Evaluating the effectiveness of a child interviewer training programme: evidence of evaluative judgement skills

Out-of-hospital cardiac arrest (OHCA) mortality remains high. The best survival rates are achieved when trained people provide OHCA victims with cardiopulmonary resuscitation (CPR); however, it is estimated that only 25% of victims receive CPR. This community health study aims to evaluate the effectiveness of a training programme in basic CPR and in the use of an automatic external defibrillator (AED) on knowledge and skills for lay people, and its social impact. The training courses were based on Catalan Council of Resuscitation guidelines. Data were collected on sociodemographic characteristics, evaluation of knowledge and practical skills at baseline and at the end of the training courses, and also on the social impact of the programme. A total of 36 training courses with 482 participants were carried out, and most participants achieved a qualification of suitable. The mean score in knowledge was 3.1 ± 1.1 at baseline and 3.8 ± 1.2 (p = 0.001) at the end of the programme. Participants rated the training courses as very satisfactory, considered the training useful, and felt more qualified to respond to an emergency. This study shows that a high percentage of participants acquired skills in basic CPR and use of an AED, which confirms the usefulness and effectiveness of training courses and its important social impact.

Simulation training is an effective method of practically oriented learning that allows cadets of maritime educational institutions to acquire practical skills in conditions as close to reality as possible. However, traditional methods of knowledge assessment, such as written tests, cannot provide a complete image of the cadets' practical skills. In this context, there is a need to use more effective assessment methods that allow to measure the level of certain competences and practical skills. Simulators and the assessment systems implemented on their basis can provide a working tool for measuring the level of certain competencies and practical skills. However, the process of obtaining evaluations of knowledge and skills on a simulator is not as direct as that of traditional training. Instructors who assess students‘ practical skills face limitations in the ways they can obtain information about students’ actions, as well as the need to monitor several students simultaneously or a large number of performance parameters to be monitored. In addition, the assessment criteria defined in the Standards of Training, Certification & Watch keeping standard do not provide a clear assessment methodology. This results in simulator training scores varying from instructor to instructor, and simulator training scores for students are subjective results. The study reviews existing approaches to assessing the effectiveness of maritime simulator training. It analyses the results of academic research in the field of maritime simulator training evaluation. Various evaluation methods have been identified, but none of them is intended as a standard evaluation system for all maritime simulators. To ensure objective evaluation of maritime simulator training, it is necessary to develop and implement an objective evaluation system that will be applied to all maritime simulator training courses. This will ensure a standardized assessment of all seafarers within the framework of the Standards for Training, Certification and Watchkeeping

Substantial resources have been dedicated to designing and implementing training courses that focus on enhancing the interviewing skills of police officers. Laboratory research studies and real-world assessments of the effectiveness of interview training courses, however, have found notably mixed results. In this article, empirical studies ( N = 30) that have assessed the effectiveness of police interview and interrogation training courses were systematically reviewed. We found a wide variation in terms of the type, length, and content of the training courses, the performance criteria used to assess the training effectiveness, and the impact of the training courses on interviewing performance. Overall, the studies found that basic interviewing skills can be developed to a certain level through even short evidence-based training courses. More cognitively demanding skills, such as question selection and meaningful rapport-building, showed less of an improvement post training. The courses that included multiple training sessions showed the most consistent impact on interviewing behavior. This review also indicated a need for more systematic research on training effectiveness with more uniform and longer-term measures of effectiveness. Our findings should help guide future research on this specific topic and inform the training strategies of law enforcement and other investigatory organizations.

Introduction. When carrying out a complex of resuscitation measures, it is extremely important to develop and hone practical skills and well-coordinated work of specialists in a team. The purpose of the study: to evaluate the effectiveness of the training program for providing intensive care to a full-term newborn baby in the delivery room according to the principles of the modified 5 “O” system based on modeling clinical situations among neonatologists, anesthesiologists-resuscitators of the republics of Tajikistan, Kyrgyzstan and Uzbekistan within the framework of the program: “Ways to reduce maternal and infant mortality”. Materials and methods. Among neonatologists, anesthesiologists and resuscitators of the republics of Tajikistan, Kyrgyzstan and Uzbekistan within the framework of the training course (36 hours) “Resuscitation and stabilization of newborns in the delivery room” based on the training program developed according to the principles of the modified 5 “O” system (training, practical skills development, processing and analysis of the results, awareness, feedback communication) at the beginning (PRE) and at the end of the training course (POST) testing, assessment of the sequence, correctness of the implementation of practical skills, a given scenario, debriefing and receiving feedback were carried out. Results. The results of testing before (PRE) and after (POST) training demonstrate an increase in the number of correct answers by 26% (PRE56±6.4 and POST 82±5.2%; p<0.05). In the initial assessment of the effectiveness of the practical part of the training (according to the checklist), students demonstrated a significant increase in performance – by 36% (PRE42±5.6 and POST 78±3.8%; p<0.05). The time from birth to the start of respiratory support has practically decreased to the recommended 30 seconds (PRE67±12.4 s, POST 38±5.8 s; p<0.05), the time before the start of chest compression (PRE180±19.8 s, POST 104±12.4 s; p<0.05), time before administration of drugs PRE824±32.5 s, POST 362±21.6 s; p<0.05). Conclusion. Practice-oriented training programs and modeling of clinical situations in the provision of intensive care to a full-term newborn in the delivery room are safe, effective and useful for improving doctors’ teamwork skills.

