resolution North America Model (NAM4) were evaluated against 18 months of surface-layer wind observations collected at the joint NOAA/Duke Energy research station located at Duke Energy's West Texas Ocotillo wind farm over the period April 2011 through October 2012. HRRR, NAM12 and NAM4 10m wind speed forecasts were compared with 10m level wind speed observations measured on the NOAA/ATDD flux-tower. Hub-height (80m) HRRR , NAM12 and NAM4 forecast wind speeds were evaluated against the 80m operational PMM27-28 meteorological tower supporting the Ocotillo wind farm. For each HRRR update, eight forecast hours (hour 01, 02, 03, 05, 07, 10, 12, 15) plus the initialization hour (hour 00), evaluated. For the NAM12 and NAM4 models forecast hours 00-24 from the 06z initialization were evaluated. Performance measures or skill score based on absolute error 50% cumulative probability were calculated for each forecast hour. HRRR forecast hour 01 provided the best skill score with an absolute wind speed error within 0.8 m/s of observed 10m wind speed and 1.25 m/s for hub-height wind speed at the designated 50% cumulative probability. For both NAM4 and NAM12 models, skill scores were diurnal with comparable best scores observed during the day of 0.7 m/s of observed 10m wind speed and 1.1 m/s for hub-height wind speed at the designated 50% cumulative probability level.

Cultural consultation as a model for training multidisciplinary mental healthcare professionals in cultural competence skills: preliminary results.

PubMed

Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S

2014-01-01

Lack of cultural competence in care contributes to poor experiences and outcomes from care for migrants and racial and ethnic minorities. As a result, health and social care organizations currently promote cultural competence of their workforce as a means of addressing persistent poor experiences and outcomes. At present, there are unsystematic and diverse ways of promoting cultural competence, and their impact on clinician skills and patient outcomes is unknown. We developed and implemented an innovative model, cultural consultation service (CCS), to promote cultural competence of clinicians and directly improve on patient experiences and outcomes from care. CCS model is an adaptation of the McGill model, which uses ethnographic methodology and medical anthropological knowledge. The method and approach not only contributes both to a broader conceptual and dynamic understanding of culture, but also to learning of cultural competence skills by healthcare professionals. The CCS model demonstrates that multidisciplinary workforce can acquire cultural competence skills better through the clinical encounter, as this promotes integration of learning into day-to-day practice. Results indicate that clinicians developed a broader and patient-centred understanding of culture, and gained skills in narrative-based assessment method, management of complexity of care, competing assumptions and expectations, and clinical cultural formulation. Cultural competence is defined as a set of skills, attitudes and practices that enable the healthcare professionals to deliver high-quality interventions to patients from diverse cultural backgrounds. Improving on the cultural competence skills of the workforce has been promoted as a way of reducing ethnic and racial inequalities in service outcomes. Currently, diverse models for training in cultural competence exist, mostly with no evidence of effect. We established an innovative narrative-based cultural consultation service in an inner-city area to work with community mental health services to improve on patients' outcomes and clinicians' cultural competence skills. We targeted 94 clinicians in four mental health service teams in the community. After initial training sessions, we used a cultural consultation model to facilitate 'in vivo' learning. During cultural consultation, we used an ethnographic interview method to assess patients in the presence of referring clinicians. Clinicians' self-reported measure of cultural competence using the Tool for Assessing Cultural Competence Training (n = 28, at follow-up) and evaluation forms (n = 16) filled at the end of each cultural consultation showed improvement in cultural competence skills. We conclude that cultural consultation model is an innovative way of training clinicians in cultural competence skills through a dynamic interactive process of learning within real clinical encounters. © 2013 John Wiley & Sons Ltd.

Multi-RCM ensemble downscaling of global seasonal forecasts (MRED)

NASA Astrophysics Data System (ADS)

Arritt, R. W.

2008-12-01

The Multi-RCM Ensemble Downscaling (MRED) project was recently initiated to address the question, Can regional climate models provide additional useful information from global seasonal forecasts? MRED will use a suite of regional climate models to downscale seasonal forecasts produced by the new National Centers for Environmental Prediction (NCEP) Climate Forecast System (CFS) seasonal forecast system and the NASA GEOS5 system. The initial focus will be on wintertime forecasts in order to evaluate topographic forcing, snowmelt, and the potential usefulness of higher resolution, especially for near-surface fields influenced by high resolution orography. Each regional model will cover the conterminous US (CONUS) at approximately 32 km resolution, and will perform an ensemble of 15 runs for each year 1982-2003 for the forecast period 1 December - 30 April. MRED will compare individual regional and global forecasts as well as ensemble mean precipitation and temperature forecasts, which are currently being used to drive macroscale land surface models (LSMs), as well as wind, humidity, radiation, turbulent heat fluxes, which are important for more advanced coupled macro-scale hydrologic models. Metrics of ensemble spread will also be evaluated. Extensive analysis will be performed to link improvements in downscaled forecast skill to regional forcings and physical mechanisms. Our overarching goal is to determine what additional skill can be provided by a community ensemble of high resolution regional models, which we believe will eventually define a strategy for more skillful and useful regional seasonal climate forecasts.

Uncovering the influence of social skills and psychosociological factors on pain sensitivity using structural equation modeling

PubMed Central

Tanaka, Yoichi; Nishi, Yuki; Nishi, Yuki; Osumi, Michihiro; Morioka, Shu

2017-01-01

Pain is a subjective emotional experience that is influenced by psychosociological factors such as social skills, which are defined as problem-solving abilities in social interactions. This study aimed to reveal the relationships among pain, social skills, and other psychosociological factors by using structural equation modeling. A total of 101 healthy volunteers (41 men and 60 women; mean age: 36.6±12.7 years) participated in this study. To evoke participants’ sense of inner pain, we showed them images of painful scenes on a PC screen and asked them to evaluate the pain intensity by using the visual analog scale (VAS). We examined the correlation between social skills and VAS, constructed a hypothetical model based on results from previous studies and the current correlational analysis results, and verified the model’s fit using structural equation modeling. We found significant positive correlations between VAS and total social skills values, as well as between VAS and the “start of relationships” subscales. Structural equation modeling revealed that the values for “start of relationships” had a direct effect on VAS values (path coefficient =0.32, p<0.01). In addition, the “start of relationships” had both a direct and an indirect effect on psychological factors via social support. The results indicated that extroverted people are more sensitive to inner pain and tend to get more social support and maintain a better psychological condition. PMID:28979161

Evaluation of Emotional Literacy Activities: A Phenomenological Study

ERIC Educational Resources Information Center

Oksuz, Yucel

2016-01-01

The present study aims to evaluate impact of the emotional literacy activities through participant student's experiences. Emotional literacy activities, including social-emotional skills Goleman's emotional intelligence and Fapuel's emotional literacy model designed and conducted for 2 months on primary school students, who study in 4th grade. The…

An evaluation of video modeling with embedded instructions to teach implementation of stimulus preference assessments.

PubMed

Rosales, Rocío; Gongola, Leah; Homlitas, Christa

2015-01-01

A multiple baseline design across participants was used to evaluate the effects of video modeling with embedded instructions on training teachers to implement 3 preference assessments. Each assessment was conducted with a confederate learner or a child with autism during generalization probes. All teachers met the predetermined mastery criterion, and 2 of the 3 demonstrated skill maintenance at 1-month follow-up.

Promoting young children's interpersonal safety knowledge, intentions, confidence, and protective behavior skills: Outcomes of a randomized controlled trial.

PubMed

White, Codi; Shanley, Dianne C; Zimmer-Gembeck, Melanie J; Walsh, Kerryann; Hawkins, Russell; Lines, Katrina; Webb, Haley

2018-06-11

Promoting young children's interpersonal safety knowledge, intentions confidence and skills is the goal of many child maltreatment prevention programs; however, evaluation of their effectiveness has been limited. In this study, a randomized controlled trial was conducted examining the effectiveness of the Australian protective behaviors program, Learn to be safe with Emmy and friends™ compared to a waitlist condition. In total, 611 Australian children in Grade 1 (5-7 years; 50% male) participated, with assessments at Pre-intervention, Post-intervention and a 6-month follow-up. This study also included a novel assessment of interpersonal safety skills through the Observed Protective Behaviors Test (OPBT). Analyses showed participating in Learn to be safe with Emmy and friends™ was effective post-program in improving interpersonal safety knowledge (child and parent-rated) and parent-rated interpersonal safety skills. These benefits were retained at the 6-month follow-up, with participating children also reporting increased disclosure confidence. However, Learn to be safe with Emmy and friends™ participation did not significantly impact children's disclosure intentions, safety identification skills, or interpersonal safety skills as measured by the OPBT. Future research may seek to evaluate the effect of further parent and teacher integration into training methods and increased use of behavioral rehearsal and modelling to more effectively target specific disclosure intentions and skills. Copyright © 2018 Elsevier Ltd. All rights reserved.

Skill assessment of Korea operational oceanographic system (KOOS)

NASA Astrophysics Data System (ADS)

Kim, J.; Park, K.

2016-02-01

For the ocean forecast system in Korea, the Korea operational oceanographic system (KOOS) has been developed and pre-operated since 2009 by the Korea institute of ocean science and technology (KIOST) funded by the Korean government. KOOS provides real time information and forecasts for marine environmental conditions in order to support all kinds of activities in the sea. Furthermore, more significant purpose of the KOOS information is to response and support to maritime problems and accidents such as oil spill, red-tide, shipwreck, extraordinary wave, coastal inundation and so on. Accordingly, it is essential to evaluate prediction accuracy and efforts to improve accuracy. The forecast accuracy should meet or exceed target benchmarks before its products are approved for release to the public.In this paper, we conduct error quantification of the forecasts using skill assessment technique for judgement of the KOOS performance. Skill assessment statistics includes the measures of errors and correlations such as root-mean-square-error (RMSE), mean bias (MB), correlation coefficient (R), and index of agreement (IOA) and the frequency with which errors lie within specified limits termed the central frequency (CF).The KOOS provides 72-hour daily forecast data such as air pressure, wind, water elevation, currents, wave, water temperature, and salinity produced by meteorological and hydrodynamic numerical models of WRF, ROMS, MOM5, WAM, WW3, and MOHID. The skill assessment has been performed through comparison of model results with in-situ observation data (Figure 1) for the period from 1 July, 2010 to 31 March, 2015 in Table 1 and model errors have been quantified with skill scores and CF determined by acceptable criteria depending on predicted variables (Table 2). Moreover, we conducted quantitative evaluation of spatio-temporal pattern correlation between numerical models and observation data such as sea surface temperature (SST) and sea surface current produced by ocean sensor in satellites and high frequency (HF) radar, respectively. Those quantified errors can allow to objective assessment of the KOOS performance and used can reveal different aspects of model inefficiency. Based on these results, various model components are tested and developed in order to improve forecast accuracy.

External validation of Global Evaluative Assessment of Robotic Skills (GEARS).

PubMed

Aghazadeh, Monty A; Jayaratna, Isuru S; Hung, Andrew J; Pan, Michael M; Desai, Mihir M; Gill, Inderbir S; Goh, Alvin C

2015-11-01

We demonstrate the construct validity, reliability, and utility of Global Evaluative Assessment of Robotic Skills (GEARS), a clinical assessment tool designed to measure robotic technical skills, in an independent cohort using an in vivo animal training model. Using a cross-sectional observational study design, 47 voluntary participants were categorized as experts (>30 robotic cases completed as primary surgeon) or trainees. The trainee group was further divided into intermediates (≥5 but ≤30 cases) or novices (<5 cases). All participants completed a standardized in vivo robotic task in a porcine model. Task performance was evaluated by two expert robotic surgeons and self-assessed by the participants using the GEARS assessment tool. Kruskal-Wallis test was used to compare the GEARS performance scores to determine construct validity; Spearman's rank correlation measured interobserver reliability; and Cronbach's alpha was used to assess internal consistency. Performance evaluations were completed on nine experts and 38 trainees (14 intermediate, 24 novice). Experts demonstrated superior performance compared to intermediates and novices overall and in all individual domains (p < 0.0001). In comparing intermediates and novices, the overall performance difference trended toward significance (p = 0.0505), while the individual domains of efficiency and autonomy were significantly different between groups (p = 0.0280 and 0.0425, respectively). Interobserver reliability between expert ratings was confirmed with a strong correlation observed (r = 0.857, 95 % CI [0.691, 0.941]). Experts and participant scoring showed less agreement (r = 0.435, 95 % CI [0.121, 0.689] and r = 0.422, 95 % CI [0.081, 0.0672]). Internal consistency was excellent for experts and participants (α = 0.96, 0.98, 0.93). In an independent cohort, GEARS was able to differentiate between different robotic skill levels, demonstrating excellent construct validity. As a standardized assessment tool, GEARS maintained consistency and reliability for an in vivo robotic surgical task and may be applied for skills evaluation in a broad range of robotic procedures.

Characterizing Vegetation Model Skill and Uncertainty in Simulated Ecosystem Response to Climate Change in the United States

NASA Astrophysics Data System (ADS)

Drapek, R. J.; Kim, J. B.

2013-12-01

We simulated ecosystem response to climate change in the USA and Canada at a 5 arc-minute grid resolution using the MC1 dynamic global vegetation model and nine CMIP3 future climate projections as input. The climate projections were produced by 3 GCMs simulating 3 SRES emissions scenarios. We examined MC1 outputs for the conterminous USA by summarizing them by EPA level II and III ecoregions to characterize model skill and evaluate the magnitude and uncertainties of simulated ecosystem response to climate change. First, we evaluated model skill by comparing outputs from the recent historical period with benchmark datasets. Distribution of potential natural vegetation simulated by MC1 was compared with Kuchler's map. Above ground live carbon simulated by MC1 was compared with the National Biomass and Carbon Dataset. Fire return intervals calculated by MC1 were compared with maximum and minimum values compiled for the United States. Each EPA Level III Ecoregion was scored for average agreement with corresponding benchmark data and an average score was calculated for all three types of output. Greatest agreement with benchmark data happened in the Western Cordillera, the Ozark / Ouachita-Appalachian Forests, and the Southeastern USA Plains (EPA Level II Ecoregions). The lowest agreement happened in the Everglades and the Tamaulipas-Texas Semiarid Plain. For simulated ecosystem response to future climate projections we examined MC1 output for shifts in vegetation type, vegetation carbon, runoff, and biomass consumed by fire. Each ecoregion was scored for the amount of change from historical conditions for each variable and an average score was calculated. Smallest changes were forecast for Western Cordillera and Marine West Coast Forest ecosystems. Largest changes were forecast for the Cold Deserts, the Mixed Wood Plains, and the Central USA Plains. By combining scores of model skill for the historical period for each EPA Level 3 Ecoregion with scores representing the magnitude of ecosystem changes in the future, we identified high and low uncertainty ecoregions. The largest anticipated changes and the lowest measures of model skill coincide in the Central USA Plains and the Mixed Wood Plains. The combination of low model skill and high degree of ecosystem change elevate the importance of our uncertainty in this ecoregion. The highest projected changes coincide with relatively high model skill in the Cold Deserts. Climate adaptation efforts are the most likely to pay off in these regions. Finally, highest model skill and lowest anticipated changes coincide in the Western Cordillera and the Marine West Coast Forests. These regions may be relatively low-risk for climate change impacts when compared to the other ecoregions. These results represent only the first step in this type of analysis; there exist many ways to strengthen it. One, MC1 calibrations can be optimized using a structured optimization technique. Two, a larger set of climate projections can be used to capture a fuller range of GCMs and emissions scenarios. And three, employing an ensemble of vegetation models would make the analysis more robust.

Verification of the skill of numerical weather prediction models in forecasting rainfall from U.S. landfalling tropical cyclones

NASA Astrophysics Data System (ADS)

Luitel, Beda; Villarini, Gabriele; Vecchi, Gabriel A.

2018-01-01

The goal of this study is the evaluation of the skill of five state-of-the-art numerical weather prediction (NWP) systems [European Centre for Medium-Range Weather Forecasts (ECMWF), UK Met Office (UKMO), National Centers for Environmental Prediction (NCEP), China Meteorological Administration (CMA), and Canadian Meteorological Center (CMC)] in forecasting rainfall from North Atlantic tropical cyclones (TCs). Analyses focus on 15 North Atlantic TCs that made landfall along the U.S. coast over the 2007-2012 period. As reference data we use gridded rainfall provided by the Climate Prediction Center (CPC). We consider forecast lead-times up to five days. To benchmark the skill of these models, we consider rainfall estimates from one radar-based (Stage IV) and four satellite-based [Tropical Rainfall Measuring Mission - Multi-satellite Precipitation Analysis (TMPA, both real-time and research version); Precipitation Estimation from Remotely Sensed Information using Artificial Neural Networks (PERSIANN); the CPC MORPHing Technique (CMORPH)] rainfall products. Daily and storm total rainfall fields from each of these remote sensing products are compared to the reference data to obtain information about the range of errors we can expect from "observational data." The skill of the NWP models is quantified: (1) by visual examination of the distribution of the errors in storm total rainfall for the different lead-times, and numerical examination of the first three moments of the error distribution; (2) relative to climatology at the daily scale. Considering these skill metrics, we conclude that the NWP models can provide skillful forecasts of TC rainfall with lead-times up to 48 h, without a consistently best or worst NWP model.

Identifying and Assessing Gaps in Subseasonal to Seasonal Prediction Skill using the North American Multi-model Ensemble

NASA Astrophysics Data System (ADS)

Pegion, K.; DelSole, T. M.; Becker, E.; Cicerone, T.

2016-12-01

Predictability represents the upper limit of prediction skill if we had an infinite member ensemble and a perfect model. It is an intrinsic limit of the climate system associated with the chaotic nature of the atmosphere. Producing a forecast system that can make predictions very near to this limit is the ultimate goal of forecast system development. Estimates of predictability together with calculations of current prediction skill are often used to define the gaps in our prediction capabilities on subseasonal to seasonal timescales and to inform the scientific issues that must be addressed to build the next forecast system. Quantification of the predictability is also important for providing a scientific basis for relaying to stakeholders what kind of climate information can be provided to inform decision-making and what kind of information is not possible given the intrinsic predictability of the climate system. One challenge with predictability estimates is that different prediction systems can give different estimates of the upper limit of skill. How do we know which estimate of predictability is most representative of the true predictability of the climate system? Previous studies have used the spread-error relationship and the autocorrelation to evaluate the fidelity of the signal and noise estimates. Using a multi-model ensemble prediction system, we can quantify whether these metrics accurately indicate an individual model's ability to properly estimate the signal, noise, and predictability. We use this information to identify the best estimates of predictability for 2-meter temperature, precipitation, and sea surface temperature from the North American Multi-model Ensemble and compare with current skill to indicate the regions with potential for improving skill.

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

NASA Astrophysics Data System (ADS)

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.; Kang, In-Sik; Maloney, Eric; Waliser, Duane; Hendon, Harry

2017-12-01

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJO amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

DOE PAGES

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.; ...

2017-03-23

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJOmore » amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.« less

MJO simulation in CMIP5 climate models: MJO skill metrics and process-oriented diagnosis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahn, Min-Seop; Kim, Daehyun; Sperber, Kenneth R.

The Madden-Julian Oscillation (MJO) simulation diagnostics developed by MJO Working Group and the process-oriented MJO simulation diagnostics developed by MJO Task Force are applied to 37 Coupled Model Intercomparison Project phase 5 (CMIP5) models in order to assess model skill in representing amplitude, period, and coherent eastward propagation of the MJO, and to establish a link between MJO simulation skill and parameterized physical processes. Process-oriented diagnostics include the Relative Humidity Composite based on Precipitation (RHCP), Normalized Gross Moist Stability (NGMS), and the Greenhouse Enhancement Factor (GEF). Numerous scalar metrics are developed to quantify the results. Most CMIP5 models underestimate MJOmore » amplitude, especially when outgoing longwave radiation (OLR) is used in the evaluation, and exhibit too fast phase speed while lacking coherence between eastward propagation of precipitation/convection and the wind field. The RHCP-metric, indicative of the sensitivity of simulated convection to low-level environmental moisture, and the NGMS-metric, indicative of the efficiency of a convective atmosphere for exporting moist static energy out of the column, show robust correlations with a large number of MJO skill metrics. The GEF-metric, indicative of the strength of the column-integrated longwave radiative heating due to cloud-radiation interaction, is also correlated with the MJO skill metrics, but shows relatively lower correlations compared to the RHCP- and NGMS-metrics. Our results suggest that modifications to processes associated with moisture-convection coupling and the gross moist stability might be the most fruitful for improving simulations of the MJO. Though the GEF-metric exhibits lower correlations with the MJO skill metrics, the longwave radiation feedback is highly relevant for simulating the weak precipitation anomaly regime that may be important for the establishment of shallow convection and the transition to deep convection.« less

Effectiveness of a model of risky sexual behavior prevention among adolescent boys in Thailand.

PubMed

Tipwareerom, Worawan; Powwattana, Arpaporn; Lapvongwatana, Punyarat; Crosby, Richard A

2011-05-01

The objectives of this study were to identify predictable factors affecting risky sexual behavior and to evaluate the effectiveness of a risky sexual behavior prevention program among boys one and two months after the program. The Information-Motivation-Behavioral skills (IMB) model program was carried out among 74 adolescent boys aged 10-13 years and 74 of their parents in Phitsanulok Province, Thailand. Repeated analysis was employed to analyze the program's effectiveness. After the program, mean scores for comfort in talking about sex, self-efficacy, and skills in condom use increased significantly (p<0.05), and mean scores regarding knowledge about sexually transmitted infections and skills in decision making decreased significantly (p<0.05) compared to baseline. Boys participating in this program improved their condom use skills and comfort talking about sex at two months follow-up (t=3.82, p<0.001; t=3.10, p=0.003, respectively). These results provided evidence for applicability of a prevailing theory-based intervention within the local cultural context.

Are short-term focused training courses on a phantom model using porcine gall bladder useful for trainees in acquiring basic laparoscopic skills?

PubMed

Bansal, Virinder Kumar; Panwar, Rajesh; Misra, Mahesh C; Bhattacharjee, Hemanga K; Jindal, Vikas; Loli, Athiko; Goswami, Amit; Krishna, Asuri; Tamang, Tseten

2012-04-01

The best training method in laparoscopic surgery has not been defined. We evaluated the efficacy of laparoscopic skills acquisition in a short-term focused program. Two hundred fifty-six participants undergoing training on a phantom model were divided into 2 groups. Group 1 had no exposure and group 2 had performed a few laparoscopic surgeries. Acquisition of laparoscopic skills was assessed by operation time and the modified Global Operative Assessment of Laparoscopic Skills (GOALS) scale. A questionnaire was sent to the participants after 3 to 6 months for assessment of impact of training. There was a statistically significant improvement in the assessed parameters and in the mean score of all 5 domains of GOALS. The participants in group 2 performed better than those in group 1 in the first case. The difference between both the groups disappeared after the training. Participants who responded to the questionnaire felt that training helped them in improving their performance in the operation theater.

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.

PubMed

Rudd, James R; Barnett, Lisa M; Farrow, Damian; Berry, Jason; Borkoles, Erika; Polman, Remco

2017-02-01

Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination. Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables

ERIC Educational Resources Information Center

Polat, Hüseyin

2018-01-01

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of…

Optimization of Evaporative Demand Models for Seasonal Drought Forecasting

NASA Astrophysics Data System (ADS)

McEvoy, D.; Huntington, J. L.; Hobbins, M.

2015-12-01

Providing reliable seasonal drought forecasts continues to pose a major challenge for scientists, end-users, and the water resources and agricultural communities. Precipitation (Prcp) forecasts beyond weather time scales are largely unreliable, so exploring new avenues to improve seasonal drought prediction is necessary to move towards applications and decision-making based on seasonal forecasts. A recent study has shown that evaporative demand (E0) anomaly forecasts from the Climate Forecast System Version 2 (CFSv2) are consistently more skillful than Prcp anomaly forecasts during drought events over CONUS, and E0 drought forecasts may be particularly useful during the growing season in the farming belts of the central and Midwestern CONUS. For this recent study, we used CFSv2 reforecasts to assess the skill of E0 and of its individual drivers (temperature, humidity, wind speed, and solar radiation), using the American Society for Civil Engineers Standardized Reference Evapotranspiration (ET0) Equation. Moderate skill was found in ET0, temperature, and humidity, with lesser skill in solar radiation, and no skill in wind. Therefore, forecasts of E0 based on models with no wind or solar radiation inputs may prove to be more skillful than the ASCE ET0. For this presentation we evaluate CFSv2 E0 reforecasts (1982-2009) from three different E0 models: (1) ASCE ET0; (2) Hargreaves and Samani (ET-HS), which is estimated from maximum and minimum temperature alone; and (3) Valiantzas (ET-V), which is a modified version of the Penman method for use when wind speed data are not available (or of poor quality) and is driven only by temperature, humidity, and solar radiation. The University of Idaho's gridded meteorological data (METDATA) were used as observations to evaluate CFSv2 and also to determine if ET0, ET-HS, and ET-V identify similar historical drought periods. We focus specifically on CFSv2 lead times of one, two, and three months, and season one forecasts; which are time scales with moderate skill and are more likely to be used in hydro-climatic applications and decision-making.

Nursing physical assessment for patient safety in general wards: reaching consensus on core skills.

