Professional Assessment Research Articles

Current State of Professionalism Curriculum in Oral Health Education.

The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic. We conducted a systematic review of the literature and a cross-sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe. Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade. The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry.

A tripartite taxonomy of character strengths & virtues: toward professional identity formation in medical students & physicians

BackgroundThere are limited comprehensive descriptions of character strengths and virtues specific to the professional identity formation of medical students in the literature. This absence of a satisfactory summation of virtues has stimulated us to attempt a conceptual framework utilizing a tripartite taxonomy. This taxonomy reflects recent interest in and importance of justice and care of the self.MethodsOur taxonomy is grounded within a perennial tradition of medical ethics that focuses on the moral “excellences” or “virtues” that form the character of a good doctor, as acquired over time within a community of practice. Character refers to the whole set of excellences of a practitioner as a member of the medical community.ResultsWe propose a tripartite taxonomical classification of virtues as Other-Regarding Virtues, Self-Regarding Virtues, and Equal-Regarding Virtues. Though synergistic, each category is readily distinguishable with regard to a fundamental mindset. To thrive, a medical student must develop character strengths that encompass all three categories.ConclusionsOur goal in introducing this tripartite taxonomy is to provide a framework of virtues to contribute to the definition of professional identity. We envision the taxonomy will provide a structure for professional identity formation curriculum development and organize the ever-elusive assessment of professionalism in learners. This taxonomy can also be viewed as an aspirational roadmap for practicing physicians and educators, and as a compass for their daily consciousness. We believe that this taxonomy will enhance the well-being and development of physicians and medical students, and the patients in their care.

Orna face analysis

Aim: Facial aesthetics is a dynamic field requiring precise professional assessment, considering beauty concepts, variability in cultural and ethnic facial features, and patient perception. This study aimed to develop the Orna Face Analysis (OFA), an integrated tool for detailed facial evaluation to improve the planning of aesthetic treatments. Methods: The OFA integrates multiple analysis methods, considering key aspects such as youthfulness, average appearance, symmetry, and dimorphic features to create a comprehensive evaluation protocol based on a critical review of the scientific literature searched through PubMed, Scielo, Web of Science, and Scopus databases without language or time restrictions. Results: The OFA was designed as an electronic form that can generate a printed file, allowing for a deep understanding of patients faces by highlighting these essential aspects. This approach enables detailed and personalized diagnostics essential for effectively planning facial aesthetic treatments and meeting patient expectations. The OFA emerges as a complementary and integrative tool in facial aesthetics, promoting a personalized and evidence-based approach to facial harmonization. After constructing the OFA prototype in electronic and printed formats, the tool was tested in a clinical setting (TRL 6 – technology readiness level) to assess its objectivity, clarity, coherence, precision, and usability. TRL 6 indicates that the system has been demonstrated in a relevant environment but requires further testing for full validation. Conclusion: A preliminary evaluation by a facial harmonization specialist confirmed that the OFA enables the creation of highly personalized treatment plans, accurately reflecting a range of aesthetic outcomes. Further validation will solidify its applicability across diverse patient populations and settings.

Perceptions of Dental Faculty and Postgraduate Residents towards Learning Professionalism through DOPS Assessments of Implants

ABSTRACT Objective: One of the essential characteristics that define a career is professionalism, which encompasses commitments, actions, standards, and objectives. Background: The study was aimed to assess the perception of dental faculty and residents towards DOPS as a method to assess professionalism and also the perception of participants towards inclusion of professionalism assessments in the dental curriculum. Method: This descriptive cross sectional study was conducted amongst forty three Prosthodontic postgraduate residents and twenty faculty members from ten different dental colleges in India in the year 2023.Views regarding professionalism were assessed using the Modified Australian Medical Council (AMC) DOPS assessment form. We measured Professionalism score from the DOPS assessments conducted six times within a year of the residents in different dental colleges of India. The resident was evaluated by two different faculty members in order to minimize subjective bias. The scores range from 1 to 5, with 1 representing the least amount of professionalism displayed and 5 representing the best. Data was analyzed using SPSS version 23. Descriptive statistics was done using mean score. Results: DOPS Assessment score of professionalism for Prosthodontic postgraduate residents and feedback from participants, post graduates and faculty at the end of last assessment was considered for conclusion. They showed increase in DOPS score and positive attitude towards dental professionalism. The participants believed that DOPS assessment is an effective way to improve professionalism. Conclusion: Academic dishonesty may continue with unethical behaviors in professional practice of a healthcare professional. Hence, it becomes vital to address academic dishonesty lapses among oral health sciences students to ensure the future safety of patients and improvement in patient care.

Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.

Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

A Tribute to Jaume Porta Casanellas and His Influence on Soil Science

This article provides personal and professional assessments from disciples, colleagues and friends of Jaume Porta Casanellas (Barcelona, 1944; Lleida, 2023), a prominent soil scientist. He began his agricultural engineering studies at the Polytechnic University of Madrid (UPM) where he met Marta López-Acevedo, his wife and outstanding collaborator. At UPM, he started his early work in soil science under the guidance of Professor Carlos Roquero who became his mentor and friend. Jaume Porta was a dedicated, passionate soil scientist who engaged extensively in teaching and research in Soil Science, while also excelling as a manager. He emerged as a leader due to his initiatives in promoting Soil Science in Catalonia and Spain, and for his forward-thinking vision, evident in his decisions as Rector of the University of Lleida, which have significantly contributed to the city’s development. From the beginning, he advocated for detailed (1:25,000) soil mapping of Catalonia to enhance territorial planning and agricultural progress. His primary research focus was on salt-affected soils and soils with gypsum, alongside soil erosion and conservation. Porta devoted a lot of effort to improve soil field descriptions with his Agenda de campo. He played a key role in standardizing soil analytical methods, establishing large series laboratories in Spain, notably the LAF in Sidamon (Lleida), and aligning Spanish soil labs with the international GLOSOLAN network. As president of the SECS, he energized activities and encouraged member participation. His educational publications, mainly his comprehensive textbook Edafología, are considered fundamental in Soil Science across Spanish-speaking countries, as is the Multilingual Dictionary of Soil Science, representing the pinnacle of his efforts to rigorously disseminate soil science concepts and terms in Spanish, Catalan, Galician, and Portuguese. He contributed significantly to international Soil Science courses in Mexico and played a key role in establishing the JADE postgraduate training program. He facilitated the creation and international visibility of the Spanish Journal of Soil Science. Additionally, he advocated for the establishment of the Soil Sciences Documentation Centre (Ce.SECS) to preserve historical publications and the legacy of soil scientists. Jaume Porta’s enduring impact, both professionally and personally, will be felt for years to come.