Introduction:The development and implementation of simulated placements based in higher education settings has grown, partly compensating for limited availability of allied health placements [1]. Simulation can offer students high-fidelity experiences in protected learning environments where there are specific opportunities for reflection and performance evaluation. Evaluative judgment (EJ) is the ability of the learner to evaluate their own work and their peers [2]. Simulation can support students to develop EJ through feedback and assessment of performance.Methods:A simulated occupational therapy placement was created, implemented and evaluated using a design-based research approach. Within the programme, students worked in groups, each with a designated academic facilitator from the teaching team. Simulated clients were portrayed by volunteer retired professionals. After each session, students self-evaluated their performance, provided peer feedback, and received verbal and written feedback from the academic facilitator. At the end of simulation, students reflected and graded their own performance based on the cumulative feedback in preparation for their next practice placement. Facilitators also completed the same evaluation with grades and comments on students’ overall performance.Results:The simulated placement enabled novice students to develop their practice skills and build confidence. Further, it also supported them to develop EJ. Specifically, post-session reflection time allowed students to identify areas of improvement. The post-session feedback discussion also provided peer feedback, engaging students in actively evaluating their observations of peer performance. Lastly, individualised feedback from the academic facilitators provided these novices with guidance for their future actions. At the end of simulated placement, having both students and academic facilitators completing the Evaluation of Foundational Placement Competencies (EFPC) assessment, enabled explicit comparison of the similarities and differences in their formal judgements of performance.Discussion:When developing EJ, it is important that students can transfer their learning experience to a comparable situation to promote validation of their self-evaluation [3]. After this simulated placement, students undertook in-person, clinician-led placements. They prepared by creating action plans, providing a meaningful purpose for developing their EJ through reflection and assessment within the simulation programme. Students require useful constructive feedback to facilitate improvements in future performance and thus support their development of EJ [2]. The simulation context was particularly amenable to embedding authentic opportunities for students to receive quality feedback in both verbal and written formats. Overall, this model of simulation addresses student learning through self, peer and facilitator feedback, all of which are required elements within the development of EJ.Ethics statement:Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Objective: to master and practically execute cardiopulmonary resuscitation (CPR) procedural techniques, to acquire skills to use state - of - art equipment, and to teach work in the team. Subjects and methods. Forty - six interns and residents took a simulation course of training in basic CPR and automatic external defibrillation. Three - four days before the course, its participants received the certified translation of the European Resuscitation Council (ERC) information material and studied it. The course education program encompasses lectures, lessons on a medical care algorithm in sudden cardiac arrest, and practical works using models, including chest compression, ventilation, and automatic external defibrillator (AED) training. The duration of the course is 6—7 hours. Results. All the interns and residents were motivated to learn: to acquire first aid skills to manage sudden cardiac arrest. The ERC algorithm and a 4 - stepped model to have practical skills were used. The taken course met expectations in 100% of the participants; all the interns and residents adequately acquired practical CPR skills and successfully completed their training. A questionnaire survey at the end of the course showed the high efficiency of the course. The training enhanced motivation in 29 interns and residents; they obtained an ERC provider degree; 10 interns and residents continue to take a course of training as an ERC instructor.

This study aimed to explore the effects of a pedagogical intervention involving the combined application of rubrics and exemplars, as Self-Regulated Learning (SRL) support tools, on student’s development of the Evaluative Judgement (EJ) of Intercultural Competence (IC). A group of students from the General Required Courses department of a Saudi college participated in a quasi-experimental study involving the administration of an English writing module as part of an intensive English course. Coursework was designed based on Byram’s multidimensional IC model, guided by Liddicoat’s pathway model for IC development, framed within Panadero & Broadbent’s EJ framework, and mapped on Zimmerman’s Self-Reflection Phase (SRP) of the self-regulatory process. A mixed-method design was adopted to gain insights on the learning processes the students went through as well as their perceptions of and attitudes towards the learning experience. The results indicated a variety of SRP strategies at work and provided evidence for the positive effects of rubrics and exemplars on the enhancement of students’ EJ of IC. The results revealed several spheres where SRL, EJ, and IC relate and align to support students’ development and practice of sustainable skills that allow them to take control of their own learning and adapt in ever-changing environments.