PubMed

Douglas, Clint; Booker, Catriona; Fox, Robyn; Windsor, Carol; Osborne, Sonya; Gardner, Glenn

2016-07-01

To determine consensus across acute care specialty areas on core physical assessment skills necessary for early recognition of changes in patient status in general wards. Current approaches to physical assessment are inconsistent and have not evolved to meet increased patient and system demands. New models of nursing assessment are needed in general wards that ensure a proactive and patient safety approach. A modified Delphi study. Focus group interviews with 150 acute care registered nurses at a large tertiary referral hospital generated a framework of core skills that were developed into a web-based survey. We then sought consensus with a panel of 35 senior acute care registered nurses following a classical Delphi approach over three rounds. Consensus was predefined as at least 80% agreement for each skill across specialty areas. Content analysis of focus group transcripts identified 40 discrete core physical assessment skills. In the Delphi rounds, 16 of these were consensus validated as core skills and were conceptually aligned with the primary survey: (Airway) Assess airway patency; (Breathing) Measure respiratory rate, Evaluate work of breathing, Measure oxygen saturation; (Circulation) Palpate pulse rate and rhythm, Measure blood pressure by auscultation, Assess urine output; (Disability) Assess level of consciousness, Evaluate speech, Assess for pain; (Exposure) Measure body temperature, Inspect skin integrity, Inspect and palpate skin for signs of pressure injury, Observe any wounds, dressings, drains and invasive lines, Observe ability to transfer and mobilise, Assess bowel movements. Among a large and diverse group of experienced acute care registered nurses consensus was achieved on a structured core physical assessment to detect early changes in patient status. Although further research is needed to refine the model, clinical application should promote systematic assessment and clinical reasoning at the bedside. © 2016 John Wiley & Sons Ltd.

Imaging skills for transthoracic echocardiography in cardiology fellows: The value of motion metrics

PubMed Central

Montealegre-Gallegos, Mario; Mahmood, Feroze; Kim, Han; Bergman, Remco; Mitchell, John D.; Bose, Ruma; Hawthorne, Katie M.; O’Halloran, T. David; Wong, Vanessa; Hess, Philip E.; Matyal, Robina

2016-01-01

Background: Proficiency in transthoracic echocardiography (TTE) requires an integration of cognitive knowledge and psychomotor skills. Whereas cognitive knowledge can be quantified, psychomotor skills are implied after repetitive task performance. We applied motion analyses to evaluate psychomotor skill acquisition during simulator-based TTE training. Methods and Results: During the first month of their fellowship training, 16 cardiology fellows underwent a multimodal TTE training program for 4 weeks (8 sessions). The program consisted of online and live didactics as well as simulator training. Kinematic metrics (path length, time, probe accelerations) were obtained at the start and end of the course for 8 standard TTE views using a simulator. At the end of the course TTE image acquisition skills were tested on human models. After completion of the training program the trainees reported improved self-perceived comfort with TTE imaging. There was also an increase of 8.7% in post-test knowledge scores. There was a reduction in the number of probe accelerations [median decrease 49.5, 95% CI = 29-73, adjusted P < 0.01], total time [median decrease 10.6 s, 95% CI = 6.6-15.5, adjusted P < 0.01] and path length [median decrease 8.8 cm, 95% CI = 2.2-17.7, adjusted P < 0.01] from the start to the end of the course. During evaluation on human models, the trainees were able to obtain all the required TTE views without instructor assistance. Conclusion: Simulator-derived motion analyses can be used to objectively quantify acquisition of psychomotor skills during TTE training. Such an approach could be used to assess readiness for clinical practice of TTE. PMID:27052064

Designing a physician leadership development program based on effective models of physician education.

PubMed

Hopkins, Joseph; Fassiotto, Magali; Ku, Manwai Candy; Mammo, Dagem; Valantine, Hannah

2017-02-02

Because of modern challenges in quality, safety, patient centeredness, and cost, health care is evolving to adopt leadership practices of highly effective organizations. Traditional physician training includes little focus on developing leadership skills, which necessitates further training to achieve the potential of collaborative management. The aim of this study was to design a leadership program using established models for continuing medical education and to assess its impact on participants' knowledge, skills, attitudes, and performance. The program, delivered over 9 months, addressed leadership topics and was designed around a framework based on how physicians learn new clinical skills, using multiple experiential learning methods, including a leadership active learning project. The program was evaluated using Kirkpatrick's assessment levels: reaction to the program, learning, changes in behavior, and results. Four cohorts are evaluated (2008-2011). Reaction: The program was rated highly by participants (mean = 4.5 of 5). Learning: Significant improvements were reported in knowledge, skills, and attitudes surrounding leadership competencies. Behavior: The majority (80%-100%) of participants reported plans to use learned leadership skills in their work. Improved team leadership behaviors were shown by increased engagement of project team members. All participants completed a team project during the program, adding value to the institution. Results support the hypothesis that learning approaches known to be effective for other types of physician education are successful when applied to leadership development training. Across all four assessment levels, the program was effective in improving leadership competencies essential to meeting the complex needs of the changing health care system. Developing in-house programs that fit the framework established for continuing medical education can increase physician leadership competencies and add value to health care institutions. Active learning projects provide opportunities to practice leadership skills addressing real word problems.

Anxiety/stress among mothers living with HIV: effects on parenting skills and child outcomes.

PubMed

Murphy, Debra A; Marelich, William D; Armistead, Lisa; Herbeck, Diane M; Payne, Diana L

2010-12-01

Parental HIV infection has been associated with negative outcomes for children, and parenting skills appear to be one mechanism operating in that association. The present study focuses on the relations between maternal stress, parenting, and child functioning among families where the mother is living with HIV. Sixty-nine mothers with at least one child between six and 12 years old completed questionnaires at the baseline assessment of an intervention designed to facilitate maternal disclosure of HIV status. Respondents were assessed using multiple measures of stress/anxiety, parenting skills, and child outcomes, including the Parenting Stress Index, the RAND Mental Health Inventory, the Family Routines Questionnaire, and the Child Behavior Checklist. Covariance structural modeling was used to assess the variable relationships, with latent constructs created for maternal anxiety/stress, parenting skills, and child problem behaviors (both direct and indirect effects were evaluated, with a model-based bootstrap used to verify model stability). Results demonstrated that maternal stress was negatively associated with a broad range of parenting skills, and that parenting skills were negatively associated with child problem behaviors. Mothers living with HIV who are anxious about their own health and functioning, and who were more stressed in their parental role, were more likely to exhibit poorer parenting skills - specifically to engage children less frequently in family routines (e.g., eating meals together, having a bedtime routine), poorer parent-child communication, and poorer and less consistent parenting discipline. Not uncommonly, mothers living with HIV experience a range of stressors above and beyond those related to their illness (e.g., poverty, residence in high risk and low resource communities, discrimination). Results demonstrate the need for interventions designed to decrease maternal stress and enhance parenting skills for families affected by HIV.

The learning effect of intraoperative video-enhanced surgical procedure training.

PubMed

van Det, M J; Meijerink, W J H J; Hoff, C; Middel, L J; Koopal, S A; Pierie, J P E N

2011-07-01

The transition from basic skills training in a skills lab to procedure training in the operating theater using the traditional master-apprentice model (MAM) lacks uniformity and efficiency. When the supervising surgeon performs parts of a procedure, training opportunities are lost. To minimize this intervention by the supervisor and maximize the actual operating time for the trainee, we created a new training method called INtraoperative Video-Enhanced Surgical Training (INVEST). Ten surgical residents were trained in laparoscopic cholecystectomy either by the MAM or with INVEST. Each trainee performed six cholecystectomies that were objectively evaluated on an Objective Structured Assessment of Technical Skills (OSATS) global rating scale. Absolute and relative improvements during the training curriculum were compared between the groups. A questionnaire evaluated the trainee's opinion on this new training method. Skill improvement on the OSATS global rating scale was significantly greater for the trainees in the INVEST curriculum compared to the MAM, with mean absolute improvement 32.6 versus 14.0 points and mean relative improvement 59.1 versus 34.6% (P=0.02). INVEST significantly enhances technical and procedural skill development during the early learning curve for laparoscopic cholecystectomy. Trainees were positive about the content and the idea of the curriculum.

A comparison of students' self-assessments with faculty evaluations of their communication skills.

PubMed

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

Effectiveness of Instructional Design Model (Isman - 2011) in Developing the Planning Teaching Skills of Teachers College Students' at King Saud University

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdurrahman

2012-01-01

The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and organizing full learning activities effectively to ensure competent performance by students. The theoretical foundation of this model comes from behaviorism, cognitivism and constructivism views. And it's based on active learning. During…

The Evolution of Cartography Graduate Programs and the Development of New Graduate Programs in Cartography: An Assessment of Models.

ERIC Educational Resources Information Center

Steinke, Theodore R.

This paper traces the historical development of cartography graduate programs, establishes an evolutionary model, and evaluates the model to determine if it has some utility today for the development of programs capable of producing highly skilled cartographers. Cartography is defined to include traditional cartography, computer cartography,…

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

ERIC Educational Resources Information Center

Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette

2018-01-01

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…

Improving medium-range and seasonal hydroclimate forecasts in the southeast USA

NASA Astrophysics Data System (ADS)

Tian, Di

Accurate hydro-climate forecasts are important for decision making by water managers, agricultural producers, and other stake holders. Numerical weather prediction models and general circulation models may have potential for improving hydro-climate forecasts at different scales. In this study, forecast analogs of the Global Forecast System (GFS) and Global Ensemble Forecast System (GEFS) based on different approaches were evaluated for medium-range reference evapotranspiration (ETo), irrigation scheduling, and urban water demand forecasts in the southeast United States; the Climate Forecast System version 2 (CFSv2) and the North American national multi-model ensemble (NMME) were statistically downscaled for seasonal forecasts of ETo, precipitation (P) and 2-m temperature (T2M) at the regional level. The GFS mean temperature (Tmean), relative humidity, and wind speed (Wind) reforecasts combined with the climatology of Reanalysis 2 solar radiation (Rs) produced higher skill than using the direct GFS output only. Constructed analogs showed slightly higher skill than natural analogs for deterministic forecasts. Both irrigation scheduling driven by the GEFS-based ETo forecasts and GEFS-based ETo forecast skill were generally positive up to one week throughout the year. The GEFS improved ETo forecast skill compared to the GFS. The GEFS-based analog forecasts for the input variables of an operational urban water demand model were skillful when applied in the Tampa Bay area. The modified operational models driven by GEFS analog forecasts showed higher forecast skill than the operational model based on persistence. The results for CFSv2 seasonal forecasts showed maximum temperature (Tmax) and Rs had the greatest influence on ETo. The downscaled Tmax showed the highest predictability, followed by Tmean, Tmin, Rs, and Wind. The CFSv2 model could better predict ETo in cold seasons during El Nino Southern Oscillation (ENSO) events only when the forecast initial condition was in ENSO. Downscaled P and T2M forecasts were produced by directly downscaling the NMME P and T2M output or indirectly using the NMME forecasts of Nino3.4 sea surface temperatures to predict local-scale P and T2M. The indirect method generally showed the highest forecast skill which occurs in cold seasons. The bias-corrected NMME ensemble forecast skill did not outperform the best single model.

A School-Based Professional Development Programme for Teachers of Mathematical Modelling in Singapore

ERIC Educational Resources Information Center

Tan, Liang Soon; Ang, Keng Cheng

2016-01-01

A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers' competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features--content elements to develop teachers' knowledge and skills, and transformative…

Cognitive Diagnostic Models for Tests with Multiple-Choice and Constructed-Response Items

ERIC Educational Resources Information Center

Kuo, Bor-Chen; Chen, Chun-Hua; Yang, Chih-Wei; Mok, Magdalena Mo Ching

2016-01-01

Traditionally, teachers evaluate students' abilities via their total test scores. Recently, cognitive diagnostic models (CDMs) have begun to provide information about the presence or absence of students' skills or misconceptions. Nevertheless, CDMs are typically applied to tests with multiple-choice (MC) items, which provide less diagnostic…

Mapping the Classroom Emotional Environment

ERIC Educational Resources Information Center

Harvey, Shane T.; Bimler, David; Evans, Ian M.; Kirkland, John; Pechtel, Pia

2012-01-01

Harvey and Evans (2003) have proposed that teachers' emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping…

Applications of Diagnostic Classification Models: A Literature Review and Critical Commentary

ERIC Educational Resources Information Center

Sessoms, John; Henson, Robert A.

2018-01-01

Diagnostic classification models (DCMs) classify examinees based on the skills they have mastered given their test performance. This classification enables targeted feedback that can inform remedial instruction. Unfortunately, applications of DCMs have been criticized (e.g., no validity support). Generally, these evaluations have been brief and…

The Minimalist Reading Model: Rethinking Reading Lists in Arts and Education Subjects

ERIC Educational Resources Information Center

Piscioneri, Matthew; Hlavac, Jim

2013-01-01

Despite reading being recognized as a core academic skill, surprisingly little research has been undertaken into university lecture reading requirements. This article reports on the trial and evaluation of a minimalist reading model developed for students in arts and education subjects. Comprising annotated extracts from full texts…

[Skills lab training in veterinary medicine. Effective preparation for clinical work at the small animal clinic of the University for Veterinary Medicine Hannover, Foundation].

PubMed

Engelskirchen, Simon; Ehlers, Jan; Kirk, Ansgar T; Tipold, Andrea; Dilly, Marc

2017-09-20

During five and a half years of studying veterinary medicine, students should in addition to theoretical knowledge acquire sufficient practical skills. Considering animal welfare and ethical aspects, opportunities for hands-on learning on living animals are limited because of the high annual number of students. The first German veterinary clinical-skills lab, established in 2013 at the University for Veterinary Medicine Hannover, Foundation (TiHo), offers opportunities for all students to learn, train and repeat clinical skills on simulators and models as frequently as they would like, until they feel sufficiently confident to transfer these skills to living animals. This study describes the establishment of clinical-skills lab training within the students' practical education, using the example of the small-animal clinic of the TiHo. Two groups of students were compared: without skills lab training (control group K) and with skills lab training (intervention group I). At the end of both the training and a subsequent 10-week clinical rotation in different sections of the clinic, an objective structured clinical examination (OSCE) was performed, testing the students' practical skills at 15 stations. An additional multiple-choice test was performed before and after the clinical rotation to evaluate the increased theoretical knowledge. Students of group I achieved significantly (p ≤ 0.05) better results in eight of the 15 tested skills. The multiple-choice test revealed a significant (p ≤ 0.05) gain of theoretical knowledge in both groups without any differences between the groups. Students displayed a high degree of acceptance of the skills lab training. Using simulators and models in veterinary education is an efficient teaching concept, and should be used continually and integrated in the curriculum.

Comparisons between physics-based, engineering, and statistical learning models for outdoor sound propagation.

PubMed

Hart, Carl R; Reznicek, Nathan J; Wilson, D Keith; Pettit, Chris L; Nykaza, Edward T

2016-05-01

Many outdoor sound propagation models exist, ranging from highly complex physics-based simulations to simplified engineering calculations, and more recently, highly flexible statistical learning methods. Several engineering and statistical learning models are evaluated by using a particular physics-based model, namely, a Crank-Nicholson parabolic equation (CNPE), as a benchmark. Narrowband transmission loss values predicted with the CNPE, based upon a simulated data set of meteorological, boundary, and source conditions, act as simulated observations. In the simulated data set sound propagation conditions span from downward refracting to upward refracting, for acoustically hard and soft boundaries, and low frequencies. Engineering models used in the comparisons include the ISO 9613-2 method, Harmonoise, and Nord2000 propagation models. Statistical learning methods used in the comparisons include bagged decision tree regression, random forest regression, boosting regression, and artificial neural network models. Computed skill scores are relative to sound propagation in a homogeneous atmosphere over a rigid ground. Overall skill scores for the engineering noise models are 0.6%, -7.1%, and 83.8% for the ISO 9613-2, Harmonoise, and Nord2000 models, respectively. Overall skill scores for the statistical learning models are 99.5%, 99.5%, 99.6%, and 99.6% for bagged decision tree, random forest, boosting, and artificial neural network regression models, respectively.

Effects of wintertime atmospheric river landfalls on surface air temperatures in the Western US: Analyses and model evaluation

NASA Astrophysics Data System (ADS)

Kim, J.; Guan, B.; Waliser, D. E.; Ferraro, R.

2016-12-01

Landfalling atmospheric rivers (ARs) affect the wintertime surface air temperatures as shown in earlier studies. The AR-related surface air temperatures can exert significant influence on the hydrology in the US Pacific coast region especially through rainfall-snowfall partitioning and the snowpack in high elevation watersheds as they are directly related with the freezing-level altitudes. These effects of temperature perturbations can in turn affect hydrologic events of various time scales such as flash flooding by the combined effects of rainfall and snowmelt, and the warm season runoff from melting snowpack, especially in conjunction with the AR effects on winter precipitation and rain-on-snow events in WUS. Thus, understanding the effects of AR landfalls on the surface temperatures and examining the capability of climate models in simulating these effects are an important practical concern for WUS. This study aims to understand the effects of AR landfalls on the characteristics of surface air temperatures in WUS, especially seasonal means and PDFs and to evaluate the fidelity of model data produced in the NASA downscaling experiment for the 10 winters from Nov. 1999 to Mar. 2010 using an AR-landfall chronology based on the vertically-integrated water vapor flux calculated from the MERRA2 reanalysis. Model skill is measured using metrics including regional means, a skill score based on correlations and mean-square errors, the similarity between two PDF shapes, and Taylor diagrams. Results show that the AR landfalls are related with higher surface air temperatures in WUS, especially in inland regions. The AR landfalls also reduce the range of surface air temperature PDF, largely by reducing the events in the lower temperature range. The shift in the surface air temperature PDF is consistent with the positive anomalies in the winter-mean temperature. Model data from the NASA downscaling experiment reproduce the AR effects on the temperature PDF, at least qualitatively; however, the skill in representing the spatial variations in the temperature anomalies is low. The skill of these model data also varies according to regions and the configuration of simulations. It was also found that the variations in model skill in simulating the spatial variability according to the model resolution is not systematic.

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

PubMed

Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

2004-01-01

The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9.5 versus 20.6 +/- 9.1 minutes, P = 0.149). A surgical skills laboratory course on CVC, taught by the principles of cognitive task analysis and using inanimate models, improves the knowledge and technical skills of new surgical interns on this task.

Coupling centennial-scale shoreline change to sea-level rise and coastal morphology in the Gulf of Mexico using a Bayesian network

USGS Publications Warehouse

Plant, Nathaniel G.

2016-01-01

Predictions of coastal evolution driven by episodic and persistent processes associated with storms and relative sea-level rise (SLR) are required to test our understanding, evaluate our predictive capability, and to provide guidance for coastal management decisions. Previous work demonstrated that the spatial variability of long-term shoreline change can be predicted using observed SLR rates, tide range, wave height, coastal slope, and a characterization of the geomorphic setting. The shoreline is not suf- ficient to indicate which processes are important in causing shoreline change, such as overwash that depends on coastal dune elevations. Predicting dune height is intrinsically important to assess future storm vulnerability. Here, we enhance shoreline-change predictions by including dune height as a vari- able in a statistical modeling approach. Dune height can also be used as an input variable, but it does not improve the shoreline-change prediction skill. Dune-height input does help to reduce prediction uncer- tainty. That is, by including dune height, the prediction is more precise but not more accurate. Comparing hindcast evaluations, better predictive skill was found when predicting dune height (0.8) compared with shoreline change (0.6). The skill depends on the level of detail of the model and we identify an optimized model that has high skill and minimal overfitting. The predictive model can be implemented with a range of forecast scenarios, and we illustrate the impacts of a higher future sea-level. This scenario shows that the shoreline change becomes increasingly erosional and more uncertain. Predicted dune heights are lower and the dune height uncertainty decreases.

Potential Predictability and Prediction Skill for Southern Peru Summertime Rainfall

NASA Astrophysics Data System (ADS)

WU, S.; Notaro, M.; Vavrus, S. J.; Mortensen, E.; Block, P. J.; Montgomery, R. J.; De Pierola, J. N.; Sanchez, C.

2016-12-01

The central Andes receive over 50% of annual climatological rainfall during the short period of January-March. This summertime rainfall exhibits strong interannual and decadal variability, including severe drought events that incur devastating societal impacts and cause agricultural communities and mining facilities to compete for limited water resources. An improved seasonal prediction skill of summertime rainfall would aid in water resource planning and allocation across the water-limited southern Peru. While various underlying mechanisms have been proposed by past studies for the drivers of interannual variability in summertime rainfall across southern Peru, such as the El Niño-Southern Oscillation (ENSO), Madden Julian Oscillation (MJO), and extratropical forcings, operational forecasts continue to be largely based on rudimentary ENSO-based indices, such as NINO3.4, justifying further exploration of predictive skill. In order to bridge this gap between the understanding of driving mechanisms and the operational forecast, we performed systematic studies on the predictability and prediction skill of southern Peru summertime rainfall by constructing statistical forecast models using best available weather station and reanalysis datasets. At first, by assuming the first two empirical orthogonal functions (EOFs) of summertime rainfall are predictable, the potential predictability skill was evaluated for southern Peru. Then, we constructed a simple regression model, based on the time series of tropical Pacific sea-surface temperatures (SSTs), and a more advanced Linear Inverse Model (LIM), based on the EOFs of tropical ocean SSTs and large-scale atmosphere variables from reanalysis. Our results show that the LIM model consistently outperforms the more rudimentary regression models on the forecast skill of domain averaged precipitation index and individual station indices. The improvement of forecast correlation skill ranges from 10% to over 200% for different stations. Further analysis shows that this advantage of LIM is likely to arise from its representation of local zonal winds and the position of Intertropical Convergence Zone (ITCZ).

Driving and off-road impairments underlying failure on road testing in Parkinson's disease.

PubMed

Devos, Hannes; Vandenberghe, Wim; Tant, Mark; Akinwuntan, Abiodun E; De Weerdt, Willy; Nieuwboer, Alice; Uc, Ergun Y

2013-12-01

Parkinson's disease (PD) affects driving ability. We aimed to determine the most critical impairments in specific road skills and in clinical characteristics leading to failure on a road test in PD. In this cross-sectional study, certified driving assessment experts evaluated specific driving skills in 104 active, licensed drivers with PD using a standardized, on-road checklist and issued a global decision of pass/fail. Participants also completed an off-road evaluation assessing demographic features, disease characteristics, motor function, vision, and cognition. The most important driving skills and off-road predictors of the pass/fail outcome were identified using multivariate stepwise regression analyses. Eighty-six (65%) passed and 36 (35%) failed the on-road driving evaluation. Persons who failed performed worse on all on-road items. When adjusted for age and gender, poor performances on lateral positioning at low speed, speed adaptations at high speed, and left turning maneuvers yielded the best model that determined the pass/fail decision (R(2) = 0.56). The fail group performed poorer on all motor, visual, and cognitive tests. Measures of visual scanning, motor severity, PD subtype, visual acuity, executive functions, and divided attention were independent predictors of pass/fail decisions in the multivariate model (R(2) = 0.60). Our study demonstrated that failure on a road test in PD is determined by impairments in specific driving skills and associated with deficits in motor, visual, executive, and visuospatial functions. These findings point to specific driving and off-road impairments that can be targeted in multimodal rehabilitation programs for drivers with PD. © 2013 Movement Disorder Society.

[Application of animal models in gingival retraction experimental curriculum].

PubMed

Cai, He; Yang, Shu-ying; Zeng, Yong-xiang; Qin, Han; Hu, Shan-shan; Wang, Jian

2016-02-01

To introduce a teaching method for gingival retraction, and evaluate its efficacy for implementation into experimental curricula. First, two kinds of animal models using pigs and cows (below 6 months of age) were established. Twenty-two experienced prosthodontists were then asked to apply gingival retraction on each animal model and evaluate the biofidelity of the 2 models' dento-gingival environment. The data was analyzed with SPSS19.0 software package for paired t test.Then, eighty pre-internship students were randomly divided into 2 groups. Besides the traditional teaching (lecture-based teaching), the experimental group (group A) also had access to skill training (using animal models to practice gingival retraction), while the control group (group B) only used the traditional teaching modality. All students' performance in gingival retraction and impression taking were evaluated in their internship. The data was analyzed with SPSS19.0 software package for Chi-square test. Both pig and cow's dento-gingival environment were similar to that of human being, and there was no significant difference between the two models'biofidelities (P>0.05). In addition, both the effect of gingival retraction and the quality of impression in group A were significantly better than those in group B (P<0.05). Compared with the traditional strategy,practising gingival retraction on animal models can offer greater opportunities for skill development,and be implemented for a wider range of applications.

The Relationship between Independent Transfer Skills and Upper Limb Kinetics in Wheelchair Users

PubMed Central

Boninger, Michael L.; Koontz, Alicia M.

2014-01-01

Transfers are one of the most physically demanding wheelchair activities. The purpose of this study was to determine if using proper transfer skills as measured by the Transfer Assessment Instrument (TAI) is associated with reduced loading on the upper extremities. Twenty-three wheelchair users performed transfers to a level-height bench while a series of forces plates, load cells, and a motion capture system recorded the biomechanics of their natural transferring techniques. Their transfer skills were simultaneously evaluated by two study clinicians using the TAI. Logistic regression and multiple linear regression models were used to determine the relationships between TAI scores and the kinetic variables on both arms across all joints. The results showed that the TAI measured transfer skills were closely associated with the magnitude and timing of joint moments (P < .02, model R2 values ranged from 0.27 to 0.79). Proper completion of the skills which targeted the trailing arm was associated with lower average resultant moments and rates of rise of resultant moments at the trailing shoulder and/or elbow. Some skills involving the leading side had the effect of increasing the magnitude or rate loading on the leading side. Knowledge of the kinetic outcomes associated with each skill may help users to achieve the best load-relieving effects for their upper extremities. PMID:25162039

Discrimination Training and Formative Evaluation for Remediation in Basic Waxing Skills.