Emergency obstetrics knowledge and practical skills retention among medical students in Rwanda following a short training course

Introduction: Contemporary feedback models emphasise the value of multiple feedback opportunities. Effective feedback participation requires evaluative judgement—the ability to discern the quality of one’s own and others’ work. Self and peer assessment may enable repeated practice and feedback for developing evaluative judgement. However, attitudes to self and peer assessment may present a barrier to effective implementation. This study explored whether congruence between marks from self and peer assessment improved with assessment task participation. Participants’ attitudes towards self and peer assessment and approaches to learning were also evaluated.Methods: Participants undertook simulated history-taking tasks in semester 2, 2018. Group 1 undertook formative and summative assessments and participated in self and peer assessment . Group 2 undertook formative and summative assessment. Group 3 undertook only summative assessment. All groups received faculty feedback for each submitted assessment. Participants completed the modified Study Process Questionnaire (mSPQ) and the Peer Perception of Assessment (PPA) before (T1) and after the formative task (T2) and after the summative task (T3).Results: Summative task scores improved for group 1 (n = 9, p < 0.01) and group 2 (n = 26, p < 0.01). Within-group (p = 0.02) and between-group differences (p = 0.01) were identified for surface learning approaches. All groups’ perceptions of peer assessment decreased significantly (p < 0.01) across all three time periods.Conclusions: Participants receiving self and peer assessment and faculty feedback improved performance and increased congruence of their self- and peer-assessment marks, potentially developing their evaluative judgment skills. Peer assessment perception became less positive, while surface learning approaches increased. Future research should assess the role of self and peer assessment in developing evaluative judgment.

The fashion in education increasingly integrates technology as learning supporting tool. For undergraduate radiological technologist (RT) students, the concept understanding and practical skills in their professional field have a significant impact on their success. Quality control (QC) of mammography machine is one of the professional responsibilities. A problematic situation in traditional learning process is the lack of devices and the primarily used lecture-style. This makes studying outside classroom and frequent practice more challenging. The purpose of this study was to determine the effectiveness of the developed e-book in RT students about the concept understanding and practical skills of the mammography machine QC, compared with conventional methods. One-hundred and fifteen students were participants, whom were randomized into two groups. The experimental group was able to access the e-book for self-learning, while the control group received only the conventional class on the same topic. The five-scale questionnaires were used to assess student’s satisfaction. A strong increase in the test-scores of the experimental students indicated their in-depth knowledge and better performance in practical and evaluation skills. The experimental group performed better than the control group, with a statistically significant difference at p<0.00001. It also found that the majority of the students agreed that the e-book media was an excellent choice for their self-learning and training. So, it can be concluded that the e-book learning media has a positive influence to students – as a low cost, easily accessible and attractive supporting tool to provide students with the better opportunities for learning and skills-training.

PurposeTo construct a training course program for ICU nurses to care for oral mucosal membrane pressure injury (MMPI) and evaluate its implementation effects based on the ADDIE model.Patients and MethodsA research team was established to construct the training course program in January 2024. According to the ADDIE model, a training course was designed and developed after the literature research and Delphi expert inquiry. The training course program was implemented in 138 ICU nurses from a tertiary A hospital in China from April to May 2024. The ICU nurses’ knowledge, attitude, and practice in preventing medical device-related pressure injury in critically ill patients and the incidence of oral MMPI were compared before and after the training program.ResultsA particular training course program for the ICU nurses to care for oral MMPI was constructed in this study. It contained three aspects of particular training subjects (professional knowledge, practical skills and professional literacy) and included 16 specific training courses. One hundred and thirty-eight ICU nurses received the training course program in the hospital. The total score of MMPI knowledge-attitude-practice of the ICU nurses was (167.73±8.13) after the training, which was significantly improved compared with the score before the training (145.81±13.57) (t = 16.283, P<0.001). The incidence of oral MMPI after the training (5.94%) was significantly lower than that before training (22.93) (x2=12.034, P<0.001).ConclusionThe training course program for ICU nurses to care for oral MMPI based on the ADDIE module can effectively improve ICU nurses’ comprehensive ability to prevent oral MMPI and reduce the incidence of oral MMPI. It can be applied in clinical nursing education and practice.

The mental health challenges faced by aging societies, particularly within the context of Thai Buddhist communities, underscore the urgent need for capacity-building initiatives to support monks in promoting the psychological well-being of the elderly. This study evaluates the effectiveness of a mental health training program for monks, rooted in Buddhist principles. The primary aim is to assess how well the program equips monks to counsel the elderly in Thai Buddhist society. A quasi-experimental design was employed, involving 32 health volunteer monks selected through purposive sampling. The study assessed the monks’ knowledge and practical counseling skills and collected participant feedback. The results indicate significant improvements in both knowledge and practical skills, with marked progress observed from pre- to post-test scores (p &lt; 0.001) and sustained effectiveness in follow-up assessments (p = 0.005). Approximately 71.88% of participants passed the knowledge post-test and practical skills evaluation, with 62.50% demonstrating proficiency in the follow-up assessment. These findings suggest that the program is effective in preparing monks to address mental health issues among the elderly in Thai Buddhist society. Additionally, integrating indigenous practices and beliefs into mental health interventions can enhance their cultural relevance and acceptance. This approach empowers local religious leaders and fosters culturally sensitive solutions to mental health challenges across diverse populations.

Introduction: Emergency medical service (EMS) is an integral part of healthcare organization system. The effectiveness of EMS provision depends on early detection of life-threatening conditions, promptness of medical and sanitary measures, availability of necessary medical care and qualifications level of medical workers. The goal of the study: To analyze the effectiveness of a short-term advanced training course for emergency medical service specialists. Materials and methods: A comprehensive retrospective preclinical and clinical training analysis of the progress of the Advanced Life Support-2 (ALS-2) course participants (n = 651) which was conducted for emergency medical service specialists was carried out. A mandatory requirement of the training process was the evaluation of initial level (pre-test) and final level of theoretical knowledge (post-test) and practical skills using manikins of different levels and clinical scenarios. Outcomes: The outcomes of emergency medical service specialists’ theoretical knowledge evaluation after the training demonstrated significant improvement, the overall knowledge growth rate was 90%, and a similar outcome was observed when analyzing data for all types of training modules and specialties. The evaluation of practical skills and abilities showed the following: the results of the training program mastering in the group of doctors were 89.0±0.47, for paramedics they were 87.2±0.25, and for nurses — 83.9±0.61. Conclusion: The use of a short-term continuing education training program Advanced Life Support-2 designed for emergency medical service workers based on innovative approaches to practical training and changes in evidence-based medicine increases the effectiveness of the training process and the quality of medical services.

This paper focuses on the integration of artificial intelligence platforms and comprehensive practical training courses in economics and management, exploring optimization approaches to meet the demand for interdisciplinary talents in this field against the backdrop of digital transformation. The study reveals that current domestic application-oriented universities still face challenges in this integration, including outdated data and scenario resources, insufficient student motivation, and a lack of AI proficiency among teaching staff. To address these issues, this paper proposes optimization strategies in three areas: resource development, curriculum design, and teacher training. In terms of resource development, it is suggested that automated business processes and virtual mentor systems be implemented through artificial intelligence platforms. This can optimize practical training processes and provide real-time guidance. In curriculum design, the use of artificial intelligence is advocated to enhance dynamic teaching content and personalized learning paths. This approach can thereby improve students' practical skills and interdisciplinary competencies. Regarding teacher training, systematic training programs, school-enterprise collaboration, and resource support are recommended to enhance teachers' ability to apply artificial intelligence effectively. This paper also analyzes the potential multi-dimensional challenges during implementation and proposes targeted solutions. The research demonstrates that the aforementioned optimization strategies can significantly enhance students' interdisciplinary practical and innovative capabilities. This, in turn, promotes the advancement of comprehensive practical training courses in economics and management towards greater intelligence and practicality. These improvements provide strong support for cultivating high-quality talents in economics and management in the digital economy era.

The COVID-19 pandemic accelerated the shift to online veterinary education, posing challenges for teaching practical veterinary skills. While instructional videos have long supported medical and veterinary education, the impact of video storytelling (VST) using specific content creation techniques for student engagement and achieving success for learning outcomes remains underexplored. Our research compared traditional lecturer-generated videos (BSV) with VST content to evaluate their effect on student experience and grades in a practical task. Students were assessed on their performance, and used standardised questionnaires to evaluate their perceptions of the online material and the impact it had on practical skill acquisition. In Phase 1 (2020), 106 final year students were provided with BSV content ahead of a simulated assessment. All students in the year enrolled voluntarily in this observational study. However, 33 (31.1%) students did not view the content. No significant performance differences were observed between those who watched the videos and those who did not (p = 0.711). In Phase 2, (2023) 148 pre-clinical stage 3 students voluntarily participated in a randomised, blinded, controlled trial comparing BSV (75 students) with VST (73 students). The VST group reported significantly lower stress and anxiety levels (p = 0.002), felt better prepared for Directly Observed Practical Skill (DOPS) assessments (p &amp;lt; 0.001), and achieved higher practical assessment scores (p = 0.001). As online and blended learning continue to expand, veterinary programs should consider investing in high-quality VST to support student well-being, promote deeper learning and more effectively prepare students for clinical practice.