ERIC Educational Resources Information Center

Knight, G. William; Guenzel, Pamela

1990-01-01

An experimental group (n=6) of student dentists received discrimination training and self-evaluation exercises on 4 waxing projects and 4 handpiece projects over 13 hours. An equivalent "conventional" group (n=7) received verbal feedback with models on 7 waxing projects over 13 hours. The experimental group outperformed the conventional…

Woman--A Sense of Identity: A Counseling Intervention to Facilitate Personal Growth in Women.

ERIC Educational Resources Information Center

Loeffler, Dorothy; Fiedler, Lois

1979-01-01

An intervention was designed, implemented, and evaluated with the goal of facilitating the psychological growth of women. Focus was on increased self-esteem and competence through self-awareness, skills development, cognitive changes, and changes in overt behavior. Evaluation studies described indicate the model's effectiveness with two…

Validity and reliability of the robotic objective structured assessment of technical skills

PubMed Central

Siddiqui, Nazema Y.; Galloway, Michael L.; Geller, Elizabeth J.; Green, Isabel C.; Hur, Hye-Chun; Langston, Kyle; Pitter, Michael C.; Tarr, Megan E.; Martino, Martin A.

2015-01-01

Objective Objective structured assessments of technical skills (OSATS) have been developed to measure the skill of surgical trainees. Our aim was to develop an OSATS specifically for trainees learning robotic surgery. Study Design This is a multi-institutional study in eight academic training programs. We created an assessment form to evaluate robotic surgical skill through five inanimate exercises. Obstetrics/gynecology, general surgery, and urology residents, fellows, and faculty completed five robotic exercises on a standard training model. Study sessions were recorded and randomly assigned to three blinded judges who scored performance using the assessment form. Construct validity was evaluated by comparing scores between participants with different levels of surgical experience; inter- and intra-rater reliability were also assessed. Results We evaluated 83 residents, 9 fellows, and 13 faculty, totaling 105 participants; 88 (84%) were from obstetrics/gynecology. Our assessment form demonstrated construct validity, with faculty and fellows performing significantly better than residents (mean scores: 89 ± 8 faculty; 74 ± 17 fellows; 59 ± 22 residents, p<0.01). In addition, participants with more robotic console experience scored significantly higher than those with fewer prior console surgeries (p<0.01). R-OSATS demonstrated good inter-rater reliability across all five drills (mean Cronbach's α: 0.79 ± 0.02). Intra-rater reliability was also high (mean Spearman's correlation: 0.91 ± 0.11). Conclusions We developed an assessment form for robotic surgical skill that demonstrates construct validity, inter- and intra-rater reliability. When paired with standardized robotic skill drills this form may be useful to distinguish between levels of trainee performance. PMID:24807319

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs

PubMed Central

Brandt, Patrick D.; O’Connell, Anna B.; Hall, Joshua D.; Freeman, Ashalla M.; Harrell, Jessica R.; Cook, Jeanette Gowen; Brennwald, Patrick J.

2017-01-01

PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate. PMID:28931079

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs.

PubMed

Sinche, Melanie; Layton, Rebekah L; Brandt, Patrick D; O'Connell, Anna B; Hall, Joshua D; Freeman, Ashalla M; Harrell, Jessica R; Cook, Jeanette Gowen; Brennwald, Patrick J

2017-01-01

PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate.

Investigating the key factors in designing a communication skills program for medical students: A qualitative study.

PubMed

Mahdi Hazavehei, Seyyed M; Karimi Moonaghi, Hossein; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali

2015-11-01

Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. The content analysis approach was used in this qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model. The findings of this study consisted of two main themes, i.e., "The vast nature of the present communication skills training" and "administrative requirements of the training program regarding communication skills." The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained. The findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical faculties in designing a proper program for teaching medical students how to communicate effectively with patients and colleagues.

Investigating the key factors in designing a communication skills program for medical students: A qualitative study

PubMed Central

Mahdi Hazavehei, Seyyed M.; Moonaghi, Hossein Karimi; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali

2015-01-01

Introduction Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. Methods The content analysis approach was used in this qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model. Results The findings of this study consisted of two main themes, i.e., “The vast nature of the present communication skills training” and “administrative requirements of the training program regarding communication skills.” The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained. Conclusion The findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical faculties in designing a proper program for teaching medical students how to communicate effectively with patients and colleagues. PMID:26767096

Constructing optimal ensemble projections for predictive environmental modelling in Northern Eurasia

NASA Astrophysics Data System (ADS)

Anisimov, Oleg; Kokorev, Vasily

2013-04-01

Large uncertainties in climate impact modelling are associated with the forcing climate data. This study is targeted at the evaluation of the quality of GCM-based climatic projections in the specific context of predictive environmental modelling in Northern Eurasia. To accomplish this task, we used the output from 36 CMIP5 GCMs from the IPCC AR-5 data base for the control period 1975-2005 and calculated several climatic characteristics and indexes that are most often used in the impact models, i.e. the summer warmth index, duration of the vegetation growth period, precipitation sums, dryness index, thawing degree-day sums, and the annual temperature amplitude. We used data from 744 weather stations in Russia and neighbouring countries to analyze the spatial patterns of modern climatic change and to delineate 17 large regions with coherent temperature changes in the past few decades. GSM results and observational data were averaged over the coherent regions and compared with each other. Ultimately, we evaluated the skills of individual models, ranked them in the context of regional impact modelling and identified top-end GCMs that "better than average" reproduce modern regional changes of the selected meteorological parameters and climatic indexes. Selected top-end GCMs were used to compose several ensembles, each combining results from the different number of models. Ensembles were ranked using the same algorithm and outliers eliminated. We then used data from top-end ensembles for the 2000-2100 period to construct the climatic projections that are likely to be "better than average" in predicting climatic parameters that govern the state of environment in Northern Eurasia. The ultimate conclusions of our study are the following. • High-end GCMs that demonstrate excellent skills in conventional atmospheric model intercomparison experiments are not necessarily the best in replicating climatic characteristics that govern the state of environment in Northern Eurasia, and independent model evaluation on regional level is necessary to identify "better than average" GCMs. • Each of the ensembles combining results from several "better than average" models replicate selected meteorological parameters and climatic indexes better than any single GCM. The ensemble skills are parameter-specific and depend on models it consists of. The best results are not necessarily those based on the ensemble comprised by all "better than average" models. • Comprehensive evaluation of climatic scenarios using specific criteria narrows the range of uncertainties in environmental projections.

Disaster response team FAST skills training with a portable ultrasound simulator compared to traditional training: pilot study.

PubMed

Paddock, Michael T; Bailitz, John; Horowitz, Russ; Khishfe, Basem; Cosby, Karen; Sergel, Michelle J

2015-03-01

Pre-hospital focused assessment with sonography in trauma (FAST) has been effectively used to improve patient care in multiple mass casualty events throughout the world. Although requisite FAST knowledge may now be learned remotely by disaster response team members, traditional live instructor and model hands-on FAST skills training remains logistically challenging. The objective of this pilot study was to compare the effectiveness of a novel portable ultrasound (US) simulator with traditional FAST skills training for a deployed mixed provider disaster response team. We randomized participants into one of three training groups stratified by provider role: Group A. Traditional Skills Training, Group B. US Simulator Skills Training, and Group C. Traditional Skills Training Plus US Simulator Skills Training. After skills training, we measured participants' FAST image acquisition and interpretation skills using a standardized direct observation tool (SDOT) with healthy models and review of FAST patient images. Pre- and post-course US and FAST knowledge were also assessed using a previously validated multiple-choice evaluation. We used the ANOVA procedure to determine the statistical significance of differences between the means of each group's skills scores. Paired sample t-tests were used to determine the statistical significance of pre- and post-course mean knowledge scores within groups. We enrolled 36 participants, 12 randomized to each training group. Randomization resulted in similar distribution of participants between training groups with respect to provider role, age, sex, and prior US training. For the FAST SDOT image acquisition and interpretation mean skills scores, there was no statistically significant difference between training groups. For US and FAST mean knowledge scores, there was a statistically significant improvement between pre- and post-course scores within each group, but again there was not a statistically significant difference between training groups. This pilot study of a deployed mixed-provider disaster response team suggests that a novel portable US simulator may provide equivalent skills training in comparison to traditional live instructor and model training. Further studies with a larger sample size and other measures of short- and long-term clinical performance are warranted.

Interactive computer training to teach discrete-trial instruction to undergraduates and special educators in Brazil: A replication and extension.

PubMed

Higbee, Thomas S; Aporta, Ana Paula; Resende, Alice; Nogueira, Mateus; Goyos, Celso; Pollard, Joy S

2016-12-01

Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill. In the present study, the effectiveness of interactive computer training developed by Pollard, Higbee, Akers, and Brodhead (2014), translated into Brazilian Portuguese, was evaluated with 4 university students (Study 1) and 4 special education teachers (Study 2). We evaluated the effectiveness of training on DTI skills during role-plays with research assistants (Study 1) and during DTI sessions with young children with ASD (Studies 1 and 2) using a multiple baseline design. All participants acquired DTI skills after interactive computer training, although 5 of 8 participants required some form of feedback to reach proficiency. Responding generalized to untaught teaching programs for all participants. We evaluated maintenance with the teachers in Study 2, and DTI skills were maintained with 3 of 4 participants. © 2016 Society for the Experimental Analysis of Behavior.

Medical students learning the pelvic examination: comparison of outcome in terms of skills between a professional patient and a clinical patient model.

PubMed

Siwe, Karin; Wijma, Klaas; Stjernquist, Martin; Wijma, Barbro

2007-11-01

To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP students). During the clinical clerkship, the PP students performed twice as many PEs as CP students did and had more often confirmed palpating the uterus and an ovary. PP students were more skilful in palpating the uterus and ovaries and performed more PEs during the clinical clerkship than did CP students. Engaging healthy and voluntary women as PPs takes time and effort. It is, however, worthwhile as it increases the confidence of students who perform PEs, makes them more competent, and ultimately improves their skills in performing the examination during their clinical clerkship.

Assessment of the interns’ ability based on Dundee model in Shiraz University of Medical Sciences

PubMed Central

AMINI, MITRA; ABIRI, SAMANEH; NABEIEI, PARISA; GHANAVATI, SHIRIN; HAYAT, ALI ASGHAR; KOJURI, JAVAD

2015-01-01

Introduction The importance of medical profession and the role of the physician in society is no secret to anyone. Skills and competencies in clinical practice are necessary for the medical profession. In fact, in patient care, doctors require practical skills in addition to scientific knowledge. This study examines the potentials of medical school students in three areas of doing the right thing, doing the right thing in an intermediate range, and doing the right thing by the right person. Methods This study was done in a descriptive-analytical and sectional model. The population of this study was all interns of Shiraz University of Medical Sciences who were passing internship at Internal Medicine, Surgery, Pediatrics, Obstetrics and Emergency wards. About 100 persons were selected by simple randomization. In order to collect data, a questionnaire with 12 questions was designed in two parts. The questionnaire was approved by 7 Faculty members of Clinical Medicine and Medical Education, and its reliability was approved by test-retest method on 20 medical students in the form of a pilot study and through Cronbach's alpha (82%). Collected data were analyzed by SPSS software version 14 using descriptive statistical methods. Results Results showed that within the inner circle, interns evaluated their skills in surgery, internal medicine, and gynecology wards, intermediate and at other wards as weak. Also within the center circle, interns evaluated adequate educational evidence-based training in the field of medicine, and sufficiency of educational training in the field of clinical decision making and clinical care as suitable. Conclusion According to the results, it seems that medical interns' skills in performing most medical skills are moderate. So teaching students by new educational methods and workshop techniques, using experienced teachers will be effective. The use of clinical skills training centers and objective assessment methods for the students' skills, especially before entering the clinical departments, is very important. PMID:26457317

Leadership Development Through Peer-Facilitated Simulation in Nursing Education.

PubMed

Brown, Karen M; Rode, Jennifer L

2018-01-01

Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.]. Copyright 2018, SLACK Incorporated.

Toward an information-motivation-behavioral skills model of microbicide adherence in clinical trials.

PubMed

Ferrer, Rebecca A; Morrow, Kathleen M; Fisher, William A; Fisher, Jeffrey D

2010-08-01

Unless optimal adherence in microbicide clinical trials is ensured, an efficacious microbicide may be rejected after trial completion, or development of a promising microbicide may be stopped, because low adherence rates create the illusion of poor efficacy. We provide a framework with which to conceptualize and improve microbicide adherence in clinical trials, supported by a critical review of the empirical literature. The information-motivation-behavioral skills (IMB) model of microbicide adherence conceptualizes microbicide adherence in clinical trials and highlights factors that can be addressed in behavioral interventions to increase adherence in such trials. This model asserts that microbicide adherence-related information, motivation, and behavioral skills are fundamental determinants of adherent microbicide utilization. Specifically, information consists of objective facts about microbicide use (e.g., administration and dosage) as well as heuristics that facilitate use (e.g., microbicides must be used with all partners). Motivation to adhere consists of attitudes toward personal use of microbicides (e.g., evaluating the consequences of using microbicides as good or pleasant) as well as social norms that support their use (e.g., beliefs that a sexual partner approves use of microbicides). Behavioral skills consist of objective skills necessary for microbicide adherence (e.g., the ability to apply the microbicide correctly and consistently). Empirical evidence concerning microbicide acceptability and adherence to spermicides, medication, and condom use regimens support the utility of this model for understanding and promoting microbicide adherence in clinical trials.

Teaching emergency medical services management skills using a computer simulation exercise.

PubMed

Hubble, Michael W; Richards, Michael E; Wilfong, Denise

2011-02-01

Simulation exercises have long been used to teach management skills in business schools. However, this pedagogical approach has not been reported in emergency medical services (EMS) management education. We sought to develop, deploy, and evaluate a computerized simulation exercise for teaching EMS management skills. Using historical data, a computer simulation model of a regional EMS system was developed. After validation, the simulation was used in an EMS management course. Using historical operational and financial data of the EMS system under study, students designed an EMS system and prepared a budget based on their design. The design of each group was entered into the model that simulated the performance of the EMS system. Students were evaluated on operational and financial performance of their system design and budget accuracy and then surveyed about their experiences with the exercise. The model accurately simulated the performance of the real-world EMS system on which it was based. The exercise helped students identify operational inefficiencies in their system designs and highlighted budget inaccuracies. Most students rated the exercise as moderately or very realistic in ambulance deployment scheduling, budgeting, personnel cost calculations, demand forecasting, system design, and revenue projections. All students indicated the exercise was helpful in gaining a top management perspective, and 89% stated the exercise was helpful in bridging the gap between theory and reality. Preliminary experience with a computer simulator to teach EMS management skills was well received by students in a baccalaureate paramedic program and seems to be a valuable teaching tool. Copyright © 2011 Society for Simulation in Healthcare

Indian summer monsoon variability forecasts in the North American multimodel ensemble

NASA Astrophysics Data System (ADS)

Singh, Bohar; Cash, Ben; Kinter, James L., III

2018-04-01

The representation of the seasonal mean and interannual variability of the Indian summer monsoon rainfall (ISMR) in nine global ocean-atmosphere coupled models that participated in the North American Multimodal Ensemble (NMME) phase 1 (NMME:1), and in nine global ocean-atmosphere coupled models participating in the NMME phase 2 (NMME:2) from 1982-2009, is evaluated over the Indo-Pacific domain with May initial conditions. The multi-model ensemble (MME) represents the Indian monsoon rainfall with modest skill and systematic biases. There is no significant improvement in the seasonal forecast skill or interannual variability of ISMR in NMME:2 as compared to NMME:1. The NMME skillfully predicts seasonal mean sea surface temperature (SST) and some of the teleconnections with seasonal mean rainfall. However, the SST-rainfall teleconnections are stronger in the NMME than observed. The NMME is not able to capture the extremes of seasonal mean rainfall and the simulated Indian Ocean-monsoon teleconnections are opposite to what are observed.

Evaluation of Generalized Performance across Materials When Using Video Technology by Students with Autism Spectrum Disorder and Moderate Intellectual Disability

ERIC Educational Resources Information Center

Mechling, Linda C.; Ayres, Kevin M.; Foster, Ashley L.; Bryant, Kathryn J.

2015-01-01

The purpose of this study was to evaluate the ability of four high school-aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student…

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

PubMed Central

Snyder, Julia J.; Wiles, Jason R.

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

Using constructive alignment theory to develop nursing skills curricula.

PubMed

Joseph, Sundari; Juwah, Charles

2012-01-01

Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (Biggs and Tang, 2007), however, its use to inform and determine skills curricula in nursing is less well documented. This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course. Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum. This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors' views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators. Copyright © 2011 Elsevier Ltd. All rights reserved.

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

PubMed

Snyder, Julia J; Wiles, Jason R

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

Translation of etiology into evidence-based prevention: the life skills program IPSY.

PubMed

Weichold, Karina

2014-01-01

IPSY (Information + Psychosocial Competence = Protection) is a universal life skills program aiming at the promotion of generic intra- and interpersonal life skills, substance specific skills (for example, resistance skills), school bonding, knowledge, and the prevention of substance misuse with a focus on alcohol and tobacco in youth. This program is based on the WHO's life skills approach as well as on theories and empirical findings concerning the development of substance misuse during early adolescence. IPSY is implemented by teachers over three years of schooling (grades 5-7 in Germany). Guided by models of translational research dealing with conditions of a successful translation of etiological findings into evidence-based prevention programs, the chapter highlights the results of a more than ten-year research program focusing on the development and evaluation of the IPSY program. Findings on long-term general effects, mediators and moderators of program effectiveness, and cross-cultural transferability of the program to other European countries are summarized and discussed in light of dissemination issues. © WILEY PERIODICALS, INC.

Dam-Break Flooding and Structural Damage in a Residential Neighborhood: Performance of a coupled hydrodynamic-damage model

NASA Astrophysics Data System (ADS)

Sanders, B. F.; Gallegos, H. A.; Schubert, J. E.

2011-12-01

The Baldwin Hills dam-break flood and associated structural damage is investigated in this study. The flood caused high velocity flows exceeding 5 m/s which destroyed 41 wood-framed residential structures, 16 of which were completed washed out. Damage is predicted by coupling a calibrated hydrodynamic flood model based on the shallow-water equations to structural damage models. The hydrodynamic and damage models are two-way coupled so building failure is predicted upon exceedance of a hydraulic intensity parameter, which in turn triggers a localized reduction in flow resistance which affects flood intensity predictions. Several established damage models and damage correlations reported in the literature are tested to evaluate the predictive skill for two damage states defined by destruction (Level 2) and washout (Level 3). Results show that high-velocity structural damage can be predicted with a remarkable level of skill using established damage models, but only with two-way coupling of the hydrodynamic and damage models. In contrast, when structural failure predictions have no influence on flow predictions, there is a significant reduction in predictive skill. Force-based damage models compare well with a subset of the damage models which were devised for similar types of structures. Implications for emergency planning and preparedness as well as monetary damage estimation are discussed.

Factor structure and longitudinal measurement invariance of the demand control support model: an evidence from the Swedish Longitudinal Occupational Survey of Health (SLOSH).

PubMed

Chungkham, Holendro Singh; Ingre, Michael; Karasek, Robert; Westerlund, Hugo; Theorell, Töres

2013-01-01

To examine the factor structure and to evaluate the longitudinal measurement invariance of the demand-control-support questionnaire (DCSQ), using the Swedish Longitudinal Occupational Survey of Health (SLOSH). A confirmatory factor analysis (CFA) and multi-group confirmatory factor analysis (MGCFA) models within the framework of structural equation modeling (SEM) have been used to examine the factor structure and invariance across time. Four factors: psychological demand, skill discretion, decision authority and social support, were confirmed by CFA at baseline, with the best fit obtained by removing the item repetitive work of skill discretion. A measurement error correlation (0.42) between work fast and work intensively for psychological demands was also detected. Acceptable composite reliability measures were obtained except for skill discretion (0.68). The invariance of the same factor structure was established, but caution in comparing mean levels of factors over time is warranted as lack of intercept invariance was evident. However, partial intercept invariance was established for work intensively. Our findings indicate that skill discretion and decision authority represent two distinct constructs in the retained model. However removing the item repetitive work along with either work fast or work intensively would improve model fit. Care should also be taken while making comparisons in the constructs across time. Further research should investigate invariance across occupations or socio-economic classes.

Factor Structure and Longitudinal Measurement Invariance of the Demand Control Support Model: An Evidence from the Swedish Longitudinal Occupational Survey of Health (SLOSH)

PubMed Central

Chungkham, Holendro Singh; Ingre, Michael; Karasek, Robert; Westerlund, Hugo; Theorell, Töres

2013-01-01

Objectives To examine the factor structure and to evaluate the longitudinal measurement invariance of the demand-control-support questionnaire (DCSQ), using the Swedish Longitudinal Occupational Survey of Health (SLOSH). Methods A confirmatory factor analysis (CFA) and multi-group confirmatory factor analysis (MGCFA) models within the framework of structural equation modeling (SEM) have been used to examine the factor structure and invariance across time. Results Four factors: psychological demand, skill discretion, decision authority and social support, were confirmed by CFA at baseline, with the best fit obtained by removing the item repetitive work of skill discretion. A measurement error correlation (0.42) between work fast and work intensively for psychological demands was also detected. Acceptable composite reliability measures were obtained except for skill discretion (0.68). The invariance of the same factor structure was established, but caution in comparing mean levels of factors over time is warranted as lack of intercept invariance was evident. However, partial intercept invariance was established for work intensively. Conclusion Our findings indicate that skill discretion and decision authority represent two distinct constructs in the retained model. However removing the item repetitive work along with either work fast or work intensively would improve model fit. Care should also be taken while making comparisons in the constructs across time. Further research should investigate invariance across occupations or socio-economic classes. PMID:23950957

Item response theory analysis of the mechanics baseline test

NASA Astrophysics Data System (ADS)

Cardamone, Caroline N.; Abbott, Jonathan E.; Rayyan, Saif; Seaton, Daniel T.; Pawl, Andrew; Pritchard, David E.

2012-02-01

Item response theory is useful in both the development and evaluation of assessments and in computing standardized measures of student performance. In item response theory, individual parameters (difficulty, discrimination) for each item or question are fit by item response models. These parameters provide a means for evaluating a test and offer a better measure of student skill than a raw test score, because each skill calculation considers not only the number of questions answered correctly, but the individual properties of all questions answered. Here, we present the results from an analysis of the Mechanics Baseline Test given at MIT during 2005-2010. Using the item parameters, we identify questions on the Mechanics Baseline Test that are not effective in discriminating between MIT students of different abilities. We show that a limited subset of the highest quality questions on the Mechanics Baseline Test returns accurate measures of student skill. We compare student skills as determined by item response theory to the more traditional measurement of the raw score and show that a comparable measure of learning gain can be computed.

Behavioral training for mothers of mentally handicapped children: teaching of self-help skills.

PubMed

Mehta, M; Pande, P; Bhargava, M

1991-08-01

Deficits in self help skills are an inevitable problem with the mentally handicapped. The acquisition of self-help skills, learned effortlessly by more intelligent children, is a crucial aspect of the overall development of the mentally handicapped child. In the present study, thirty seven mothers of mentally handicapped children aged between 3 1/2 and 8 years, with an IQ of less than 70, were trained in behavioral techniques such as shaping, task analysis, prompting, and modelling, to develop independent self-help functioning in their children. The self-help areas were toileting, feeding, bathing, washing, and dressing. Thirty two per cent of mothers reported complete skill learning. The problems encountered in the course of training and the subsequent evaluation of its efficacy are discussed.

Stability of Core Language Skill Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

PubMed Central

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.; Suwalsky, Joan T. D.

2014-01-01

This four-wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age-appropriate multi-source measures of child language on single-factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence and accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended. PMID:25165797

MJO prediction using the sub-seasonal to seasonal forecast model of Beijing Climate Center

NASA Astrophysics Data System (ADS)

Liu, Xiangwen; Wu, Tongwen; Yang, Song; Li, Tim; Jie, Weihua; Zhang, Li; Wang, Zaizhi; Liang, Xiaoyun; Li, Qiaoping; Cheng, Yanjie; Ren, Hongli; Fang, Yongjie; Nie, Suping

2017-05-01

By conducting several sets of hindcast experiments using the Beijing Climate Center Climate System Model, which participates in the Sub-seasonal to Seasonal (S2S) Prediction Project, we systematically evaluate the model's capability in forecasting MJO and its main deficiencies. In the original S2S hindcast set, MJO forecast skill is about 16 days. Such a skill shows significant seasonal-to-interannual variations. It is found that the model-dependent MJO forecast skill is more correlated with the Indian Ocean Dipole (IOD) than with the El Niño-Southern Oscillation. The highest skill is achieved in autumn when the IOD attains its maturity. Extended skill is found when the IOD is in its positive phase. MJO forecast skill's close association with the IOD is partially due to the quickly strengthening relationship between MJO amplitude and IOD intensity as lead time increases to about 15 days, beyond which a rapid weakening of the relationship is shown. This relationship transition may cause the forecast skill to decrease quickly with lead time, and is related to the unrealistic amplitude and phase evolutions of predicted MJO over or near the equatorial Indian Ocean during anomalous IOD phases, suggesting a possible influence of exaggerated IOD variability in the model. The results imply that the upper limit of intraseasonal predictability is modulated by large-scale external forcing background state in the tropical Indian Ocean. Two additional sets of hindcast experiments with improved atmosphere and ocean initial conditions (referred to as S2S_IEXP1 and S2S_IEXP2, respectively) are carried out, and the results show that the overall MJO forecast skill is increased to 21-22 days. It is found that the optimization of initial sea surface temperature condition largely accounts for the increase of the overall MJO forecast skill, even though the improved initial atmosphere conditions also play a role. For the DYNAMO/CINDY field campaign period, the forecast skill increases to 27 days in S2S_IEXP2. Nevertheless, even with improved initialization, it is still difficult for the model to predict MJO propagation across the western hemisphere-western Indian Ocean area and across the eastern Indian Ocean-Maritime Continent area. Especially, MJO prediction is apparently limited by various interrelated deficiencies (e.g., overestimated IOD, shorter-than-observed MJO life cycle, Maritime Continent prediction barrier), due possibly to the model bias in the background moisture field over the eastern Indian Ocean and Maritime Continent. Thus, more efforts are needed to correct the deficiency in model physics in this region, in order to overcome the well-known Maritime Continent predictability barrier.

Frequency of Internet addiction and development of social skills in adolescents in an urban area of Lima.

PubMed

Zegarra Zamalloa, Carlos Orlando; Cuba Fuentes, Maria Sofía

2017-01-30

To determine the frequency of Internet addiction and its relationship with the development of social skills in adolescents in the town of Condevilla, district of San Martin de Porres, Lima - Peru. The degree of social skills and level of internet use was evaluated in adolescents from 10 to 19 years of 5th to 11th grades in two secondary schools in the town of Condevilla. Classrooms were randomly selected, and the questionnaires were applied to all adolescents. Two questionnaires were applied: Scale for Internet Addiction of Lima to determine the extent of Internet use, and the Social Skills Test from the Ministry of Health of Peru, which evaluates self-esteem, assertiveness, communication and decision-making. The analyses by Chi2 test and Fisher's exact test, as well as a generalized linear model (GLM) were performed using the binomial family. Both questionnaires were applied to 179 adolescents, of whom 49.2% were male. The main age was 13 years, 78.8% of which were in secondary school. Internet addiction was found in 12.9% of respondents, of whom the majority were male (78.3%, p = 0.003) and had a higher prevalence of low social skills (21.7%, p = 0.45). In multivariate analysis, the independent factors associated with Internet addiction were gender (p = 0.016) and to have low social skills compared to high social skills (p = 0.004). In adolescents, there is a relationship between internet addiction and low social skills, among which the area of communication is statistically significant.

An institutional staff training and self-management program for developing multiple self-care skills in severely/profoundly retarded individuals.

PubMed Central

Kissel, R C; Whitman, T L; Reid, D H

1983-01-01

Although considerable attention has been given to the development of institutional staff training and management programs, the generalized effects of such programs on staff and resident behavior have seldom been examined. This study evaluated a program for teaching institutional staff behavioral training and self-management skills during self-care teaching sessions with severely and profoundly retarded residents. Following baseline observations in three self-care situations (toothbrushing, haircombing, handwashing), four direct care staff were sequentially taught to use verbal instruction, physical guidance, and contingent reinforcement in the toothbrushing program. During maintenance, staff were simultaneously taught to record, graph, and evaluate resident and their own behavior in the toothbrushing sessions. Staff were taught use of the training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Observer presence and experimenter supervision were gradually decreased during the maintenance condition. Results indicated that during training and maintenance staff: (a) learned to use the training skills appropriately and consistently in the example situation (toothbrushing); (b) applied the skills in the generalization situations (haircombing and handwashing); and thereafter (c) maintained consistent and appropriate use of the skills with infrequent supervision. In addition, important changes in retarded residents' independent self-care responding occurred as staff training skills developed. Results are discussed in terms of their implications for future research and continued development of effective staff training and management programs. PMID:6654771

Improving the Interview Skills of College Students Using Behavioral Skills Training

ERIC Educational Resources Information Center

Stocco, Corey S.; Thompson, Rachel H.; Hart, John M.; Soriano, Heidi L.

2017-01-01

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self-evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All…

Nurse-Led Competency Model for Emergency Physicians: A Qualitative Study.

PubMed

Daouk-Öyry, Lina; Mufarrij, Afif; Khalil, Maya; Sahakian, Tina; Saliba, Miriam; Jabbour, Rima; Hitti, Eveline

2017-09-01

To develop a competency model for emergency physicians from the perspective of nurses, juxtapose this model with the widely adopted Accreditation Council for Graduate Medical Education (ACGME) model, and identify competencies that might be unique to the nurses' perspective. The study relied on secondary data originally collected as part of nurses' assessment of emergency physicians' nonclinical skills in the emergency department (ED) of an academic medical center in the Middle East. Participants were 36 registered nurses who had worked in the ED for at least 2 years and had worked for at least 2 shifts per month with the physician being evaluated. Through content analysis, a nurse-led competency model was identified, including 8 core competencies encompassing 33 subcompetencies. The 8 core competencies were emotional intelligence; problem-solving and decisionmaking skills; operations management; patient focus; patient care, procedural skills, and medical knowledge; professionalism; communication skills; and team leadership and management. When the developed model was compared with the ACGME model, the 2 models diverged more than they converged. The nurses' perspective offered distinctive insight into the competencies needed for physicians in an emergency medicine environment, indicating the value of nurses' perspective and shedding light on the need for more systematic and more methodologically sound studies to examine the issue further. The differences between the models highlighted the competencies that were unique to the nurse perspective, and the similarities were indicative of the influence of different perspectives and organizational context on how competencies manifest. Copyright © 2016 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis.

PubMed

Lonigan, Christopher J; Goodrich, J Marc; Farver, JoAnn M

2018-04-01

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Surgical model pig ex vivo for venous dissection teaching in medical schools.

PubMed

Tube, Milton Ignacio Carvalho; Spencer-Netto, Fernando Antonio Campelo; Oliveira, Anderson Igor Pereira de; Holanda, Arthur Cesário de; Barros, Bruno Leão Dos Santos; Rezende, Caio Cezar Gomes; Cavalcanti, João Pedro Guerra; Batista, Marília Apolinário; Campos, Josemberg Marins

2017-02-01

To investigate a method for development of surgical skills in medical students simulating venous dissection in surgical ex vivo pig model. Prospective, analytical, experimental, controlled study with four stages: selection, theoretical teaching, training and assessment. Sample of 312 students was divided into two groups: Group A - 2nd semester students; Group B - students of 8th semester. The groups were divided into five groups of 12 students, trained two hours per week in the semester. They set up four models to three students in each skill station assisted by a monitor. Teaching protocol emergency procedures training were applied to venous dissection, test goal-discursive and OSATS scale. The pre-test confirmed that the methodology has not been previously applied to the students. The averages obtained in the theoretical evaluation reached satisfactory parameters in both groups. The results of applying OSATS scale showed the best performance in group A compared to group B, however, both groups had satisfactory medium. The method was enough to raise a satisfactory level of skill both groups in venous dissection running on surgical swine ex vivo models.

Evaluation of a new CNRM-CM6 model version for seasonal climate predictions

NASA Astrophysics Data System (ADS)

Volpi, Danila; Ardilouze, Constantin; Batté, Lauriane; Dorel, Laurant; Guérémy, Jean-François; Déqué, Michel

2017-04-01

This work presents the quality assessment of a new version of the Météo-France coupled climate prediction system, which has been developed in the EU COPERNICUS Climate Change Services framework to carry out seasonal forecast. The system is based on the CNRM-CM6 model, with Arpege-Surfex 6.2.2 as atmosphere/land component and Nemo 3.2 as ocean component, which has directly embedded the sea-ice component Gelato 6.0. In order to have a robust diagnostic, the experiment is composed by 60 ensemble members generated with stochastic dynamic perturbations. The experiment has been performed over a 37-year re-forecast period from 1979 to 2015, with two start dates per year, respectively in May 1st and November 1st. The evaluation of the predictive skill of the model is shown under two perspectives: on the one hand, the ability of the model to faithfully respond to positive or negative ENSO, NAO and QBO events, independently of the predictability of these events. Such assessment is carried out through a composite analysis, and shows that the model succeeds in reproducing the main patterns for 2-meter temperature, precipitation and geopotential height at 500 hPa during the winter season. On the other hand, the model predictive skill of the same events (positive and negative ENSO, NAO and QBO) is evaluated.

The application of k-Nearest Neighbour in the identification of high potential archers based on relative psychological coping skills variables

NASA Astrophysics Data System (ADS)

Taha, Zahari; Muazu Musa, Rabiu; Majeed, Anwar P. P. Abdul; Razali Abdullah, Mohamad; Muaz Alim, Muhammad; Nasir, Ahmad Fakhri Ab

2018-04-01

The present study aims at classifying and predicting high and low potential archers from a collection of psychological coping skills variables trained on different k-Nearest Neighbour (k-NN) kernels. 50 youth archers with the average age and standard deviation of (17.0 ±.056) gathered from various archery programmes completed a one end shooting score test. Psychological coping skills inventory which evaluates the archers level of related coping skills were filled out by the archers prior to their shooting tests. k-means cluster analysis was applied to cluster the archers based on their scores on variables assessed k-NN models, i.e. fine, medium, coarse, cosine, cubic and weighted kernel functions, were trained on the psychological variables. The k-means clustered the archers into high psychologically prepared archers (HPPA) and low psychologically prepared archers (LPPA), respectively. It was demonstrated that the cosine k-NN model exhibited good accuracy and precision throughout the exercise with an accuracy of 94% and considerably fewer error rate for the prediction of the HPPA and the LPPA as compared to the rest of the models. The findings of this investigation can be valuable to coaches and sports managers to recognise high potential athletes from the selected psychological coping skills variables examined which would consequently save time and energy during talent identification and development programme.

JobTIPS: A Transition to Employment Program for Individuals with Autism Spectrum Disorders

PubMed Central

Strickland, Dorothy C.; Coles, Claire D.; Southern, Louise B.

2013-01-01

This study evaluated the effectiveness of an Internet accessed training program that included Theory of Mind-based guidance, video models, visual supports, and virtual reality practice sessions in teaching appropriate job interview skills to individuals with high functioning ASD. In a randomized study, twenty two youth, ages 16 to 19, were evaluated during two employment interviews. Half received a training intervention following the initial interview and the half who served as a contrast group did not. Their performance pre and post intervention was assessed by four independent raters using a scale that included evaluation of both Content and Delivery. Results suggest that youth who completed the JobTIPS employment program demonstrated significantly more effective verbal content skills than those who did not. PMID:23494559

A Comprehensive Model for Promoting Resiliency and Preventing Violence in Schools

ERIC Educational Resources Information Center

Castro-Olivo, Sara Maria; Tran, Oanh Kim; Begum, Gazi Ferdousi; Arellano, Elizabeth Michelle; Garcia, Nicole Marie; Tung, Catherine Yang

2013-01-01

Implementing violence prevention programs has become a priority for schools; however, most programs used for this purpose are limited in the skills they teach. In this study, two different resiliency building/violence prevention models were evaluated to assess their effectiveness at preventing violent and maladaptive behaviors in youth. Data from…

Treatment Effects of a Relationship-Strengthening Intervention for Economically Disadvantaged New Parents

ERIC Educational Resources Information Center

Charles, Pajarita; Jones, Anne; Guo, Shenyang

2014-01-01

Objective: The purpose of the present study was to evaluate the treatment effects of a relationship skills and family strengthening intervention for n = 726 high-risk, disadvantaged new parents. Method: Hierarchical linear modeling and regression models were used to assess intervention treatment effects. These findings were subsequently verified…

Comparative Costs of Manpower Education: A Methodological Study.

ERIC Educational Resources Information Center

Lyman, Jay Rich

The objective of this study was to establish a criteria and model for comparative evaluation of manpower educational programs. The criteria developed deals with resource allocation in manpower education programs and how well those programs meet the needs of industry. In the proposed model, an occupation is reduced to its basic skills, which are…

Promoting Fitness and Safety in Elementary Students: A Randomized Control Study of the Michigan Model for Health

ERIC Educational Resources Information Center

O'Neill, James M.; Clark, Jeffrey K.; Jones, James A.

2016-01-01

Background: In elementary grades, comprehensive health education curricula have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on nutrition, physical fitness, and safety knowledge and skills. Methods: Schools (N = 52) were randomly assigned…

Validating Cognitive Models of Task Performance in Algebra on the SAT®. Research Report No. 2009-3

ERIC Educational Resources Information Center

Gierl, Mark J.; Leighton, Jacqueline P.; Wang, Changjiang; Zhou, Jiawen; Gokiert, Rebecca; Tan, Adele

2009-01-01

The purpose of the study is to present research focused on validating the four algebra cognitive models in Gierl, Wang, et al., using student response data collected with protocol analysis methods to evaluate the knowledge structures and processing skills used by a sample of SAT test takers.

Using Video Models to Teach Students with Disabilities to Play the Wii

ERIC Educational Resources Information Center

Sherrow, Lauren A.; Spriggs, Amy D.; Knight, Victoria F.

2016-01-01

This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii.…

Multilevel Cognitive Diagnosis Models for Assessing Changes in Latent Attributes

ERIC Educational Resources Information Center

Huang, Hung-Yu

2017-01-01

Cognitive diagnosis models (CDMs) have been developed to evaluate the mastery status of individuals with respect to a set of defined attributes or skills that are measured through testing. When individuals are repeatedly administered a cognitive diagnosis test, a new class of multilevel CDMs is required to assess the changes in their attributes…

Assessing the New Competencies for Resident Education: A Model from an Emergency Medicine Program.

ERIC Educational Resources Information Center

Reisdorff, Earl J.; Hayes, Oliver W.; Carlson, Dale J.; Walker, Gregory L.

2001-01-01

Based on the experience of Michigan State University's emergency medicine residency program, proposes a practical method for modifying an existing student evaluation format. The model provides a template other programs could use in assessing residents' acquisition of the knowledge, skills, and attitudes reflected in the six general competencies…

Potential predictability and forecast skill in ensemble climate forecast: a skill-persistence rule

NASA Astrophysics Data System (ADS)

Jin, Yishuai; Rong, Xinyao; Liu, Zhengyu

2017-12-01

This study investigates the factors relationship between the forecast skills for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill for sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further proved using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but could be distorted by sampling errors and non-AR1 processes. This study suggests that the so called "perfect skill" is model dependent and cannot serve as an accurate estimate of the true upper limit of real world prediction skill, unless the model can capture at least the persistence property of the observation.

A COMMUNITY MENTAL HEALTH PROFESSIONAL DEVELOPMENT MODEL FOR THE EXPANSION OF REFLECTIVE PRACTICE AND SUPERVISION: EVALUATION OF A PILOT TRAINING SERIES FOR INFANT MENTAL HEALTH PROFESSIONALS.

PubMed

Shea, Sarah E; Goldberg, Sheryl; Weatherston, Deborah J

2016-11-01

The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home-based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants' increased capacity to apply reflective practice and supervisory knowledge and skills. Furthermore, IMH clinicians demonstrated an increase in the frequency of their use of reflective practice skills, and their supervisors demonstrated an increase in their sense of self-efficacy regarding reflective supervisory tasks. Finally, the evaluation included a successful pilot of new measures designed to measure reflective practice, contributing to the growing body of research in the area of reflective supervision. © 2016 Michigan Association for Infant Mental Health.

Challenges of Applying a Comprehensive Model of Intervention Fidelity

PubMed Central

Bosak, Kelly; Pozehl, Bunny; Yates, Bernice

2014-01-01

Applying a comprehensive model of fidelity to interventions delivered by Information and Communication Technology (ICT) has multiple challenges. Fidelity must be considered in the design, implementation, evaluation, and reporting of the intervention. The fidelity strategies must address the unique aspects of the technology, including training providers to instruct participants to use the technology and to provide standardized feedback, rather than deliver the intervention in-person. Other challenges include the nonspecific effects resulting from participants accessing unintended content in interventions delivered by the Internet. ICT allows participant receipt and enactment of intervention skills to be assessed by electronic evidence, rather than in-person observation. Interventions using ICT, such as the Internet are unique, and there is less control of participant interaction with various electronic components. Monitoring participant use and providing standardized feedback for receipt and enactment of intervention skills is key to ensuring intervention fidelity. The final challenges involve evaluating and reporting fidelity. PMID:21474676

Evaluating Behavioral Skills Training to Teach Safe Tackling Skills to Youth Football Players

ERIC Educational Resources Information Center

Tai, Sharayah S. M.; Miltenberger, Raymond G.

2017-01-01

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six…

Development of a drought forecasting model for the Asia-Pacific region using remote sensing and climate data: Focusing on Indonesia

NASA Astrophysics Data System (ADS)

Rhee, Jinyoung; Kim, Gayoung; Im, Jungho

2017-04-01

Three regions of Indonesia with different rainfall characteristics were chosen to develop drought forecast models based on machine learning. The 6-month Standardized Precipitation Index (SPI6) was selected as the target variable. The models' forecast skill was compared to the skill of long-range climate forecast models in terms of drought accuracy and regression mean absolute error (MAE). Indonesian droughts are known to be related to El Nino Southern Oscillation (ENSO) variability despite of regional differences as well as monsoon, local sea surface temperature (SST), other large-scale atmosphere-ocean interactions such as Indian Ocean Dipole (IOD) and Southern Pacific Convergence Zone (SPCZ), and local factors including topography and elevation. Machine learning models are thus to enhance drought forecast skill by combining local and remote SST and remote sensing information reflecting initial drought conditions to the long-range climate forecast model results. A total of 126 machine learning models were developed for the three regions of West Java (JB), West Sumatra (SB), and Gorontalo (GO) and six long-range climate forecast models of MSC_CanCM3, MSC_CanCM4, NCEP, NASA, PNU, POAMA as well as one climatology model based on remote sensing precipitation data, and 1 to 6-month lead times. When compared the results between the machine learning models and the long-range climate forecast models, West Java and Gorontalo regions showed similar characteristics in terms of drought accuracy. Drought accuracy of the long-range climate forecast models were generally higher than the machine learning models with short lead times but the opposite appeared for longer lead times. For West Sumatra, however, the machine learning models and the long-range climate forecast models showed similar drought accuracy. The machine learning models showed smaller regression errors for all three regions especially with longer lead times. Among the three regions, the machine learning models developed for Gorontalo showed the highest drought accuracy and the lowest regression error. West Java showed higher drought accuracy compared to West Sumatra, while West Sumatra showed lower regression error compared to West Java. The lower error in West Sumatra may be because of the smaller sample size used for training and evaluation for the region. Regional differences of forecast skill are determined by the effect of ENSO and the following forecast skill of the long-range climate forecast models. While shown somewhat high in West Sumatra, relative importance of remote sensing variables was mostly low in most cases. High importance of the variables based on long-range climate forecast models indicates that the forecast skill of the machine learning models are mostly determined by the forecast skill of the climate models.

Climate, weather, space weather: model development in an operational context

NASA Astrophysics Data System (ADS)

Folini, Doris

2018-05-01

Aspects of operational modeling for climate, weather, and space weather forecasts are contrasted, with a particular focus on the somewhat conflicting demands of "operational stability" versus "dynamic development" of the involved models. Some common key elements are identified, indicating potential for fruitful exchange across communities. Operational model development is compelling, driven by factors that broadly fall into four categories: model skill, basic physics, advances in computer architecture, and new aspects to be covered, from costumer needs over physics to observational data. Evaluation of model skill as part of the operational chain goes beyond an automated skill score. Permanent interaction between "pure research" and "operational forecast" people is beneficial to both sides. This includes joint model development projects, although ultimate responsibility for the operational code remains with the forecast provider. The pace of model development reflects operational lead times. The points are illustrated with selected examples, many of which reflect the author's background and personal contacts, notably with the Swiss Weather Service and the Max Planck Institute for Meteorology, Hamburg, Germany. In view of current and future challenges, large collaborations covering a range of expertise are a must - within and across climate, weather, and space weather. To profit from and cope with the rapid progress of computer architectures, supercompute centers must form part of the team.

Development of three-dimensional patient face model that enables real-time collision detection and cutting operation for a dental simulator.

PubMed

Yamaguchi, Satoshi; Yamada, Yuya; Yoshida, Yoshinori; Noborio, Hiroshi; Imazato, Satoshi

2012-01-01

The virtual reality (VR) simulator is a useful tool to develop dental hand skill. However, VR simulations with reactions of patients have limited computational time to reproduce a face model. Our aim was to develop a patient face model that enables real-time collision detection and cutting operation by using stereolithography (STL) and deterministic finite automaton (DFA) data files. We evaluated dependence of computational cost and constructed the patient face model using the optimum condition for combining STL and DFA data files, and assessed the computational costs for operation in do-nothing, collision, cutting, and combination of collision and cutting. The face model was successfully constructed with low computational costs of 11.3, 18.3, 30.3, and 33.5 ms for do-nothing, collision, cutting, and collision and cutting, respectively. The patient face model could be useful for developing dental hand skill with VR.

Arthroscopic skills assessment and use of box model for training in arthroscopic surgery using Sawbones – “FAST” workstation

PubMed Central

Goyal, Saumitra; Radi, Mohamed Abdel; Ramadan, Islam Karam-allah; Said, Hatem Galal

2016-01-01

Purpose: Arthroscopic skills training outside the operative room may decrease risks and errors by trainee surgeons. There is a need of simple objective method for evaluating proficiency and skill of arthroscopy trainees using simple bench model of arthroscopic simulator. The aim of this study is to correlate motor task performance to level of prior arthroscopic experience and establish benchmarks for training modules. Methods: Twenty orthopaedic surgeons performed a set of tasks to assess a) arthroscopic triangulation, b) navigation, c) object handling and d) meniscus trimming using SAWBONES “FAST” arthroscopy skills workstation. Time to completion and the errors were computed. The subjects were divided into four levels; “Novice”, “Beginner”, “Intermediate” and “Advanced” based on previous arthroscopy experience, for analyses of performance. Results: The task performance under transparent dome was not related to experience of the surgeon unlike opaque dome, highlighting the importance of hand-eye co-ordination required in arthroscopy. Median time to completion for each task improved as the level of experience increased and this was found to be statistically significant (p < .05) e.g. time for maze navigation (Novice – 166 s, Beginner – 135.5 s, Intermediate – 100 s, Advance – 97.5 s) and the similar results for all tasks. Majority (>85%) of subjects across all the levels reported improvement in performance with sequential tasks. Conclusion: Use of the arthroscope requires visuo-spatial coordination which is a skill that develops with practice. This simple box model can reliably differentiate the arthroscopic skills based on experience and can be used to monitor progression of skills of trainees in institutions. PMID:27801643

Minimum Objectives: A Measurement System to Provide Evaluation of Special Education in Regular Classrooms.

ERIC Educational Resources Information Center

Christie, Lu S.; McKenzie, Hugh S.

Discussed is the use of minimum behavioral objectives to provide evaluation of special education in regular classrooms. Literature which supports the mainstreaming of moderately handicapped children is reviewed briefly. Application of the behavioral model of education on the community level is considered in terms of the basic skills which comprise…

Preliminary Evaluation Report on the Los Angeles City Schools, SB 28 Demonstration Program in Mathematics.

ERIC Educational Resources Information Center

Gordon, C. Wayne

The purpose of this preliminary report is to describe and evaluate the Los Angeles Model Mathematics Project (LAMMP). The objectives of this project include the improvement of mathematical skills and understanding of mathematical concepts, the improvement of students' self-image, the development of instructional materials and the assessment of…

Development of a Quality Improvement Curriculum in Physician Assistant Studies.

PubMed

Kindratt, Tiffany B; Orcutt, Venetia L

2017-06-01

The purpose of this project was to develop and evaluate a curriculum for physician assistant (PA) students addressing knowledge, skills, and attitudes (KSA) toward quality improvement (QI). Students (N = 77) completed a pretest rating their KSA. A curriculum was developed to improve KSA among didactic and clinical students. Two department-wide QI projects were developed for student participation. Students completed a posttest after completing curriculum components and changes in KSA had been measured. Postcurriculum implementation, QI knowledge, and skills increased significantly in most areas. Large improvements were seen in knowledge of Plan, Do, Study, Act models and life cycles of QI projects (p < .0001). Seven students (20%) participated in department-wide projects. Our curriculum model (1) was effective at improving students' QI knowledge and skills; (2) allowed students to participate in community-based QI projects; and (3) can be used by other PA programs looking to enhance their QI curriculum.

Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

NASA Astrophysics Data System (ADS)

Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

2017-11-01

The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

A cross-validation package driving Netica with python

USGS Publications Warehouse

Fienen, Michael N.; Plant, Nathaniel G.

2014-01-01

Bayesian networks (BNs) are powerful tools for probabilistically simulating natural systems and emulating process models. Cross validation is a technique to avoid overfitting resulting from overly complex BNs. Overfitting reduces predictive skill. Cross-validation for BNs is known but rarely implemented due partly to a lack of software tools designed to work with available BN packages. CVNetica is open-source, written in Python, and extends the Netica software package to perform cross-validation and read, rebuild, and learn BNs from data. Insights gained from cross-validation and implications on prediction versus description are illustrated with: a data-driven oceanographic application; and a model-emulation application. These examples show that overfitting occurs when BNs become more complex than allowed by supporting data and overfitting incurs computational costs as well as causing a reduction in prediction skill. CVNetica evaluates overfitting using several complexity metrics (we used level of discretization) and its impact on performance metrics (we used skill).

Field Evaluation of Model II of the Computer-Based, Individual Trainer for the Radar Intercept Officer

DTIC Science & Technology

1974-07-01

of an (almost) completely automated CAI capability for teaching skills for the Radar Intercept Officer’s (RIO’s) job. Contributions made by this...expected) from such features. At present, the utility of developing CAI materials for teaching the utiliza- tion of the AWG-9 system for maintaining...this complexity is necessary even though the trainer -as designed to teach only basic skills used in this performance. Therefore, chc details of the

Evaluation of medium-range ensemble flood forecasting based on calibration strategies and ensemble methods in Lanjiang Basin, Southeast China

NASA Astrophysics Data System (ADS)

Liu, Li; Gao, Chao; Xuan, Weidong; Xu, Yue-Ping

2017-11-01

Ensemble flood forecasts by hydrological models using numerical weather prediction products as forcing data are becoming more commonly used in operational flood forecasting applications. In this study, a hydrological ensemble flood forecasting system comprised of an automatically calibrated Variable Infiltration Capacity model and quantitative precipitation forecasts from TIGGE dataset is constructed for Lanjiang Basin, Southeast China. The impacts of calibration strategies and ensemble methods on the performance of the system are then evaluated. The hydrological model is optimized by the parallel programmed ε-NSGA II multi-objective algorithm. According to the solutions by ε-NSGA II, two differently parameterized models are determined to simulate daily flows and peak flows at each of the three hydrological stations. Then a simple yet effective modular approach is proposed to combine these daily and peak flows at the same station into one composite series. Five ensemble methods and various evaluation metrics are adopted. The results show that ε-NSGA II can provide an objective determination on parameter estimation, and the parallel program permits a more efficient simulation. It is also demonstrated that the forecasts from ECMWF have more favorable skill scores than other Ensemble Prediction Systems. The multimodel ensembles have advantages over all the single model ensembles and the multimodel methods weighted on members and skill scores outperform other methods. Furthermore, the overall performance at three stations can be satisfactory up to ten days, however the hydrological errors can degrade the skill score by approximately 2 days, and the influence persists until a lead time of 10 days with a weakening trend. With respect to peak flows selected by the Peaks Over Threshold approach, the ensemble means from single models or multimodels are generally underestimated, indicating that the ensemble mean can bring overall improvement in forecasting of flows. For peak values taking flood forecasts from each individual member into account is more appropriate.

Program Evaluation Interest and Skills of School Counselors

ERIC Educational Resources Information Center

Astramovich, Randall L.

2017-01-01

School counselors participated in a study examining their program evaluation interest and skills. Findings suggest that school counselors understand the importance of program evaluation, yet they may lack the skills and confidence to successfully engage in program evaluation activities. Professional development training may be an important method…

Science from evaluation: testing hypotheses about differential effects of three youth-focused suicide prevention trainings.

PubMed

Coleman, Daniel; Del Quest, Aisling

2015-01-01

As part of an evaluation component of a youth suicide prevention, a quasi-experimental repeated measures design tested hypotheses about two brief suicide prevention gatekeeper trainings (Question, Persuade, Refer [QPR] and RESPONSE) and one longer suicide intervention skills training (Applied Suicide Intervention Skills Training [ASIST]). All three trainings showed large changes in prevention attitudes and self-efficacy, largely maintained at follow-up. ASIST trainees had large increases in asking at-risk youth about suicide at follow-up. Convergent with other research, modeling and role-play in training are crucial to increased prevention behaviors. Practice and research implications are discussed, including social work roles in suicide prevention and research.

Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers?

PubMed

Abay, Ece Şükriye; Turan, Sevgi; Odabaşı, Orhan; Elçin, Melih

2017-01-01

Phenomenon: Clinical skills centers allow structured training of undergraduate medical students for the acquisition of clinical skills in a simulated environment. Physician, nurse, or peer tutors are employed for training in those centers. All tutors should have appropriate training about the methodology used in the clinical skills training. Many of the studies revealed the effectiveness of various types of tutors. The aim of our study was to evaluate medical students' satisfaction with clinical skills training, and their opinions about the differences in coaching skills among the physician, nurse, and peer tutors. This study was conducted with third-year students (467 students) in 2013-2014 academic year at Hacettepe University Faculty of Medicine. Participation rate was 85 % (397 students). The students attended the suturing skill training in groups of 40 students. First, a faculty member from the Department of Medical Education delivered a video demonstration and conducted discussion. After the demonstration, the students were divided into groups of 5-6 students. A physician, nurse, or a peer tutor facilitated each group. The students were asked to complete the Coaching Skills Evaluation Form after the practicum session. It contained 13 criteria for assessing the coaching skills. Additionally, the form included a question for rating the student's satisfaction with the tutor. The performance of the tutors at each step was rated on a three-point scale. Kruskal Wallis analysis was used to compare students' scores for their tutors. The students' satisfaction with tutors was high for all of the tutors. However, there was no difference between students' scores in suturing skill, and between physician, nurse, and peer tutors' coaching skills. Insights: In this study, we revealed that physician, nurse, and peer tutors were equally effective on the students' performances. They were also regarded as effective in their teaching role by students. But the most important point was that sufficient tutor training and preparation was crucial for the success of models.

The Imperial Paediatric Emergency Training Toolkit (IPETT) for use in paediatric emergency training: development and evaluation of feasibility and validity.

PubMed

Lambden, Simon; DeMunter, Claudine; Dowson, Anne; Cooper, Mehrengise; Gautama, Sanjay; Sevdalis, Nick

2013-06-01

To develop and test the feasibility, reliability, and validity of a practical toolkit for the assessment and feedback of skills required to manage paediatric emergencies in critical care settings. The Imperial Paediatric Emergency Training Toolkit (IPETT) was developed based on current evidence-base and expert input. IPETT assesses both technical and non-technical skills. The technical component covers skills in the areas of clinical assessment, airway and breathing, cardiovascular, and drugs. The non-technical component is based on the validated NOTECHS tool and covers communication and interaction, cooperation and team skills, leadership and managerial skills, and decision-making. The reliability (internal consistency), content validity (inter-correlations between different skills) and concurrent validity (correlations between global technical and non-technical scores) of IPETT were prospectively evaluated in 45 simulated paediatric crises carried out in a PICU with anaesthetic and paediatric trainees (N=52). Non-parametric analyses were carried out. Significance was set at P<0.05. Cronbach alpha reliability coefficients were overall acceptable for the technical (alpha range=0.638-0.810) and good for the non-technical (alpha range=0.701-0.899) component of IPETT. The median inter-skill correlation was rho=0.564 and rho=0.549 for the technical and non-technical components, respectively. These indicate good content validity, as the skills were inter-related but not redundant. We also demonstrate a correlation between the global technical and non-technical scores (rho=0.471) - all Ps<0.05 during the assessments. IPETT offers a psychometrically viable and feasible to use tool in the context of paediatric emergencies training. This study shows that assessment of technical and non-technical skills in combination may offer a more clinically relevant model for training in paediatric emergencies. Further validation should aim to demonstrate skill retention over time and skill transfer from simulation-based training to real emergencies. Copyright © 2013. Published by Elsevier Ireland Ltd.

A Structural Model of Algebra Achievement: Computational Fluency and Spatial Visualisation as Mediators of the Effect of Working Memory on Algebra Achievement

ERIC Educational Resources Information Center

Tolar, Tammy Daun; Lederberg, Amy R.; Fletcher, Jack M.

2009-01-01

The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students' algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT-M) to determine whether the pattern of relations…

Lifeskills Program Evaluation at Mammoth Heights Elementary School

ERIC Educational Resources Information Center

Tanner, Emma Moss

2016-01-01

This study is a program evaluation of the Life Skills Program at Mammoth Heights Elementary in the Douglas County School District. The overall goal of the Life Skills Program is to increase students' independent and daily living skills through the teaching of communication, social-emotional skills and academic skills. Students in the Life Skills…

An Exploratory Product Evaluation of the Manchester Motor Skills Programme

ERIC Educational Resources Information Center

Lodal, Katherine; Bond, Caroline

2017-01-01

This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem…

Update on simulation-based surgical training and assessment in ophthalmology: a systematic review.

PubMed

Thomsen, Ann Sofia S; Subhi, Yousif; Kiilgaard, Jens Folke; la Cour, Morten; Konge, Lars

2015-06-01

This study reviews the evidence behind simulation-based surgical training of ophthalmologists to determine (1) the validity of the reported models and (2) the ability to transfer skills to the operating room. Simulation-based training is established widely within ophthalmology, although it often lacks a scientific basis for implementation. We conducted a systematic review of trials involving simulation-based training or assessment of ophthalmic surgical skills among health professionals. The search included 5 databases (PubMed, EMBASE, PsycINFO, Cochrane Library, and Web of Science) and was completed on March 1, 2014. Overall, the included trials were divided into animal, cadaver, inanimate, and virtual-reality models. Risk of bias was assessed using the Cochrane Collaboration's tool. Validity evidence was evaluated using a modern validity framework (Messick's). We screened 1368 reports for eligibility and included 118 trials. The most common surgery simulated was cataract surgery. Most validity trials investigated only 1 or 2 of 5 sources of validity (87%). Only 2 trials (48 participants) investigated transfer of skills to the operating room; 4 trials (65 participants) evaluated the effect of simulation-based training on patient-related outcomes. Because of heterogeneity of the studies, it was not possible to conduct a quantitative analysis. The methodologic rigor of trials investigating simulation-based surgical training in ophthalmology is inadequate. To ensure effective implementation of training models, evidence-based knowledge of validity and efficacy is needed. We provide a useful tool for implementation and evaluation of research in simulation-based training. Copyright © 2015 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

Criteria, Methods and Implications. Proceedings of the International Symposium on the Evaluation of Physics Education (Helsinki, Finland, June 25-29, 1990). Research Report 96.

ERIC Educational Resources Information Center

Ahtee, Maija, Ed.; And Others

The main purpose of this symposium was to find new ideas and resources for the evaluation and improvement of physics education on all levels. The papers included in this document are entitled: (1) "Quality of Physics Teaching Through Building Models and Advancing Research Skills"; (2) "Evaluation of Physics Education in Terms of Its…

A multimodel approach to interannual and seasonal prediction of Danube discharge anomalies

NASA Astrophysics Data System (ADS)

Rimbu, Norel; Ionita, Monica; Patrut, Simona; Dima, Mihai

2010-05-01

Interannual and seasonal predictability of Danube river discharge is investigated using three model types: 1) time series models 2) linear regression models of discharge with large-scale climate mode indices and 3) models based on stable teleconnections. All models are calibrated using discharge and climatic data for the period 1901-1977 and validated for the period 1978-2008 . Various time series models, like autoregressive (AR), moving average (MA), autoregressive and moving average (ARMA) or singular spectrum analysis and autoregressive moving average (SSA+ARMA) models have been calibrated and their skills evaluated. The best results were obtained using SSA+ARMA models. SSA+ARMA models proved to have the highest forecast skill also for other European rivers (Gamiz-Fortis et al. 2008). Multiple linear regression models using large-scale climatic mode indices as predictors have a higher forecast skill than the time series models. The best predictors for Danube discharge are the North Atlantic Oscillation (NAO) and the East Atlantic/Western Russia patterns during winter and spring. Other patterns, like Polar/Eurasian or Tropical Northern Hemisphere (TNH) are good predictors for summer and autumn discharge. Based on stable teleconnection approach (Ionita et al. 2008) we construct prediction models through a combination of sea surface temperature (SST), temperature (T) and precipitation (PP) from the regions where discharge and SST, T and PP variations are stable correlated. Forecast skills of these models are higher than forecast skills of the time series and multiple regression models. The models calibrated and validated in our study can be used for operational prediction of interannual and seasonal Danube discharge anomalies. References Gamiz-Fortis, S., D. Pozo-Vazquez, R.M. Trigo, and Y. Castro-Diez, Quantifying the predictability of winter river flow in Iberia. Part I: intearannual predictability. J. Climate, 2484-2501, 2008. Gamiz-Fortis, S., D. Pozo-Vazquez, R.M. Trigo, and Y. Castro-Diez, Quantifying the predictability of winter river flow in Iberia. Part II: seasonal predictability. J. Climate, 2503-2518, 2008. Ionita, M., G. Lohmann, and N. Rimbu, Prediction of spring Elbe river discharge based on stable teleconnections with global temperature and precipitation. J. Climate. 6215-6226, 2008.

Simulation-based cutaneous surgical-skill training on a chicken-skin bench model in a medical undergraduate program.

PubMed

Denadai, Rafael; Saad-Hossne, Rogério; Martinhão Souto, Luís Ricardo

2013-05-01

Because of ethical and medico-legal aspects involved in the training of cutaneous surgical skills on living patients, human cadavers and living animals, it is necessary the search for alternative and effective forms of training simulation. To propose and describe an alternative methodology for teaching and learning the principles of cutaneous surgery in a medical undergraduate program by using a chicken-skin bench model. One instructor for every four students, teaching materials on cutaneous surgical skills, chicken trunks, wings, or thighs, a rigid platform support, needled threads, needle holders, surgical blades with scalpel handles, rat-tooth tweezers, scissors, and marking pens were necessary for training simulation. A proposal for simulation-based training on incision, suture, biopsy, and on reconstruction techniques using a chicken-skin bench model distributed in several sessions and with increasing levels of difficultywas structured. Both feedback and objective evaluations always directed to individual students were also outlined. The teaching of a methodology for the principles of cutaneous surgery using a chicken-skin bench model versatile, portable, easy to assemble, and inexpensive is an alternative and complementary option to the armamentarium of methods based on other bench models described.

Volunteer and user evaluation of the National Sexual Assault Online Hotline.

PubMed

Finn, Jerry; Garner, Michelle D; Wilson, Jen

2011-08-01

The National Sexual Assault Online Hotline (NSAOH) is a new model for delivery of rape and sexual assault crisis services through a secure, confidential chat-based online hotline. This paper presents a program evaluation drawn from volunteer counselor and user perceptions and experiences during the second year of operation of the NSAOH. Outcome data are presented from 731 session evaluations submitted by 94 volunteers and session evaluations from 4609 user sessions collected between June 1, 2008 and May 30, 2009. Evaluation includes ratings of usefulness, topics discussed, length of sessions, services provided, and session difficulties. The results indicate that the model is viable and useful, and the majority of volunteers and users are satisfied. Volunteer knowledge and skills are strongly associated with satisfaction with the hotline. Nevertheless, one-fifth of volunteers rate their session as not useful and users rate 8.2% of volunteers low in knowledge and skills. NSAOH is reaching many who have not previously sought services or did not resolve issues through other means. Findings suggest the importance of preparing volunteers in both crisis intervention and a wide variety of long-term issues related to sexual assault. Recommendations for program development, evaluation, and further research are presented. Copyright © 2010 Elsevier Ltd. All rights reserved.

Computer Simulation and Digital Resources for Plastic Surgery Psychomotor Education.

PubMed

Diaz-Siso, J Rodrigo; Plana, Natalie M; Stranix, John T; Cutting, Court B; McCarthy, Joseph G; Flores, Roberto L

2016-10-01

Contemporary plastic surgery residents are increasingly challenged to learn a greater number of complex surgical techniques within a limited period. Surgical simulation and digital education resources have the potential to address some limitations of the traditional training model, and have been shown to accelerate knowledge and skills acquisition. Although animal, cadaver, and bench models are widely used for skills and procedure-specific training, digital simulation has not been fully embraced within plastic surgery. Digital educational resources may play a future role in a multistage strategy for skills and procedures training. The authors present two virtual surgical simulators addressing procedural cognition for cleft repair and craniofacial surgery. Furthermore, the authors describe how partnerships among surgical educators, industry, and philanthropy can be a successful strategy for the development and maintenance of digital simulators and educational resources relevant to plastic surgery training. It is our responsibility as surgical educators not only to create these resources, but to demonstrate their utility for enhanced trainee knowledge and technical skills development. Currently available digital resources should be evaluated in partnership with plastic surgery educational societies to guide trainees and practitioners toward effective digital content.

Healthy Choices for Every Body Adult Curriculum Improves Participants' Food Resource Management Skills and Food Safety Practices.

PubMed

Adedokun, Omolola A; Plonski, Paula; Jenkins-Howard, Brooke; Cotterill, Debra B; Vail, Ann

2018-06-01

To evaluate the impact of the University of Kentucky's Healthy Choices for Every Body (HCEB) adult nutrition education curriculum on participants' food resource management (FRM) skills and food safety practices. A quasi-experimental design was employed using propensity score matching to pair 8 intervention counties with 8 comparison counties. Independent-samples t tests and ANCOVA models compared gains in FRM skills and food safety practices between the intervention and comparison groups (n = 413 and 113, respectively). Propensity score matching analysis showed a statistical balance and similarities between the comparison and intervention groups. Food resource management and food safety gain scores were statistically significantly higher for the intervention group (P < .001), with large effect sizes (d = 0.9) for both variables. The group differences persisted even after controlling for race and age in the ANCOVA models. The HCEB curriculum was effective in improving the FRM skills and food safety practices of participants. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Evaluation of Word Attack Skills.

ERIC Educational Resources Information Center

Follettie, Joseph F.

A framework for more apt and sensitive evaluation of generalized word attack skill--the heart of oral reading skill--is presented. The paper envisions the design and development of oral reading instruction as bounded by a fully-specified evaluation scheme. (Author)

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

PubMed

Goldstein, Erika A; Maclaren, Carol F; Smith, Sherilyn; Mengert, Terry J; Maestas, Ramoncita R; Foy, Hugh M; Wenrich, Marjorie D; Ramsey, Paul G

2005-05-01

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

Behavioral Analysis of Chinese Adult Patients with Type 1 Diabetes on Self-monitoring of Blood Glucose.

PubMed

Qin, Zhao-Yi; Yan, Jin-Hua; Yang, Dai-Zhi; Deng, Hong-Rong; Yao, Bin; Weng, Jian-Ping

The information-motivation-behavioral skills (IMB) model of health behavior is an effective tool to evaluate the behavior of diabetes self-management. The purpose of this study was to explore behavioral factors affecting the practice of self-monitoring of blood glucose (SMBG) within the frame of IMB model of health behavioral among adult patients with type 1 diabetes in a single diabetes clinic in China. A questionnaire with three subscales on SMBG information, motivation, and behavioral skills based on IMB model was developed. Validity and reliability of the measures were examined and guaranteed. Adult patients with type 1 diabetes visiting our diabetes clinic from January to March 2012 (n = 55) were consecutively interviewed. The self-completion questionnaires were administered and finished at face-to-face interviews among these patients. Both descriptive and correlational analyses were made. Fifty-five patients finished the questionnaires, with the median duration of diabetes 4.5 years and the median of SMBG frequency 2.00. Specific SMBG information deficits, motivation obstacles, and behavioral skill limitations were identified in a substantial proportion of participants. Scores of SMBG motivation (r = 0.299, P= 0.026) and behavioral skills (r = 0.425, P= 0.001) were significantly correlated with SMBG frequency. The multiple correlation of SMBG information, SMBG motivation, and SMBG behavioral skills with SMBG frequency was R = 0.411 (R2 = 0.169, P= 0.023). Adult patients with type 1 diabetes in our clinic had substantial SMBG information deficits, motivation obstacles, and skill limitations. This information provided potential-focused education targets for diabetes health-care providers.

The standardized live patient and mechanical patient models--their roles in trauma teaching.

PubMed

Ali, Jameel; Al Ahmadi, Khalid; Williams, Jack Ivan; Cherry, Robert Allen

2009-01-01

We have previously demonstrated improved medical student performance using standardized live patient models in the Trauma Evaluation and Management (TEAM) program. The trauma manikin has also been offered as an option for teaching trauma skills in this program. In this study, we compare performance using both models. Final year medical students were randomly assigned to three groups: group I (n = 22) with neither model, group II (n = 24) with patient model, and group III (n = 24) with mechanical model using the same clinical scenario. All students completed pre-TEAM and post-TEAM multiple choice question (MCQ) exams and an evaluation questionnaire scoring five items on a scale of 1 to 5 with 5 being the highest. The items were objectives were met, knowledge improved, skills improved, overall satisfaction, and course should be mandatory. Students (groups II and III) then switched models, rating preferences in six categories: more challenging, more interesting, more dynamic, more enjoyable learning, more realistic, and overall better model. Scores were analyzed by ANOVA with p < 0.05 being considered statistically significant. All groups had similar scores (means % +/- SD)in the pretest (group I - 50.8 +/- 7.4, group II - 51.3 +/- 6.4, group III - 51.1 +/- 6.6). All groups improved their post-test scores but groups II and III scored higher than group I with no difference in scores between groups II and III (group I - 77.5 +/- 3.8, group II - 84.8 +/- 3.6, group III - 86.3 +/- 3.2). The percent of students scoring 5 in the questionnaire are as follows: objectives met - 100% for all groups; knowledge improved: group I - 91%, group II - 96%, group III - 92%; skills improved: group I - 9%, group II - 83%, group III - 96%; overall satisfaction: group I - 91%, group II - 92%, group III - 92%; should be mandatory: group I - 32%, group II - 96%, group III - 100%. Student preferences (48 students) are as follows: the mechanical model was more challenging (44 of 48); more interesting (40 of 48); more dynamic (46 of 48); more enjoyable (48 of 48); more realistic (32/48), and better overall model (42 of 48). Using the TEAM program, we have demonstrated that improvement in knowledge and skills are equally enhanced by using mechanical or patient models in trauma teaching. However, students overwhelmingly preferred the mechanical model.

Potential predictability and forecast skill in ensemble climate forecast: the skill-persistence rule

NASA Astrophysics Data System (ADS)

Jin, Y.; Rong, X.; Liu, Z.

2017-12-01

This study investigates the factors that impact the forecast skill for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill of sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further examined using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but can be distorted by the sampling error and non-AR1 processes.

An exploration for research-oriented teaching model in biology teaching.

PubMed

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

Evaluations of Extended-Range tropical Cyclone Forecasts in the Western North Pacific by using the Ensemble Reforecasts: Preliminary Results

NASA Astrophysics Data System (ADS)

Tsai, Hsiao-Chung; Chen, Pang-Cheng; Elsberry, Russell L.

2017-04-01

The objective of this study is to evaluate the predictability of the extended-range forecasts of tropical cyclone (TC) in the western North Pacific using reforecasts from National Centers for Environmental Prediction (NCEP) Global Ensemble Forecast System (GEFS) during 1996-2015, and from the Climate Forecast System (CFS) during 1999-2010. Tsai and Elsberry have demonstrated that an opportunity exists to support hydrological operations by using the extended-range TC formation and track forecasts in the western North Pacific from the ECMWF 32-day ensemble. To demonstrate this potential for the decision-making processes regarding water resource management and hydrological operation in Taiwan reservoir watershed areas, special attention is given to the skill of the NCEP GEFS and CFS models in predicting the TCs affecting the Taiwan area. The first objective of this study is to analyze the skill of NCEP GEFS and CFS TC forecasts and quantify the forecast uncertainties via verifications of categorical binary forecasts and probabilistic forecasts. The second objective is to investigate the relationships among the large-scale environmental factors [e.g., El Niño Southern Oscillation (ENSO), Madden-Julian Oscillation (MJO), etc.] and the model forecast errors by using the reforecasts. Preliminary results are indicating that the skill of the TC activity forecasts based on the raw forecasts can be further improved if the model biases are minimized by utilizing these reforecasts.

Efficacy of communication skills training for giving bad news and discussing transitions to palliative care.

PubMed

Back, Anthony L; Arnold, Robert M; Baile, Walter F; Fryer-Edwards, Kelly A; Alexander, Stewart C; Barley, Gwyn E; Gooley, Ted A; Tulsky, James A

2007-03-12

Few studies have assessed the efficacy of communication skills training for postgraduate physician trainees at the level of behaviors. We designed a residential communication skills workshop (Oncotalk) for medical oncology fellows. The intervention design built on existing successful models by teaching specific communication tasks linked to the patient's trajectory of illness. This study evaluated the efficacy of Oncotalk in changing observable communication behaviors. Oncotalk was a 4-day residential workshop emphasizing skills practice in small groups. This preintervention and postintervention cohort study involved 115 medical oncology fellows from 62 different institutions during a 3-year study. The primary outcomes were observable participant communication skills measured during standardized patient encounters before and after the workshop in giving bad news and discussing transitions to palliative care. The standardized patient encounters were audiorecorded and assessed by blinded coders using a validated coding system. Before-after comparisons were made using each participant as his or her own control. Compared with preworkshop standardized patient encounters, postworkshop encounters showed that participants acquired a mean of 5.4 bad news skills (P<.001) and a mean of 4.4 transitions skills (P<.001). Most changes in individual skills were substantial; for example, in the bad news encounter, 16% of participants used the word "cancer" when giving bad news before the workshop, and 54% used it after the workshop (P<.001). Also in the bad news encounter, blinded coders were able to identify whether a standardized patient encounter occurred before or after the workshop in 91% of the audiorecordings. Oncotalk represents a successful teaching model for improving communication skills for postgraduate medical trainees.

An evaluation of an educational intervention in psychology of injury for athletic training students.

PubMed

Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey

2009-01-01

"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P < .001, eta(p) (2) = 0.719) and skill usage (50-point increase from baseline to intervention week 6; F(2,23) = 5.999, P = .008, eta(p) (2) = 0.343) in undergraduate ATSs. These increases were maintained at the 7-week and 14-week retention testing (P < .001 for both). This first attempt at evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.

Improvement of Skills in Cardiopulmonary Resuscitation of Pediatric Residents by Recorded Video Feedbacks.

PubMed

Anantasit, Nattachai; Vaewpanich, Jarin; Kuptanon, Teeradej; Kamalaporn, Haruitai; Khositseth, Anant

2016-11-01

To evaluate the pediatric residents' cardiopulmonary resuscitation (CPR) skills, and their improvements after recorded video feedbacks. Pediatric residents from a university hospital were enrolled. The authors surveyed the level of pediatric resuscitation skill confidence by a questionnaire. Eight psychomotor skills were evaluated individually, including airway, bag-mask ventilation, pulse check, prompt starting and technique of chest compression, high quality CPR, tracheal intubation, intraosseous, and defibrillation. The mock code skills were also evaluated as a team using a high-fidelity mannequin simulator. All the participants attended a concise Pediatric Advanced Life Support (PALS) lecture, and received video-recorded feedback for one hour. They were re-evaluated 6 wk later in the same manner. Thirty-eight residents were enrolled. All the participants had a moderate to high level of confidence in their CPR skills. Over 50 % of participants had passed psychomotor skills, except the bag-mask ventilation and intraosseous skills. There was poor correlation between their confidence and passing the psychomotor skills test. After course feedback, the percentage of high quality CPR skill in the second course test was significantly improved (46 % to 92 %, p = 0.008). The pediatric resuscitation course should still remain in the pediatric resident curriculum and should be re-evaluated frequently. Video-recorded feedback on the pitfalls during individual CPR skills and mock code case scenarios could improve short-term psychomotor CPR skills and lead to higher quality CPR performance.

Moving the needle: a retrospective pre- and post-analysis of improving perceived abilities across 20 leadership skills.

PubMed

Fernandez, Claudia S P; Noble, Cheryl C; Jensen, Elizabeth; Steffen, David

2015-02-01

To assess the influence of intensive focused leadership training on self-evaluation of leadership skills among Maternal and Child Health (MCH) professionals enrolled in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI). Senior-level MCH leaders (n = 54) participated in the first two cohorts of the MCH PHLI, a senior-level training program funded through the Maternal and Child Health Bureau. Participants were asked to complete a retrospective pre- and post-test rating inventory at program completion. Participants self-identified their skill level across 20 leadership skills that were the focus of the training program. These skills were derived from the MCH Leadership Competencies, 3.0 and literature reviews, and then divided into two domains: Core leadership skills and Organizational/Institutional leadership skills. Data were analyzed to determine whether participants perceived skill level increased by the end of their training year. A one-sided (upper) paired T Test and a Wilcoxen Signed Rank Sum Test were used to determine statistical significance. Increases in perceived skill levels were found to be statistically significant at the alpha = .01 level for all 20 target skills. The MCH PHLI model of intensive leadership development, incorporating a hybrid approach of onsite and distance-based learning, was broadly effective in building targeted leadership skills as perceived by participants.

Pre-training evaluation and feedback improved skills retention of basic life support in medical students.

PubMed

Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong

2013-09-01

Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Comparing Skills-Focused and Self-Regulation Focused Preschool Curricula: Impacts on Academic and Self-Regulatory Skills

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Phillips, Beth M.

2012-01-01

The primary goal of this study was to evaluate the relative effectiveness of a skills-focused preschool curriculum versus a curriculum designed to foster children's self-regulation skills. Additionally, the study was designed to evaluate if adding a self-regulation component to a skills-based curriculum would enhance children's outcomes in…

Managerial Skills Teaching: Ten Questions and Answers.

ERIC Educational Resources Information Center

McEnrue, Mary Pat

2002-01-01

Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

Reading component skills in dyslexia: word recognition, comprehension and processing speed.

PubMed

de Oliveira, Darlene G; da Silva, Patrícia B; Dias, Natália M; Seabra, Alessandra G; Macedo, Elizeu C

2014-01-01

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.

Gross-Motor Skill Acquisition by Preschool Dance Students under Self-Instruction Procedures

ERIC Educational Resources Information Center

Vintere, Parsla; Hemmes, Nancy S.; Brown, Bruce L.; Poulson, Claire L.

2004-01-01

The effects of two training procedures -- (a) modeling and praise and (b) self-instruction, modeling, and praise -- on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment…

Design, Development and Validation of a Model of Problem Solving for Egyptian Science Classes

ERIC Educational Resources Information Center

Shahat, Mohamed A.; Ohle, Annika; Treagust, David F.; Fischer, Hans E.

2013-01-01

Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem-solving skills. In this article, we describe the validation of a model for problem solving and the design of instruments for evaluating new teaching methods in Egyptian science classes. The instruments were based on…

Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model That Streamlines Learning between Classroom, Museum, and Home

ERIC Educational Resources Information Center

Kali, Yael; Sagy, Ornit; Kuflik, Tsvi; Mogilevsky, Orit; Maayan-Fanar, Emma

2015-01-01

We report on the development and evaluation of an innovative instructional model, which harnesses advanced technologies and local resources (an in-campus museum), to support undergraduate-level art history students in developing the skills required for analyzing artwork. Theory suggests that analyzing artwork requires theoretical knowledge and…

Video Self-Modeling: A Job Skills Intervention with Individuals with Intellectual Disability in Employment Settings

ERIC Educational Resources Information Center

Goh, Ailsa E.; Bambara, Linda M.

2013-01-01

The purpose of this study was to explore the effectiveness of video self-modeling (VSM) to teach chained job tasks to individuals with intellectual disability in community-based employment settings. Initial empirical evaluations have demonstrated that VSM when used in combination with other instructional strategies, are effective methods to teach…

Filling in the Gaps of Clerkship with a Comprehensive Clinical Skills Curriculum

ERIC Educational Resources Information Center

Veale, Pamela; Carson, Julie; Coderre, Sylvain; Woloschuk, Wayne; Wright, Bruce; McLaughlin, Kevin

2014-01-01

Although the clinical clerkship model is based upon sound pedagogy, including theories of social learning and situated learning, studies evaluating clinical performance of residents suggests that this model may not fully meet the learning needs of students. Here our objective was to design a curriculum to bridge the learning gaps of the existing…

A Model Program for Teenage Youth: First Year Evaluation of Knowledge Development.

ERIC Educational Resources Information Center

Pooley, Richard C.

Progress in the second 6 months of a program development model for learning disabled (LD) and emotionally disturbed (ED) adolescents is reported. The program is designed to teach ED and LD children necessary work skills so that they can become productive members of society. Three methods are under investigation: (1) use of audio/visual resources…

Methodological Aspects of Evaluation in Primary Reading.

ERIC Educational Resources Information Center

Henry, G.; Grisay, A.

This paper develops a model for generating sets of replicable items for testing a range of reading skills in the primary grades. The procedure is particularly concerned with tests to identify a child's profile in reading achievement and to inform a teacher, principal, or district of the actual level of achievement in reading. Although the model is…

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Background Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. Program design The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). Conclusion A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

Global Gridded Crop Model Evaluation: Benchmarking, Skills, Deficiencies and Implications.

NASA Technical Reports Server (NTRS)

Muller, Christoph; Elliott, Joshua; Chryssanthacopoulos, James; Arneth, Almut; Balkovic, Juraj; Ciais, Philippe; Deryng, Delphine; Folberth, Christian; Glotter, Michael; Hoek, Steven;

A Comparison of Assessment Tools: Is Direct Observation an Improvement Over Objective Structured Clinical Examinations for Communications Skills Evaluation?

PubMed

Goch, Abraham M; Karia, Raj; Taormina, David; Kalet, Adina; Zuckerman, Joseph; Egol, Kenneth A; Phillips, Donna

2018-04-01

Evaluation of resident physicians' communications skills is a challenging task and is increasingly accomplished with standardized examinations. There exists a need to identify the effective, efficient methods for assessment of communications skills. We compared objective structured clinical examination (OSCE) and direct observation as approaches for assessing resident communications skills. We conducted a retrospective cohort analysis of orthopaedic surgery resident physicians at a single tertiary care academic institution, using the Institute for Healthcare Communication "4 Es" model for effective communication. Data were collected between 2011 and 2015. A total of 28 residents, each with OSCE and complete direct observation assessment checklists, were included in the analysis. Residents were included if they had 1 OSCE assessment and 2 or more complete direct observation assessments. There were 28 of a possible 59 residents (47%) included. A total of 89% (25 of 28) of residents passed the communications skills OSCE; only 54% (15 of 28) of residents passed the direct observation communications assessment. There was a positive, moderate correlation between OSCE and direct observation scores overall ( r  = 0.415, P  = .028). There was no agreement between OSCE and direct observation in categorizing residents into passing and failing scores (κ = 0.205, P  = .16), after adjusting for chance agreement. Our results suggest that OSCE and direct observation tools provide different insights into resident communications skills (simulation of rare and challenging situations versus real-life daily encounters), and may provide useful perspectives on resident communications skills in different contexts.

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

PubMed

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands).

Short-duration virtual reality simulation training positively impacts performance during laparoscopic colectomy in animal model: results of a single-blinded randomized trial : VR warm-up for laparoscopic colectomy.

PubMed

Araujo, Sergio E A; Delaney, Conor P; Seid, Victor E; Imperiale, Antonio R; Bertoncini, Alexandre B; Nahas, Sergio C; Cecconello, Ivan

2014-09-01

Several studies have demonstrated skills transfer after virtual reality (VR) simulation training in laparoscopic surgery. However, the impact of VR simulation training on transfer of skills related to laparoscopic colectomy remains not investigated. The present study aimed at determining the impact of VR simulation warm-up on performance during laparoscopic colectomy in the porcine model. Fourteen residents naive to laparoscopic colectomy as surgeons were randomly assigned in block to two groups. Seven trainees completed a 2-h VR simulator training in the laparoscopic sigmoid colectomy module (study group). The remaining seven surgeons (control group) underwent no intervention. On the same day, all participants performed a sigmoid colectomy with anastomosis on a pig. All operations were video recorded. Two board-certified expert colorectal surgeons independently assessed performance during the colectomy on the swine. Examiners were blinded to group assignment. The two examiners used a previously validated clinical instrument specific to laparoscopic colectomy. The primary outcome was the generic and specific skills score values. Surgeons undergoing short-duration training on the VR simulator performed significantly better during laparoscopic colectomy on the pig regarding general and specific technical skills evaluation. The average score of generic skills was 17.2 (16.5-18) for the control group and 20.1 (16.5-22) for the study group (p = 0.002). The specific skills average score for the control group was 20.2 (19-21.5) and 24.2 (21-27.5) for the study group (p = 0.001). There was acceptable concordance (Kendall's W) regarding the video assessment of generic (W = 0.78) and specific skills (W = 0.84) between the two examiners. A single short-duration VR simulator practice positively impacted surgeons' generic and specific skills performance required to accomplish laparoscopic colectomy in the swine model.

Social skills: a resource for more social support, lower depression levels, higher quality of life, and participation in individuals with spinal cord injury?

PubMed

Müller, Rachel; Peter, Claudio; Cieza, Alarcos; Post, Marcel W; Van Leeuwen, Christel M; Werner, Christina S; Geyh, Szilvia

2015-03-01

To examine the relevance of social skills and their different dimensions (ie, expressivity, sensitivity, control) in relation to social support, depression, participation, and quality of life (QOL) in individuals with spinal cord injury (SCI). Cross-sectional data collection within the Swiss Spinal Cord Injury Cohort. Community-based. Individuals with SCI (N=503). Not applicable. Depression, participation, and QOL were measured using the Hospital Anxiety and Depression Scale, the Utrecht Scale for Evaluation of Rehabilitation-Participation, and 5 selected items of the World Health Organization Quality of Life Scale. The Social Skills Inventory and the Social Support Questionnaire were used to assess social skills (expressivity, sensitivity, control) and social support, respectively. Structural equation modeling was conducted. In model 1 (χ(2)=27.81; df=19; P=.087; root mean square error of approximation=.033; 90% confidence interval=.000-.052), social skills as a latent variable was related to social support (β=.31; R(2)=.10), depression (β=-.31; total R(2)=.42), and QOL (β=.46; R(2)=.25). Social support partially mediated the effect of social skills on QOL (indirect effect: β=.04; P=.02) but not on depression or participation. In model 2 (χ(2)=27.96; df=19; P=.084; root mean square error of approximation=.031; 90% confidence interval=.000-.053), the social skills dimension expressivity showed a path coefficient of β=.20 to social support and β=.18 to QOL. Sensitivity showed a negative path coefficient to QOL (β=-.15) and control a path coefficient of β=-.15 to depression and β=.24 to QOL. Social skills are a resource related to more social support, lower depression scores, and higher QOL. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

The ordering of milestones in language development for children from 1 to 6 years of age.

PubMed

Luinge, Margreet R; Post, Wendy J; Wit, Hero P; Goorhuis-Brouwer, Sieneke M

2006-10-01

To scale language milestones in a group of 527 children to provide an instrument for screening language development. Procedure The questionnaire regarding these milestones was completed by parental report. It was evaluated whether the scaled milestones satisfied the assumptions of the Mokken item response model. The scalability of the final scale of 14 milestones was strong (H = .95), its reliability was high (rho = .96), and it satisfied the assumptions of the Mokken model. A single, unidimensional scale of diverse milestones was developed. It taps lexical, syntactic, and phonological skills, as well as both receptive and expressive language skills, and is well suited for mapping progress in language ability.

Understanding the Behavioral Determinants of Retention in HIV Care: A Qualitative Evaluation of a Situated Information, Motivation, Behavioral Skills Model of Care Initiation and Maintenance

PubMed Central

Fisher, Jeffrey D.; Cunningham, Chinazo O.; Amico, K. Rivet

2012-01-01

Abstract The current study provides a qualitative test of a recently proposed application of an Information, Motivation, Behavioral Skills (IMB) model of health behavior situated to the social-environmental, structural, cognitive-affective, and behavioral demands of retention in HIV care. Mixed-methods qualitative analysis was used to identify the content and context of critical theory-based determinants of retention in HIV care, and to evaluate the relative fit of the model to the qualitative data collected via in-depth semi-structured interviews with a sample of inner-city patients accessing traditional and nontraditional HIV care services in the Bronx, NY. The sample reflected a diverse marginalized patient population who commonly experienced comorbid chronic conditions (e.g., psychiatric disorders, substance abuse disorders, diabetes, hepatitis C). Through deductive content coding, situated IMB model-based content was identified in all but 7.1% of statements discussing facilitators or barriers to retention in HIV care. Inductive emergent theme identification yielded a number of important themes influencing retention in HIV care (e.g., acceptance of diagnosis, stigma, HIV cognitive/physical impairments, and global constructs of self-care). Multiple elements of these themes strongly aligned with the model's IMB constructs. The convergence of the results from both sets of analysis demonstrate that participants' experiences map well onto the content and structure of the situated IMB model, providing a systematic classification of important theoretical and contextual determinants of retention in care. Future intervention efforts to enhance retention in HIV care should address these multiple determinants (i.e., information, motivation, behavioral skills) of self-directed retention in HIV care. PMID:22612447

Understanding the behavioral determinants of retention in HIV care: a qualitative evaluation of a situated information, motivation, behavioral skills model of care initiation and maintenance.

PubMed

Smith, Laramie R; Fisher, Jeffrey D; Cunningham, Chinazo O; Amico, K Rivet

2012-06-01

The current study provides a qualitative test of a recently proposed application of an Information, Motivation, Behavioral Skills (IMB) model of health behavior situated to the social-environmental, structural, cognitive-affective, and behavioral demands of retention in HIV care. Mixed-methods qualitative analysis was used to identify the content and context of critical theory-based determinants of retention in HIV care, and to evaluate the relative fit of the model to the qualitative data collected via in-depth semi-structured interviews with a sample of inner-city patients accessing traditional and nontraditional HIV care services in the Bronx, NY. The sample reflected a diverse marginalized patient population who commonly experienced comorbid chronic conditions (e.g., psychiatric disorders, substance abuse disorders, diabetes, hepatitis C). Through deductive content coding, situated IMB model-based content was identified in all but 7.1% of statements discussing facilitators or barriers to retention in HIV care. Inductive emergent theme identification yielded a number of important themes influencing retention in HIV care (e.g., acceptance of diagnosis, stigma, HIV cognitive/physical impairments, and global constructs of self-care). Multiple elements of these themes strongly aligned with the model's IMB constructs. The convergence of the results from both sets of analysis demonstrate that participants' experiences map well onto the content and structure of the situated IMB model, providing a systematic classification of important theoretical and contextual determinants of retention in care. Future intervention efforts to enhance retention in HIV care should address these multiple determinants (i.e., information, motivation, behavioral skills) of self-directed retention in HIV care.

Patterns in Entrepreneurial Competences as the Perceived Learning Outcomes of Entrepreneurship Education: The Case of Estonian HEIs

ERIC Educational Resources Information Center

Mets, Tõnis; Kozlinska, Inna; Raudsaar, Mervi

2017-01-01

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF)--the knowledge-skills-attitude triad…

Achieving Developmental Synchrony in Young Children With Hearing Loss

PubMed Central

Mellon, Nancy K.; Ouellette, Meredith; Greer, Tracy; Gates-Ulanet, Patricia

2009-01-01

Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model. PMID:20150187

Validation of a global assessment of arthroscopic skills in a cadaveric knee model.

PubMed

Slade Shantz, Jesse A; Leiter, Jeff R; Collins, John B; MacDonald, Peter B

2013-01-01

The purpose of this study was to determine whether a global assessment of arthroscopic skills was valid for blinded assessment of cadaveric diagnostic knee arthroscopy. A global skills assessment for arthroscopy was created using a published theory of the development of expertise. Faculty surgeons, fellows, and residents were consented and enrolled in this institutional review board-approved validation study. All participants were oriented to the equipment and procedures for diagnostic arthroscopy of the knee. After reviewing the anatomic structures to be visualized, participants were allowed 10 minutes to complete a diagnostic arthroscopy of the knee. The hands and arthroscopic view were recorded during this attempt. Resident participants completed a second filmed diagnostic arthroscopy 1 week after the initial attempt. Five blinded reviewers watched the synchronized videos and assessed arthroscopic skills with a procedure-specific checklist and the newly developed global skills assessment. The agreement between reviewers was determined by intraclass correlation coefficient. Internal consistency was determined with Cronbach's α. Test-retest reliability was measured by correlating repeated arthroscopies by residents. The ability of the global assessment to discriminate skill levels was determined with between-group Mann-Whitney U tests. The agreement between global assessment scores was strong (I.C.C. = 0.80, 95% C.I. 0.68-0.92). The internal consistency of evaluations was excellent (Cronbach's α = 0.97), and the test-retest reliability was strong (r = 0.52). The global assessment score was shown to be able to discriminate between skill levels by an analysis of variance indicating the difference in means among the various levels of training (P < .0001). The Objective Assessment of Arthroscopic Skills is a useful adjunct to arthroscopic educators and learners and could be used for in-training evaluations. The Objective Assessment of Arthroscopic Skills is an instrument that can be employed to measure the impact of skills curricula, including but not limited to simulation. Copyright © 2013 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Individualized Educational Programming for the Mentally Retarded.

ERIC Educational Resources Information Center

Singh, Nirbhay N.; Ahrens, Michael G.

1980-01-01

The minimal components of a model which utilizes a computer for summarizing individual performance records for teaching educational skills to the mentally retarded are described. The most important components are assessment, individual and group programing, continuous data collection, and program evaluation. (Author)

Medical students' clerkship experiences and self-perceived competence in clinical skills.

PubMed

Katowa-Mukwato, P; Andrews, B; Maimbolwa, M; Lakhi, S; Michelo, C; Mulla, Y; Banda, S S

2014-01-01

In a traditional curriculum, medical students are expected to acquire clinical competence through the apprenticeship model using the Halstedian "see one, do one, and teach one, approach". The University of Zambia School of Medicine used a traditional curriculum model from 1966 until 2011 when a competence-based curriculum was implemented. To explore medical students' clerkships experiences and self-perceived competence in clinical skills. A cross-sectional survey was conducted on 5th, 6 th , and 7 th year medical students of the University of Zambia, School of Medicine two months prior to final examinations. Students were asked to rate their clerkship experiences with respect to specific skills on a scale of 1 to 4 and their level of self-perceived competence on a scale of 1 to 3. Skills evaluated were in four main domains: history taking and communication, physical examination, procedural, and professionalism, team work and medical decision making. Using Statistical Package for Social Scientist (SPSS), correlations were performed between experiences and self-perceived competence on specific skills, within domains and overall. Out of 197 clinical students 138 (70%) participated in the survey. The results showed significant increase in the proportion of students performing different skills and reporting feeling very competent with each additional clinical year. Overall correlations between experience and self-perceived competence were moderate (0.55). On individual skills, the highest correlation between experience and self-perceived competence were observed on mainly medical and surgical related procedural skills with the highest at 0.82 for nasal gastric tube insertion and 0.76 for endotracheal intubation. Despite the general improvement in skills experiences and self-perceived competence, some deficiencies were noted as significant numbers of final year students had never attempted common important procedures especially those performed in emergency situations. Deficiencies in certain skills may call for incorporation of teaching/learning methods that broaden students' exposure to such skills.

A generalized multivariate regression model for modelling ocean wave heights

NASA Astrophysics Data System (ADS)

Wang, X. L.; Feng, Y.; Swail, V. R.

2012-04-01

In this study, a generalized multivariate linear regression model is developed to represent the relationship between 6-hourly ocean significant wave heights (Hs) and the corresponding 6-hourly mean sea level pressure (MSLP) fields. The model is calibrated using the ERA-Interim reanalysis of Hs and MSLP fields for 1981-2000, and is validated using the ERA-Interim reanalysis for 2001-2010 and ERA40 reanalysis of Hs and MSLP for 1958-2001. The performance of the fitted model is evaluated in terms of Pierce skill score, frequency bias index, and correlation skill score. Being not normally distributed, wave heights are subjected to a data adaptive Box-Cox transformation before being used in the model fitting. Also, since 6-hourly data are being modelled, lag-1 autocorrelation must be and is accounted for. The models with and without Box-Cox transformation, and with and without accounting for autocorrelation, are inter-compared in terms of their prediction skills. The fitted MSLP-Hs relationship is then used to reconstruct historical wave height climate from the 6-hourly MSLP fields taken from the Twentieth Century Reanalysis (20CR, Compo et al. 2011), and to project possible future wave height climates using CMIP5 model simulations of MSLP fields. The reconstructed and projected wave heights, both seasonal means and maxima, are subject to a trend analysis that allows for non-linear (polynomial) trends.

Assessment of medical communication skills by computer: assessment method and student experiences.

PubMed

Hulsman, R L; Mollema, E D; Hoos, A M; de Haes, J C J M; Donnison-Speijer, J D

2004-08-01

A computer-assisted assessment (CAA) program for communication skills designated ACT was developed using the objective structured video examination (OSVE) format. This method features assessment of cognitive scripts underlying communication behaviour, a broad range of communication problems covered in 1 assessment, highly standardised assessment and rating procedures, and large group assessments without complex organisation. The Academic Medical Centre (AMC) at the University of Amsterdam, the Netherlands. Aims To describe the development of the AMC Communication Test (ACT); to describe our experiences with the examination and rating procedures; to present test score descriptives, and to present the students' opinions of ACT. The ACT presents films on history taking, breaking bad news and shared decision making. Each film is accompanied by 3 types of short essay questions derived from our assessment model: "knows", "knows why/when" and "knows how". Evaluation questions about ACT were integrated into the assessment. Participants A total of 210 third year medical undergraduates were assessed. This study reports on the 110 (53%) students who completed all evaluation questions. Marking 210 examinations took about 17 days. The test score matched a normal distribution and showed a good level of discrimination of the students. About 75% passed the examination. Some support for the validity of our assessment model was found in the students' differential performance on the 3 types of questions. The ACT was well received. Student evaluations confirmed our efforts to develop realistic films that related well to the communication training programme. The ACT is a useful assessment method which complements interpersonal assessment methods for the evaluation of the medical communication skills of undergraduates.

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 transition of the equatorial zonal current from westerly to easterly.

Teaching Safety Skills to Children to Prevent Gun Play: An Evaluation of in Situ Training

ERIC Educational Resources Information Center

Miltenberger, Raymond G.; Gatheridge, Brian J.; Satterlund, Melisa; Egemo-Helm, Kristin R.; Johnson, Brigitte M.; Jostad, Candice; Kelso, Pamela; Flessner, Christopher A.

2005-01-01

This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch…

Improving the interview skills of college students using behavioral skills training.

PubMed

Stocco, Corey S; Thompson, Rachel H; Hart, John M; Soriano, Heidi L

2017-07-01

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self-evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants. © 2017 Society for the Experimental Analysis of Behavior.

OVERWEIGHT/OBESITY AND HUMAN CAPITAL FORMATION FROM INFANCY TO ADOLESCENCE: EVIDENCE FROM TWO LARGE US COHORTS.

PubMed

Murasko, Jason E

2015-03-01

Body mass index (BMI) levels in US children and adolescents have increased over the past several decades. The negative health effects of this trend are well-documented. Recent work has evaluated the potential effects on skills formation. Studies are mixed on whether there is an association between high BMI and skills outcomes, and those that estimate causal effects find none. This paper offers estimates on the causal effect of BMI-defined overweight and obesity on skills formation using two large cohorts of contemporary US children followed from infancy to 5 years and from kindergarten (6 years) to the eighth grade (14 years). Significant negative associations were observed in the random effects models for males in early life with respect to a mental skills assessment, for females during the pre-school years for reading and maths assessments, for both males and females during the schooling years for reading assessments and for females during the schooling years for maths assessments. Fixed effects models yielded a significant negative association only with respect to the latter. The implication of these findings is that any improvement in skills outcomes that may accompany reductions in obesity prevalence may depend on whether interventions are general to overall health productivity or whether they are specific to dietary and exercise behaviours.

Students' experiences with a longitudinal skills training program on breaking bad news: A follow-up study.

PubMed

Brouwers, M H; Bor, H; Laan, R; van Weel, C; van Weel-Baumgarten, E

2018-05-07

Breaking bad news (BBN) should be trained, preferably early and following a helical model with multiple sessions over time, including feedback on performance. It's unclear how medical students evaluate such an approach. We gathered student opinions regarding a helical BBN training programme, the feedback and emotional support they received, and the applicability of the skills training immediately after BBN skills training (Q1) and after finishing their clinical clerkships (Q2). Students find a helical curriculum useful, but this declines on follow-up. At Q2 students report less satisfaction with the amount of feedback and emotional support they received and report that the skills training was less applicable in clinical practice compared to what they reported at Q1. A helical BBN training programme with early exposure seems to lead to a shift from students being unconsciously incompetent to consciously incompetent. Students would have appreciated more emotional support and feedback. We recommend more feedback and emotional support after BBN during clerkships. The gap between classroom and practice can be diminished by emphasizing real life role play and clinical role models should demonstrate continuity and agreement between the skills that are taught and those that are used in clinical practice. Copyright © 2018 Elsevier B.V. All rights reserved.

A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

NASA Astrophysics Data System (ADS)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-09-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

Integration of Hands-On Team Training into Existing Curriculum Improves Both Technical and Nontechnical Skills in Laparoscopic Cholecystectomy.

PubMed

Caskey, Robert C; Owei, Lily; Rao, Raghavendra; Riddle, Elijah W; Brooks, Ari D; Dempsey, Daniel T; Morris, Jon B; Neylan, Christopher J; Williams, Noel N; Dumon, Kristoffel R

Nontechnical skills are an essential component of surgical education and a major competency assessed by the ACGME milestones project. However, the optimal way to integrate nontechnical skills training into existing curricula and then objectively evaluate the outcome is still unknown. The aim of this study was to determine the effect laparoscopic team-based task training would have on the nontechnical skills needed for laparoscopic surgery. 9 PGY-1 residents underwent an established training curriculum for teaching the knowledge and technical skills involved in laparoscopic cholecystectomy. Initial training involved a didactic session, expert-led practice on a porcine model in a simulated operating room and laparoscopic skills practice on a virtual reality trainer. Residents then performed a laparoscopic cholecystectomy on the same porcine model as a preintervention test. Three to four months following this, residents were subjected to specific nontechnical skills training involving 2 simple team-based laparoscopic tasks. They then practiced a further 4 to 6 hours on the virtual reality trainer. A repeat postintervention laparoscopic cholecystectomy was then performed 3 to 4 months after nontechnical skills training. Both the preintervention and postintervention laparoscopic cholecystectomies were audiovisually recorded and then evaluated by 2 independent surgeons in a blinded fashion. Technical skills were assessed using objective structured assessment of technical skills (OSATS) and a technique specific rating scale (TRS) that we developed for laparoscopic cholecystectomy. Nontechnical skills were assessed using nontechnical skills for surgeons (NOTSS). Residents also completed a survey at the beginning and end of the training. Tertiary care, university based teaching institution. A total of 9 general surgery residents at the intern level. The mean OSATS score improved from 13.7 ± 1.24 to 26.7 ± 0.31 (p < 0.001), the mean TRS score improved from 6 ± 0.46 to 13.1 ± 0.36 (p < 0.001) and the mean NOTSS score improved from 21.7 ± 1.83 to 36.3 ± 0.87 (p < 0.001) following the training. There was a strong correlation between OSATS and NOTSS scores (Pearson's R = 0.98) and TRS and NOTSS (R = 0.94). The inter-rater agreement was 0.79 for NOTSS, 0.9 for OSATS, and 0.82 for TRS. Following completion of the training, residents self-reported improvements in exchanging information (p < 0.01), coordinating activities (p < 0.01) and coping with pressure in the operating room (p < 0.001). Simple, team-based nontechnical skills training for laparoscopic cholecystectomy that was separate from technical skills training led to a sustained increase in residents' nontechnical skills 3 to 4 months after training. This was associated with a self-reported improvement in many nontechnical skills based on resident survey. Based on these results, we recommend that such designated nontechnical skills training is a valid alternative to other methods such as coaching and debriefing. We, therefore, plan to continue our efforts to develop team-based simulation tasks aimed at improving nontechnical skills for multiple surgical modalities. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Measurement invariance of TGMD-3 in children with and without mental and behavioral disorders.

PubMed

Magistro, Daniele; Piumatti, Giovanni; Carlevaro, Fabio; Sherar, Lauren B; Esliger, Dale W; Bardaglio, Giulia; Magno, Francesca; Zecca, Massimiliano; Musella, Giovanni

2018-05-24

This study evaluated whether the Test of Gross Motor Development 3 (TGMD-3) is a reliable tool to compare children with and without mental and behavioral disorders across gross motor skill domains. A total of 1,075 children (aged 3-11 years), 98 with mental and behavioral disorders and 977 without (typically developing), were included in the analyses. The TGMD-3 evaluates fundamental gross motor skills of children across two domains: locomotor skills and ball skills. Two independent testers simultaneously observed children's performances (agreement over 95%). Each child completed one practice and then two formal trials. Scores were recorded only during the two formal trials. Multigroup confirmatory factor analysis tested the assumption of TGMD-3 measurement invariance across disability groups. According to the magnitude of changes in root mean square error of approximation and comparative fit index between nested models, the assumption of measurement invariance across groups was valid. Loadings of the manifest indicators on locomotor and ball skills were significant (p < .001) in both groups. Item response theory analysis showed good reliability results across locomotor and the ball skills full latent traits. The present study confirmed the factorial structure of TGMD-3 and demonstrated its feasibility across normally developing children and children with mental and behavioral disorders. These findings provide new opportunities for understanding the effect of specific intervention strategies on this population. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Training and Assessment of Hysteroscopic Skills: A Systematic Review.

PubMed

Savran, Mona Meral; Sørensen, Stine Maya Dreier; Konge, Lars; Tolsgaard, Martin G; Bjerrum, Flemming

2016-01-01

The aim of this systematic review was to identify studies on hysteroscopic training and assessment. PubMed, Excerpta Medica, the Cochrane Library, and Web of Science were searched in January 2015. Manual screening of references and citation tracking were also performed. Studies on hysteroscopic educational interventions were selected without restrictions on study design, populations, language, or publication year. A qualitative data synthesis including the setting, study participants, training model, training characteristics, hysteroscopic skills, assessment parameters, and study outcomes was performed by 2 authors working independently. Effect sizes were calculated when possible. Overall, 2 raters independently evaluated sources of validity evidence supporting the outcomes of the hysteroscopy assessment tools. A total of 25 studies on hysteroscopy training were identified, of which 23 were performed in simulated settings. Overall, 10 studies used virtual-reality simulators and reported effect sizes for technical skills ranging from 0.31 to 2.65; 12 used inanimate models and reported effect sizes for technical skills ranging from 0.35 to 3.19. One study involved live animal models; 2 studies were performed in clinical settings. The validity evidence supporting the assessment tools used was low. Consensus between the 2 raters on the reported validity evidence was high (94%). This systematic review demonstrated large variations in the effect of different tools for hysteroscopy training. The validity evidence supporting the assessment of hysteroscopic skills was limited. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Motor Skills and Free-Living Physical Activity Showed No Association Among Preschoolers in 2012 U.S. National Youth Fitness Survey.

PubMed

Loprinzi, Paul D; Frith, Emily

2017-04-01

Albeit limited, some emerging work, using convenience-based samples, has demonstrated that greater motor skill development is associated with higher physical activity among preschool-aged children. The purpose of this study was to evaluate this topic using data from the 2012 National Youth Fitness Survey that included 329 preschool-aged children (3-5 years). Parents proxy-reported their child's physical activity, with motor skill level assessed from the Test of Gross Motor Development-Second Edition (TGMD2). Motor skill levels (Gross Motor Quotient, locomotor or object control) were not associated with preschool free-living physical activity in any analytic model. Thus, in this large sample of preschoolers, contrary to research with older children, motor skill level was not associated with physical activity. Findings are discussed in terms of study limitations of (a) a reliance on parent report of children's physical activity levels and (b) the possibility that physical activity data within the national survey were too limited in range to show possible associations to motor skill development with higher levels of free-living physical activity in preschoolers.

Online course design for teaching critical thinking.

PubMed

Schaber, Patricia; Shanedling, Janet

2012-01-01

Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

Estimating the Technology of Cognitive and Noncognitive Skill Formation*

PubMed Central

Cunha, Flavio; Heckman, James; Schennach, Susanne

2009-01-01

This paper formulates and estimates multistage production functions for child cognitive and noncognitive skills. Output is determined by parental environments and investments at different stages of childhood. We estimate the elasticity of substitution between investments in one period and stocks of skills in that period to assess the benefits of early investment in children compared to later remediation. We establish nonparametric identification of a general class of nonlinear factor models. A by-product of our approach is a framework for evaluating childhood interventions that does not rely on arbitrarily scaled test scores as outputs and recognizes the differential effects of skills in different tasks. Using the estimated technology, we determine optimal targeting of interventions to children with different parental and personal birth endowments. Substitutability decreases in later stages of the life cycle for the production of cognitive skills. It increases in later stages of the life cycle for the production of noncognitive skills. This finding has important implications for the design of policies that target the disadvantaged. For some configurations of disadvantage and outcomes, it is optimal to invest relatively more in the later stages of childhood. PMID:20563300

Simulation training for emergency obstetric and neonatal care in Senegal preliminary results.

PubMed

Gueye, M; Moreira, P M; Faye-Dieme, M E; Ndiaye-Gueye, M D; Gassama, O; Kane-Gueye, S M; Diouf, A A; Niang, M M; Diadhiou, M; Diallo, M; Dieng, Y D; Ndiaye, O; Diouf, A; Moreau, J C

2017-06-01

To describe a new training approach for emergency obstetric and neonatal care (EmONC) introduced in Senegal to strengthen the skills of healthcare providers. The approach was based on skills training according to the so-called "humanist" method and on "lifesaving skills". Simulated practice took place in the classroom through 13 clinical stations summarizing the clinical skills needed for EmONC. Evaluation took place in all phases, and the results were recorded in a database to document the progress of each learner. This approach was used to train 432 providers in 10 months and to document the increase in each participants' technical achievements. The combination of training with the "learning by doing" model ensured that providers learned and mastered all EmONC skills and reduced the missed learning opportunities observed in former EmONC training sessions. Assessing the impact of training on EmONC indicators and introducing this learning modality in basic training are the two major challenges we currently face.

Impulse-variability theory: implications for ballistic, multijoint motor skill performance.

PubMed

Urbin, M A; Stodden, David F; Fischman, Mark G; Weimar, Wendi H

2011-01-01

Impulse-variability theory (R. A. Schmidt, H. N. Zelaznik, B. Hawkins, J. S. Frank, & J. T. Quinn, 1979) accounts for the curvilinear relationship between the magnitude and resulting variability of the muscular forces that influence the success of goal-directed limb movements. The historical roots of impulse-variability theory are reviewed in the 1st part of this article, including the relationship between movement speed and spatial error. The authors then address the relevance of impulse-variability theory for the control of ballistic, multijoint skills, such as throwing, striking, and kicking. These types of skills provide a stark contrast to the relatively simple, minimal degrees of freedom movements that characterized early research. However, the inherent demand for ballistic force generation is a strong parallel between these simple laboratory tasks and multijoint motor skills. Therefore, the authors conclude by recommending experimental procedures for evaluating the adequacy of impulse variability as a theoretical model within the context of ballistic, multijoint motor skill performance. Copyright © Taylor & Francis Group, LLC

Design, dissemination, and evaluation of an advanced communication elective at seven U.S. medical schools.

PubMed

Mauksch, Larry; Farber, Stuart; Greer, H Thomas

2013-06-01

To test educational methods that continue communication training into the fourth year of medical school. The authors disseminated and evaluated an advanced communication elective in seven U.S. medical schools between 2007 and 2009; a total of 9 faculty and 22 fourth-year students participated. The elective emphasized peer learning, practice with real patients, direct observation, and applications of video technology. The authors used qualitative and quantitative survey methods and video review to evaluate the experience of students and faculty. Students reported that the elective was better than most medical school clerkships they had experienced. Their self-confidence in time management and in the use of nine communication skills improved significantly. The most valued course components were video review, repeated practice with real patients, and peer observation. Analysis of student videos with real patients and in role-plays showed that some skills (e.g., agenda setting, understanding the patient perspective) were more frequently demonstrated than others (e.g., exploring family and cultural values, communication while using the electronic health record). Faculty highly valued this learner-centered model and reported that their self-awareness and communication skills grew as teachers and as clinicians. Learner-centered methods such as peer observation and video review and editing may strengthen communication training and reinforce skills introduced earlier in medical education. The course design may counteract a "hidden curriculum" that devalues respectful interactions with trainees and patients. Future research should assess the impact of course elements on skill retention, attitudes for lifelong learning, and patients' health outcomes.

Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

PubMed

MacDonald-Wicks, Lesley; Levett-Jones, Tracy

The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.For this review, effective communication will be defined as that which enhances patient satisfaction, safety, symptom resolution, psychological status, or reduces the impact/burden of disease and/or improved communication skills within undergraduate or postgraduate studentsThe review question is: What is the best available evidence on strategies to effectively teach communication skills to undergraduate and postgraduate medical, nursing and allied health students (nutrition and dietetics, occupational therapy, physiotherapy, speech pathology etc)? Communication is a two-way interaction where information, meanings and feelings are shared both verbally and non-verbally. Effective communication is when the message being conveyed is understood as intended. Effective communication between the health professional and patient is increasingly being recognised as a core clinical skill. Research has identified the far reaching benefits of effective communication skills including enhanced patient satisfaction, patient safety, symptom resolution and improvements in functional and psychological status. Poor communication can result in omitted or misinterpretation of information resulting in declining health of the patient. Despite the importance of effective communication in ensuring positive outcomes for both the patient and health professional, there is concern that contemporary teaching and learning approaches do not always facilitate the development of a requisite level of communication skills, both verbal and written and a difficulty for the current generation of communication skills teachers is that many have not had the experience of being taught communication skills themselves.Studies have shown that communication skills can be taught, although proven learning strategies should be the basis of any communication teaching. It is reported that the communication skills teachers themselves be trained in communication skills and assessment of communication skills should be an important component of the health professionals' accreditation. Not only should the communication skills of the teacher be evaluated but the teaching modules within the program should also be evaluated on a regular basis.In all cases of communication teaching, strong faculty support is required for any communication skills programme to be successful. Early introduction of communication skills programmes, which are continued throughout all the years of the curriculum, has been shown to be effective in improving confidence and reducing the number of errors made and establishing a more permanent understanding of communication. Throughout the undergraduate degree, increased integration between communication and clinical teaching is important in learning to use the two skill sets together, so as to closely reflect what happens in clinical practice. Research suggests that communication training is most effective when longitudinal in nature and coincides with ongoing professional practice education.Many studies have shown that communication skills programmes with a strong experimental and/or practical component are more effective than programmes that are solely theory or discussion based. Simulations and role-play are effective instructional methods for developing communication skills including opening and closing consultations, conducting the consultation in a logical manner, improving body language, using language at the level of understanding of the patient and using clear verbal and written communication. One particular strategy that has been shown to be effective is the use of videotaped consultations with standardised patients.Although measuring the effectiveness of communication skills training is difficult, there are a few common strategies used in the current literature. It has been suggested that evaluation of the competence of students' verbal communication skills is best assessed during observations of simulated consultations with standardised patients followed by constructive feedback. The quality of the constructive feedback is crucial, needing to be specific, non-judgemental and descriptive. A number of studies have used objective structured clinical exams (OSCE) where a marking scheme is used to evaluate different components of communication whilst ensuring a more standardised assessment for all students.Given the concern with communication skills of contemporary health professionals, and the variability in current communication education programmes, it is important that an educational model be developed to foster the development of effective communication. This model should be multi-faceted, that is, address knowledge, skill and attitude domains and cover both verbal and non-verbal forms of communication.A preliminary search of JBI Library of Systematic Reviews, Cochrane Library of Systematic Reviews, Medline, CINAHL, DARE, PROSPERO has been performed and one existing systematic review was identified. The review investigated communication teaching in nurse education in the United Kingdom (UK). The review discusses a number of points including 1) who teaches communication skills; 2) the methods used; 3) time spent on communication skills training; 4) the goals or content of the teaching and; 5) assessment, evaluation and overall effectiveness of communication teaching. From the 17 studies included in this review, it was found that team teaching provides greater depth and more perspectives therefore likely to be more effective. Experiential methods, standardised patients, and group work are commonly used as methods of teaching with course content including empathy, self-awareness, interviewing skills and critical thinking. The time spent in teaching communication skills is often not reported with information on the methods of assessment of communication skills also limited although the use of standardised patients and OSCEs most commonly used. This review concluded that there was a lack of research in this area and the strength of conclusions from these studies were lessened due to the flaws in methodological design, Therefore, the question still remains as to what aspects of teaching communication are effective.Given the poor methodological design of the studies included in the above review, the time since publication of the last review (2002), and the lack of recent research specific to this topic, this review is somewhat exploratory and hopes to further explain effective methods of communication teaching and evaluation.

A study on the information-motivation-behavioural skills model among Chinese adults with peritoneal dialysis.

PubMed

Chang, Tian-Ying; Zhang, Yi-Lin; Shan, Yan; Liu, Sai-Sai; Song, Xiao-Yue; Li, Zheng-Yan; Du, Li-Ping; Li, Yan-Yan; Gao, Douqing

2018-05-01

To examine whether the information-motivation-behavioural skills model could predict self-care behaviour among Chinese peritoneal dialysis patients. Peritoneal dialysis is a treatment performed by patients or their caregivers in their own home. It is important to implement theory-based projects to increase the self-care of patients with peritoneal dialysis. The information-motivation-behavioural model has been verified in diverse populations as a comprehensive, effective model to guide the design, implementation and evaluation of self-care programmes. A cross-sectional, observational study. A total of 201 adults with peritoneal dialysis were recruited at a 3A grade hospital in China. Participant data were collected on demographics, self-care information (knowledge), social support (social motivation), self-care attitude (personal motivation), self-efficacy (behaviour skills) and self-care behaviour. We also collected data on whether the recruited patients had peritoneal dialysis-associated peritonitis from electronic medical records. Measured variable path analysis was performed using mplus 7.4 to identify the information-motivation-behavioural model. Self-efficacy, information and social motivation predict peritoneal dialysis self-care behaviour directly. Information and personal support affect self-care behaviour through self-efficacy, whereas peritoneal dialysis self-care behaviour has a direct effect on the prevention of peritoneal dialysis-associated peritonitis. The information-motivation-behavioural model is an appropriate and applicable model to explain and predict the self-care behaviour of Chinese peritoneal dialysis patients. Poor self-care behaviour among peritoneal dialysis patients results in peritoneal dialysis-associated peritonitis. The findings suggest that self-care education programmes for peritoneal dialysis patients should include strategies based on the information-motivation-behavioural model to enhance knowledge, motivation and behaviour skills to change or maintain self-care behaviour. © 2018 John Wiley & Sons Ltd.

Design of a National Skills Market Model for Air Force Enlisted Personnel

DTIC Science & Technology

1979-09-01

specific occupations, rather than merely by industrial sector, labor market behavior could be more clearly related to specific Air Force specialties. The ...distinguishable but related purposes. First, it is desired as an adjunct to the Integrated Simulation Evaluation Model (ISEM) currently being...corn- puter simulation model of the Air Force Manpower and Personnel System (AFM&PS) that integrates the behavioral relationships deter- mining the

Evaluating Presentation Skills of Volunteer Trainers.

ERIC Educational Resources Information Center

Mohan, Donna K.

A systematic method for evaluating the presentation skills of volunteer trainers would enable the discovery of hidden problems. It would also increase individual trainer skills and satisfaction and improve the overall effectiveness of the training program. A first step is to determine the general presentation skills a successful volunteer trainer…

Interrelating Office Skills Leads to Vocational Success

ERIC Educational Resources Information Center

Lynch, Claire

1974-01-01

The here-and-there approach to teaching and evaluating business and office skills will teach the skills, but training the totally competent office employee can best be accomplished by integrating and evaluating those skills as the business and office graduate will find them on the job--as a total performance. (Author/BP)

[Loan of services developing palliative care skills based on the apprentice model].

PubMed

Dallaire, Clémence; Audet, Geneviève; L'Heureux, Michel; Saint-Laurent, Louise; Fillion, Lise; Morin, Diane; Dubé, Nathalie

2008-01-01

For over 25 years, the Maison Michel-Sarrazin, a private palliative care institution in the Quebec City region, has had an original agreement with other establishments in the healthcare network (hospitals, long-term residential centres and CLSCs), in the form of the loan of nursing services. Based on the findings of a study as part of a research program, this article describes the loan of nursing services and qualitatively assesses its effects on the development of nurses' palliative care skills. An evaluative descriptive approach based on two conceptual frameworks (Giddens; Patton) was used to compile the views of 79 players. The findings demonstrate the innovative nature of the loan of nursing services and its considerable influence on the development of nursing skills, thanks to training based on the apprenticeship model (learning through observation and imitation), and on nursing practice at the Maison Michel-Sarrazin. Nevertheless, the controversy surrounding training using the apprenticeship model and the lack of recognition of this training on the part of the lending institutions raise questions despite the general satisfaction with the loan of nursing services.

The development and evaluation of a hydrological seasonal forecast system prototype for predicting spring flood volumes in Swedish rivers

NASA Astrophysics Data System (ADS)

Foster, Kean; Bertacchi Uvo, Cintia; Olsson, Jonas

2018-05-01

Hydropower makes up nearly half of Sweden's electrical energy production. However, the distribution of the water resources is not aligned with demand, as most of the inflows to the reservoirs occur during the spring flood period. This means that carefully planned reservoir management is required to help redistribute water resources to ensure optimal production and accurate forecasts of the spring flood volume (SFV) is essential for this. The current operational SFV forecasts use a historical ensemble approach where the HBV model is forced with historical observations of precipitation and temperature. In this work we develop and test a multi-model prototype, building on previous work, and evaluate its ability to forecast the SFV in 84 sub-basins in northern Sweden. The hypothesis explored in this work is that a multi-model seasonal forecast system incorporating different modelling approaches is generally more skilful at forecasting the SFV in snow dominated regions than a forecast system that utilises only one approach. The testing is done using cross-validated hindcasts for the period 1981-2015 and the results are evaluated against both climatology and the current system to determine skill. Both the multi-model methods considered showed skill over the reference forecasts. The version that combined the historical modelling chain, dynamical modelling chain, and statistical modelling chain performed better than the other and was chosen for the prototype. The prototype was able to outperform the current operational system 57 % of the time on average and reduce the error in the SFV by ˜ 6 % across all sub-basins and forecast dates.

Cognitive functioning and social problem-solving skills in schizophrenia.

PubMed

Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

2002-05-01

This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

Chest drainage teaching and training for medical students. Use of a surgical ex vivo pig model.

PubMed

Tube, Milton Ignacio Carvalho; Netto, Fernando Antonio Campelo Spencer; Costa, Elaine; Lafayette, Daniell de Siqueira Araújo; Lima, George Augusto da Fonseca Carvalho Antunes; Menezes, Jamile Isabela Santos de; Aires, Vinicius Gueiros Buenos; Ferraz, Álvaro Antônio Bandeira; Campos, Josemberg Marins; Moraes, Fernando Ribeiro de

2016-05-01

Implement a constructivist approach in thoracic drainage training in surgical ex vivo pig models, to compare the acquisition of homogeneous surgical skills between medical students. Experimental study, prospective, transversal, analytical, controlled, three steps. Selection, training, evaluation. a) students without training in thoracic drainage; b) without exposure to constructivist methodology. 2) EXCLUSION CRITERIA: a) students developed surgical skills; b) a history of allergy. (N = 312). Two groups participated in the study: A and B. Lecture equal for both groups. Differentiated teaching: group A, descriptive and informative method; group B, learning method based on problems. A surgical ex vivo pig model for training the chest drain was created. Were applied pre and post-test, test goal-discursive and OSATS scale. Theoretical averages: Group A = 9.5 ± 0.5; Group B = 8.8 ± 1.1 (p = 0.006). Medium Practices: Group A = 22.8 ± 1.8; Group B = 23.0 ± 2.8 (p <0.001). Through the constructivist methodology implemented in the thoracic drainage training in surgical ex vivo pig models, has proven the acquisition of surgical skills homogeneous compared among medical students.

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.

Evaluating the Ocean Component of the US Navy Earth System Model

NASA Astrophysics Data System (ADS)

Zamudio, L.

2017-12-01

Ocean currents, temperature, and salinity observations are used to evaluate the ocean component of the US Navy Earth System Model. The ocean and atmosphere components of the system are an eddy-resolving (1/12.5° equatorial resolution) version of the HYbrid Coordinate Ocean Model (HYCOM), and a T359L50 version of the NAVy Global Environmental Model (NAVGEM), respectively. The system was integrated in hindcast mode and the ocean results are compared against unassimilated observations, a stand-alone version of HYCOM, and the Generalized Digital Environment Model ocean climatology. The different observation types used in the system evaluation are: drifting buoys, temperature profiles, salinity profiles, and acoustical proxies (mixed layer depth, sonic layer depth, below layer gradient, and acoustical trapping). To evaluate the system's performance in each different metric, a scorecard is used to translate the system's errors into scores, which provide an indication of the system's skill in both space and time.

Building research capacity and productivity among advanced practice nurses: an evaluation of the Community of Practice model.

PubMed

Gullick, Janice G; West, Sandra H

2016-03-01

The aim of this study was to evaluate Wenger's Community of Practice as a framework for building research capacity and productivity. While research productivity is an expected domain in influential models of advanced nursing practice, internationally it remains largely unmet. Establishment of nursing research capacity precedes productivity and consequently, there is a strong imperative to identify successful capacity-building models for nursing-focussed research in busy clinical environments. Prospective, longitudinal, qualitative descriptive design was used in this study. Bruyn's participant observation framed evaluation of a Community of Practice comprising 25 advanced practice nurses. Data from focus groups, education evaluations, blog/email transcripts and field observations, collected between 2007 and 2014, were analysed using a qualitative descriptive method. The Community of Practice model invited differing levels of participation, allowed for evolution of the research community and created a rhythm of research-related interactions and enduring research relationships. Participants described the value of research for their patients and families and the significance of the developing research culture in providing richness to their practice and visibility of their work to multidisciplinary colleagues. Extensive examples of research dissemination and enrolment in doctoral programmes further confirmed this value. A Community of Practice framework is a powerful model enabling research capacity and productivity evidenced by publication. In developing a solid foundation for a nursing research culture, it should be recognized that research skills, confidence and growth develop over an extended period of time and success depends on skilled coordination and leadership. © 2015 John Wiley & Sons Ltd.

Pretesting Effects in the Evaluation of Social Skills Training.

ERIC Educational Resources Information Center

Mungas, Dan M.; Walters, Herman A.

1979-01-01

Evaluated effects of pretesting in conjunction with a group social skills training program. A Solomon four-groups design was used to evaluate the effects of pretesting, the skills training program, and their interaction. Strong evidence of pretesting effects was found for measures associated with a behavioral forced interaction task. (Author)

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…

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

Automatically rating trainee skill at a pediatric laparoscopic suturing task.

PubMed

Oquendo, Yousi A; Riddle, Elijah W; Hiller, Dennis; Blinman, Thane A; Kuchenbecker, Katherine J

2018-04-01

Minimally invasive surgeons must acquire complex technical skills while minimizing patient risk, a challenge that is magnified in pediatric surgery. Trainees need realistic practice with frequent detailed feedback, but human grading is tedious and subjective. We aim to validate a novel motion-tracking system and algorithms that automatically evaluate trainee performance of a pediatric laparoscopic suturing task. Subjects (n = 32) ranging from medical students to fellows performed two trials of intracorporeal suturing in a custom pediatric laparoscopic box trainer after watching a video of ideal performance. The motions of the tools and endoscope were recorded over time using a magnetic sensing system, and both tool grip angles were recorded using handle-mounted flex sensors. An expert rated the 63 trial videos on five domains from the Objective Structured Assessment of Technical Skill (OSATS), yielding summed scores from 5 to 20. Motion data from each trial were processed to calculate 280 features. We used regularized least squares regression to identify the most predictive features from different subsets of the motion data and then built six regression tree models that predict summed OSATS score. Model accuracy was evaluated via leave-one-subject-out cross-validation. The model that used all sensor data streams performed best, achieving 71% accuracy at predicting summed scores within 2 points, 89% accuracy within 4, and a correlation of 0.85 with human ratings. 59% of the rounded average OSATS score predictions were perfect, and 100% were within 1 point. This model employed 87 features, including none based on completion time, 77 from tool tip motion, 3 from tool tip visibility, and 7 from grip angle. Our novel hardware and software automatically rated previously unseen trials with summed OSATS scores that closely match human expert ratings. Such a system facilitates more feedback-intensive surgical training and may yield insights into the fundamental components of surgical skill.

Development and evaluation of a risk communication curriculum for medical students.

PubMed

Han, Paul K J; Joekes, Katherine; Elwyn, Glyn; Mazor, Kathleen M; Thomson, Richard; Sedgwick, Philip; Ibison, Judith; Wong, John B

2014-01-01

To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students' objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures. Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (p<.001) objective and subjective risk communication competence than a convenience sample of 24 unexposed students. New observational measures of objective competence in risk communication showed promising evidence of reliability and validity. The curriculum was resource-intensive. The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication. Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Simulation-Based Training - Evaluation of the Course Concept "Laparoscopic Surgery Curriculum" by the Participants.

PubMed

Köckerling, Ferdinand; Pass, Michael; Brunner, Petra; Hafermalz, Matthias; Grund, Stefan; Sauer, Joerg; Lange, Volker; Schröder, Wolfgang

2016-01-01

The learning curve in minimally invasive surgery is much longer than in open surgery. This is thought to be due to the higher demands made on the surgeon's skills. Therefore, the question raised at the outset of training in laparoscopic surgery is how such skills can be acquired by undergoing training outside the bounds of clinical activities to try to shorten the learning curve. Simulation-based training courses are one such model. In 2011, the surgery societies of Germany adopted the "laparoscopic surgery curriculum" as a recommendation for the learning content of systematic training courses for laparoscopic surgery. The curricular structure provides for four 2-day training courses. These courses offer an interrelated content, with each course focusing additionally on specific topics of laparoscopic surgery based on live operations, lectures, and exercises carried out on bio simulators. Between 1st January, 2012 and 31st March, 2016, a total of 36 training courses were conducted at the Vivantes Endoscopic Training Center in accordance with the "laparoscopic surgery curriculum." The training courses were attended by a total of 741 young surgeons and were evaluated as good to very good during continuous evaluation by the participants. Training courses based on the "laparoscopic surgery curriculum" for acquiring skills in laparoscopy are taken up and positively evaluated by young surgeons.

"Let's Get Physical": Advantages of a Physical Model over 3D Computer Models and Textbooks in Learning Imaging Anatomy

ERIC Educational Resources Information Center

Preece, Daniel; Williams, Sarah B.; Lam, Richard; Weller, Renate

2013-01-01

Three-dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their…

Promoting Mental Health and Preventing Substance Abuse and Violence in Elementary Students: A Randomized Control Study of the Michigan Model for Health

ERIC Educational Resources Information Center

O'Neill, James M.; Clark, Jeffrey K.; Jones, James A.

2011-01-01

Background: In elementary grades, comprehensive health education curricula mostly have demonstrated effectiveness in addressing singular health issues. The Michigan Model for Health (MMH) was implemented and evaluated to determine its impact on multiple health issues, including social and emotional skills, prosocial behavior, and drug use and…

Development of a Cross-Disciplinary Investigative Model for the Introduction of Microarray Techniques at Non-R1 Undergraduate Institutions

ERIC Educational Resources Information Center

Walker, David E.; Lutz, Gary P.; Alvarez, Consuelo J.

2008-01-01

Integrating advanced biological techniques into instruction at non-R1 institutions can prove to be a challenge. Here, we report the creation of a model for the introduction of gene expression microarray technology into a research laboratory. A student assessment tool was used to evaluate: (1) technical skill development; (2) cross-disciplinary…

The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program

ERIC Educational Resources Information Center

Tatzl, Dietmar; Hassler, Wolfgang; Messnarz, Bernd; Fluhr, Holger

2012-01-01

The present article describes and evaluates collaborative interdisciplinary group projects initiated by content lecturers and an English-as-a-Foreign-Language (EFL) instructor for the purpose of teaching technical writing skills in an aeronautical engineering degree program. The proposed technical writing model is assessed against the results of a…

Kindergarten Predictors of Third Grade Writing

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

Promoting self-reflection in clinical practice among Chinese nursing undergraduates in Hong Kong.

PubMed

Ip, Wan Yim; Lui, May H; Chien, Wai Tong; Lee, Iris F; Lam, Lai Wah; Lee, Diana T

2012-06-01

This study evaluated the effect of a structured education programme on improving the self-reflection skills of Chinese nursing undergraduates in managing clinical situations. Johns' Structured Reflection Model was used as a framework for the development of the education programme. Thirty-eight nursing undergraduates attended a 3-hour interactive workshop on reflective skills and were encouraged to practise the skills learned under the guidance of a nurse instructor during their 4-week clinical practicum. The findings indicated that the programme was helpful in improving the undergraduates' reflective skills though only a few of them reached the highest level as critical reflectors. Some undergraduates identified time constraints and the lack of a trusting relationship with their nurse instructor as barriers to their reflective learning. The findings may help nurse educators develop education programmes with structured learning strategies to promote nursing undergraduates' self-refection in clinical practice.

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Long-run evolution of the global economy: 2. Hindcasts of innovation and growth

NASA Astrophysics Data System (ADS)

Garrett, T. J.

2015-03-01

Long-range climate forecasts rely upon integrated assessment models that link the global economy to greenhouse gas emissions. This paper evaluates an alternative economic framework, outlined in Part 1, that is based on physical principles rather than explicitly resolved societal dynamics. Relative to a reference model of persistence in trends, model hindcasts that are initialized with data from 1950 to 1960 reproduce trends in global economic production and energy consumption between 2000 and 2010 with a skill score greater than 90%. In part, such high skill appears to be because civilization has responded to an impulse of fossil fuel discovery in the mid-twentieth century. Forecasting the coming century will be more of a challenge because the effect of the impulse appears to have nearly run its course. Nonetheless, the model offers physically constrained futures for the coupled evolution of civilization and climate during the Anthropocene.

Self-Perceived Cooking Skills in Emerging Adulthood Predict Better Dietary Behaviors and Intake 10 Years Later: A Longitudinal Study.

PubMed

Utter, Jennifer; Larson, Nicole; Laska, Melissa N; Winkler, Megan; Neumark-Sztainer, Dianne

2018-05-01

To determine whether perceived cooking skills in emerging adulthood predicts better nutrition a decade later. Data were collected as part of the Project Eating and Activity in Teens and Young Adults longitudinal study. Participants reported on adequacy of cooking skills in 2002-2003 (age 18-23 years) and subsequently reported on nutrition-related outcomes in 2015-2016 (age 30-35 years) (n = 1,158). Separate regression models were used to examine associations between cooking skills at age 18-23 years and each subsequent outcome. One fourth of participants described their cooking skills as very adequate at 18-23 years, with no statistically significant differences by sociodemographic characteristics. Reports of very adequate cooking skills at age 18-23 years predicted better nutrition-related outcomes 10 years later, such as more frequent preparation of meals including vegetables (P < .001) and less frequent fast food consumption (P < .001). Developing adequate cooking skills by emerging adulthood may have long-term benefits for nutrition over a decade later. Ongoing and new interventions to enhance cooking skills during adolescence and emerging adulthood are warranted but require strong evaluation designs that observe young people over a number of years. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Evaluation of the HF-Radar network system around Taiwan using normalized cumulative Lagrangian separation.

NASA Astrophysics Data System (ADS)

Fredj, Erick; Kohut, Josh; Roarty, Hugh; Lai, Jian-Wu

2017-04-01

The Lagrangian separation distance between the endpoints of simulated and observed drifter trajectories is often used to assess the performance of numerical particle trajectory models. However, the separation distance fails to indicate relative model performance in weak and strong current regions, such as over continental shelves and the adjacent deep ocean. A skill score described in detail by (Lui et.al. 2011) was applied to estimate the cumulative Lagrangian separation distances normalized by the associated cumulative trajectory lengths. In contrast, the Lagrangian separation distance alone gives a misleading result. The proposed dimensionless skill score is particularly useful when the number of drifter trajectories is limited and neither a conventional Eulerian-based velocity nor a Lagrangian based probability density function may be estimated. The skill score assesses The Taiwan Ocean Radar Observing System (TOROS) performance. TOROS consists of 17 SeaSonde type radars around the Taiwan Island. The currents off Taiwan are significantly influenced by the nearby Kuroshio current. The main stream of the Kuroshio flows along the east coast of Taiwan to the north throughout the year. Sometimes its branch current also bypasses the south end of Taiwan and goes north along the west coast of Taiwan. The Kuroshio is also prone to seasonal change in its speed of flow, current capacity, distribution width, and depth. The evaluations of HF-Radar National Taiwanese network performance using Lagrangian drifter records demonstrated the high quality and robustness of TOROS HF-Radar data using a purely trajectory-based non-dimensional index. Yonggang Liu and Robert H. Weisberg, "Evaluation of trajectory modeling in different dynamic regions using normalized cumulative Lagrangian separation", Journal of Geophysical Research, Vol. 116, C09013, doi:10.1029/2010JC006837, 2011

Large-Scale Atmospheric Circulation Patterns Associated with Temperature Extremes as a Basis for Model Evaluation: Methodological Overview and Results

NASA Astrophysics Data System (ADS)

Loikith, P. C.; Broccoli, A. J.; Waliser, D. E.; Lintner, B. R.; Neelin, J. D.

2015-12-01

Anomalous large-scale circulation patterns often play a key role in the occurrence of temperature extremes. For example, large-scale circulation can drive horizontal temperature advection or influence local processes that lead to extreme temperatures, such as by inhibiting moderating sea breezes, promoting downslope adiabatic warming, and affecting the development of cloud cover. Additionally, large-scale circulation can influence the shape of temperature distribution tails, with important implications for the magnitude of future changes in extremes. As a result of the prominent role these patterns play in the occurrence and character of extremes, the way in which temperature extremes change in the future will be highly influenced by if and how these patterns change. It is therefore critical to identify and understand the key patterns associated with extremes at local to regional scales in the current climate and to use this foundation as a target for climate model validation. This presentation provides an overview of recent and ongoing work aimed at developing and applying novel approaches to identifying and describing the large-scale circulation patterns associated with temperature extremes in observations and using this foundation to evaluate state-of-the-art global and regional climate models. Emphasis is given to anomalies in sea level pressure and 500 hPa geopotential height over North America using several methods to identify circulation patterns, including self-organizing maps and composite analysis. Overall, evaluation results suggest that models are able to reproduce observed patterns associated with temperature extremes with reasonable fidelity in many cases. Model skill is often highest when and where synoptic-scale processes are the dominant mechanisms for extremes, and lower where sub-grid scale processes (such as those related to topography) are important. Where model skill in reproducing these patterns is high, it can be inferred that extremes are being simulated for plausible physical reasons, boosting confidence in future projections of temperature extremes. Conversely, where model skill is identified to be lower, caution should be exercised in interpreting future projections.

The impact of patients' perceptions of the listening skills of the pharmacist on their willingness to re-use Home Medicines Reviews: a structural equation model.

PubMed

Carter, Stephen R; Moles, Rebekah; White, Lesley; Chen, Timothy F

2015-01-01

Research has shown that consumers prefer a pharmacist who is skilled in communication and pays particular attention to friendliness, empathy and attentiveness. Medication management interviews tend to be more time consuming than other patient-pharmacist interactions. The extra time for these interviews provides patients with an opportunity to evaluate the quality of interpersonal care provided by the pharmacist. Patient evaluations of pharmacists may influence their intentions to use medication management services. In previous studies, a conceptual model based on information-seeking theory was developed and used to explain a significant amount of the variation in consumers' and caregivers' willingness to use Australia's Home Medicines Review (HMR) service. The aim of this paper was to extend the conceptual model to include the influence of patients' evaluation of interpersonal care provided. We aimed to test the hypothesis that patients' perceptions of how well the pharmacist listened to them during their most recent HMR interview (Listening) would increase their willingness to re-use HMR (Willingness). Patients (N = 595) who had experienced Australia's Home Medicines Review (HMR) within the previous 6 months completed questionnaires. Exploratory and confirmatory factor analyzes were used to validate the measurement scales. Structural equation modeling was used to test the model. The structural model provided a reasonable fit to the data and explained 53% of the variation in Willingness. The structural model revealed that Listening increased patients' perceptions that the HMR provided positive outcomes (Outcomes) (β = 0.37, P < 0.05) and directly and indirectly increased Willingness (β = 0.61, P < 0.05). These results suggest that patients' willingness to use a medication management service in the future is strongly influenced by their perceptions of how well the pharmacist listened to them during their last medication review interview. Improving pharmacist listening skills may be explored as a strategy for improving patient engagement with pharmacy services. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Wastewater treatment models in teaching and training: the mismatch between education and requirements for jobs.

PubMed

Hug, Thomas; Benedetti, Lorenzo; Hall, Eric R; Johnson, Bruce R; Morgenroth, Eberhard; Nopens, Ingmar; Rieger, Leiv; Shaw, Andrew; Vanrolleghem, Peter A

2009-01-01

As mathematical modeling of wastewater treatment plants has become more common in research and consultancy, a mismatch between education and requirements for model-related jobs has developed. There seems to be a shortage of skilled people, both in terms of quantity and in quality. In order to address this problem, this paper provides a framework to outline different types of model-related jobs, assess the required skills for these jobs and characterize different types of education that modelers obtain "in school" as well as "on the job". It is important to consider that education of modelers does not mainly happen in university courses and that the variety of model related jobs goes far beyond use for process design by consulting companies. To resolve the mismatch, the current connection between requirements for different jobs and the various types of education has to be assessed for different geographical regions and professional environments. This allows the evaluation and improvement of important educational paths, considering quality assurance and future developments. Moreover, conclusions from a workshop involving practitioners and academics from North America and Europe are presented. The participants stressed the importance of non-technical skills and recommended strengthening the role of realistic modeling experience in university training. However, this paper suggests that all providers of modeling education and support, not only universities, but also software suppliers, professional associations and companies performing modeling tasks are called to assess and strengthen their role in training and support of professional modelers.

SURA-IOOS Coastal Inundation Testbed Inter-Model Evaluation of Tides, Waves, and Hurricane Surge in the Gulf of Mexico

NASA Astrophysics Data System (ADS)

Kerr, P. C.; Donahue, A.; Westerink, J. J.; Luettich, R.; Zheng, L.; Weisberg, R. H.; Wang, H. V.; Slinn, D. N.; Davis, J. R.; Huang, Y.; Teng, Y.; Forrest, D.; Haase, A.; Kramer, A.; Rhome, J.; Feyen, J. C.; Signell, R. P.; Hanson, J. L.; Taylor, A.; Hope, M.; Kennedy, A. B.; Smith, J. M.; Powell, M. D.; Cardone, V. J.; Cox, A. T.

2012-12-01

The Southeastern Universities Research Association (SURA), in collaboration with the NOAA Integrated Ocean Observing System program and other federal partners, developed a testbed to help accelerate progress in both research and the transition to operational use of models for both coastal and estuarine prediction. This testbed facilitates cyber-based sharing of data and tools, archival of observation data, and the development of cross-platform tools to efficiently access, visualize, skill assess, and evaluate model results. In addition, this testbed enables the modeling community to quantitatively assess the behavior (e.g., skill, robustness, execution speed) and implementation requirements (e.g. resolution, parameterization, computer capacity) that characterize the suitability and performance of selected models from both operational and fundamental science perspectives. This presentation focuses on the tropical coastal inundation component of the testbed and compares a variety of model platforms as well as grids in simulating tides, and the wave and surge environments for two extremely well documented historical hurricanes, Hurricanes Rita (2005) and Ike (2008). Model platforms included are ADCIRC, FVCOM, SELFE, SLOSH, SWAN, and WWMII. Model validation assessments were performed on simulation results using numerous station observation data in the form of decomposed harmonic constituents, water level high water marks and hydrographs of water level and wave data. In addition, execution speed, inundation extents defined by differences in wetting/drying schemes, resolution and parameterization sensitivities are also explored.

The Effects of Evaluating Video Examples of Staffs' Own versus Others' Performance on Discrete-Trial Training Skills in a Human Service Setting

ERIC Educational Resources Information Center

Williams, W. Larry; Gallinat, Julianne

2011-01-01

Many studies have been conducted evaluating the use of feedback in staff training in organizational settings. Central to this literature has been the use of a variety of forms of feedback, including videotaped feedback. A distinction is outlined between video modeling and a variety of possible video feedback procedures. Previous studies have…

Training in Evaluation Skills for Drug Treatment and Drug Prevention Professionals in the Commonwealth Caribbean: How Do Non-Governmental and Statutory Services Compare?

ERIC Educational Resources Information Center

Klein, Axel; Day, Marcus

2006-01-01

In the countries of the Commonwealth Caribbean there has been a dramatic expansion in drug demand reduction (DDR) programmes over the past decade. Often drawing on models originating in the countries providing the funding in North America or Europe, these activities have often been inadequately monitored and rarely evaluated. The absence of…

Helping Students to Recognize and Evaluate an Assumption in Quantitative Reasoning: A Basic Critical-Thinking Activity with Marbles and Electronic Balance

ERIC Educational Resources Information Center

Slisko, Josip; Cruz, Adrian Corona

2013-01-01

There is a general agreement that critical thinking is an important element of 21st century skills. Although critical thinking is a very complex and controversial conception, many would accept that recognition and evaluation of assumptions is a basic critical-thinking process. When students use simple mathematical model to reason quantitatively…

Protecting You/Protecting Me: Evaluation of a Student-Led Alcohol Prevention and Traffic Safety Program for Elementary Students

ERIC Educational Resources Information Center

Bell, Mary Lou; Baker, Tara Kelley; Falb, Timothy; Roberts-Gray, Cindy

2005-01-01

Pre- and post-surveys of self-protective knowledge and skills in third, fourth, and fifth grade classrooms (n = 24) randomly assigned to a model program for alcohol prevention and traffic safety or to comparison group (n = 24 classrooms) were analyzed to evaluate replicability of immediate positive effects of first-year exposure and to test…

Growing Our Own: A Longitudinal Evaluation of a Professional Development Program for Early-Career 4-H Professionals

ERIC Educational Resources Information Center

Varrella, Gary F.; Luckey, Brian P.; Baca, Jacqueline S.; Peters, Curt

2016-01-01

We present the results of a longitudinal evaluation of the Western Region 4-H Institute, a 5-day training program designed to enhance the skill sets of early-career Extension professionals organized around the 4-H professional research, knowledge, and competencies model. Programs such as this often are assessed for their short-term relevance and…

Evaluating student learning outcomes in oral health knowledge and skills.

PubMed

Lewis, Adrienne; Edwards, Suzanne; Whiting, Glenda; Donnelly, Frank

2018-06-01

To evaluate whether a set of oral health resources designed for workforce training was relevant for students undertaking an entry-level nursing or aged care qualification. Oral health is one of the most neglected aspects of nursing care experienced by older people. Despite efforts to improve aged care worker oral health knowledge and skills, one-off training and rapid staff turnover have hindered the success of workplace programmes. Inadequate oral health content in entry-level nursing and aged care qualifications has perpetuated this. Kirkpatrick's training and evaluation model was used to evaluate the resources developed by a project called Building Better Oral Health Communities. Students used them as prescribed study materials and completed pre- and postintervention questionnaires. Educators were interviewed to obtain their feedback. Quantitative data were analysed using descriptive and inferential statistics. Qualitative data were collated according to relevance to learning, presentation style and interest. Evaluation showed high levels of student and educator satisfaction. Student learning outcomes demonstrated consistently positive attitudes and significant self-reported improvements in oral health knowledge and skills. Irrespective of course type, students gained similar levels of oral health knowledge and skills following use of the resources. Nurses and care workers must be able to provide consistent standards of oral health care as a fundamental part of caring for patients. Validated as an effective learning and teaching package, it is recommended that these resources be used to strengthen the oral health content of entry-level nursing and aged care qualifications. Building the oral health capacity of nurses and care workers is one way of reversing oral health neglect and improving the quality of care provided to older people. © 2017 John Wiley & Sons Ltd.

A Global Aerosol Model Forecast for the ACE-Asia Field Experiment

NASA Technical Reports Server (NTRS)

Chin, Mian; Ginoux, Paul; Lucchesi, Robert; Huebert, Barry; Weber, Rodney; Anderson, Tad; Masonis, Sarah; Blomquist, Byron; Bandy, Alan; Thornton, Donald

2003-01-01

We present the results of aerosol forecast during the Aerosol Characterization Experiment (ACE-Asia) field experiment in spring 2001, using the Georgia Tech/Goddard Global Ozone Chemistry Aerosol Radiation and Transport (GOCART) model and the meteorological forecast fields from the Goddard Earth Observing System Data Assimilation System (GEOS DAS). The aerosol model forecast provides direct information on aerosol optical thickness and concentrations, enabling effective flight planning, while feedbacks from measurements constantly evaluate the model, making successful model improvements. We verify the model forecast skill by comparing model predicted total aerosol extinction, dust, sulfate, and SO2 concentrations with those quantities measured by the C-130 aircraft during the ACE-Asia intensive operation period. The GEOS DAS meteorological forecast system shows excellent skills in predicting winds, relative humidity, and temperature for the ACE-Asia experiment area as well as for each individual flight, with skill scores usually above 0.7. The model is also skillful in forecast of pollution aerosols, with most scores above 0.5. The model correctly predicted the dust outbreak events and their trans-Pacific transport, but it constantly missed the high dust concentrations observed in the boundary layer. We attribute this missing dust source to the desertification regions in the Inner Mongolia Province in China, which have developed in recent years but were not included in the model during forecasting. After incorporating the desertification sources, the model is able to reproduce the observed high dust concentrations at low altitudes over the Yellow Sea. Two key elements for a successful aerosol model forecast are correct source locations that determine where the emissions take place, and realistic forecast winds and convection that determine where the aerosols are transported. We demonstrate that our global model can not only account for the large-scale intercontinental transport, but also produce the small-scale spatial and temporal variations that are adequate for aircraft measurements planning.