Collaborations to Support the SJ4A Curriculum in Archival Studies and Social Justice Intersections: Training of Community-Embedded Paraprofessional Archivists Who Are Black, Indigenous, and People of Color

The Institute of Museum and Library Services’ Laura Bush 21st Century Librarian Program recently awarded a $463,238 grant titled “Training of Community-Embedded Social Justice Archivists” (SJ4A) to the School of Library and Information Studies atthe University of Alabama. The grant’s goal is to recruit/train 17 community-embedded paraprofessional archivists who are Black, Indigenous, and people of color to complete their master’s degree part-time from January 2023 – December 2024 in the SLIS’ synchronous distance education program. SJ4A meets an urgent need to diversify the professions and for archivists to apply social justice competencies in work experience and community-embedded practice with graduate instruction and curriculum support. This paper identifies ongoing collaborations to support curriculum development in the SJ4A phases, including recruitment of students,needs assessment of archives-related professionals about social justice services, implementation of educational activities, mentoring, evaluation of program outcomes, dissemination of results, and post-graduation career tracking.

Efforts Implemented for Developing Health Management Workforce in the Asia Pacific: A scoping review

Background and objective: A strong and effective health management workforce (HMW) is essential to underpin the comprehensive health care services provided by health care organizations. The fast-growing nature of healthcare systems suggests the required competencies for HMW continue to evolve. The objective of this scoping review is to identify and confirm the key strategies that have been used in developing the health management workforce in the Asia Pacific region. Materials and Methods: A scoping review of the literature was conducted between May and August 2022 using the following databases: Medline, Ovid Emcare, CINAHL, Scopus, and Web of Science, to retrieve original research articles demonstrating development efforts for HMW in the Asia Pacific regions. The review was guided by the PRISMA-ScR (2018) checklist [23]. Results: The scoping review identified four different development strategies for HMW in Asia Pacific region: i) Organisational informal professional development programs, ii) Competency assessment and identification of gaps in knowledge and skills of HMW, iii) Confirming competencies and developing competency framework and iv) Formal education and training. Among these four development strategies, organisational informal professional development programs and competency assessment and the identification of gaps in knowledge and skills of HMW were the main strategies implemented for HMW in the Asia Pacific region. Conclusion: The review concluded that the existing development strategies and efforts for HMW are not evenly implemented within the Asia Pacific region. Political will and policy direction are important and plays a vital role in the competency development of HMW. It is also critical to provide multilevel commitment from system and organisational level together with identifying and addressing the bottlenecks in the development strategies by considering organisation types, management levels and positions, practical training methods, motivation of participants, and other contextual factors.

Exploring the Association between Complexity of Care, Medical Complexity, and Length of Stay in the Paediatric Setting Using a Nursing Minimum Data Set: A Study Protocol.

The complexity of care requires systematic documentation to fully understand its relationship with medical complexity and its impact on patient outcomes. The Nursing Minimum Data Set (NMDS) plays a crucial role by capturing essential nursing data, enabling a detailed analysis of care and its impact on outcomes, such as length of stay (LOS). However, despite its potential, the use of NMDS in paediatric care remains limited. This study aims to explore the association between nursing and medical complexities and LOS in paediatric patients. A descriptive, retrospective, monocentric study will be conducted. The data will be collected through a nursing information system (Professional Assessment Instrument (PAIped)) and the hospital discharge register of patients admitted to the paediatric department in 2022 in an Italian university hospital. Conclusions and Expected Results: The use of PAIped will allow for the description of the complexity of care and enable an analysis of its relationship with medical complexity and LOS.

Knowledge toward quality improvement among Jordanian nursing students: A cross-sectional study.

Nurses have a critical role in quality improvement (QI) and patient safety. This necessitates gaining knowledge and mastering QI abilities to lead and participate in QI programs in clinical practice. To assess undergraduate nursing students' knowledge about QI, and experience of patient safety situation; and examine the relationship between obtaining information on healthcare quality and knowledge about QI in Jordan. A descriptive cross-sectional correlational design was used. The study engaged undergraduate nursing students from two Jordanian universities (Public and private universities). A convenient sample of 147 nursing undergraduate students from universities. Data were collected using paper-based self-reported questionnaires. The Quality Improvement Knowledge, Skills, and Attitudes (QulSKA) survey and the Healthcare Professional Patient Safety Assessment Curriculum Survey (HPPSACS) were used to assess knowledge about QI and patient safety. Out of 152 students, 147 completed the study. Overall, QI knowledge was moderate (mean score 57.7). Students from the private university scored significantly higher than public university students. Regarding patient safety, 74.8% of students observed medical errors in clinical areas. However, only 57.1% of the students disclosed a medical error to a faculty member. Also, the results showed a significant positive correlation between knowledge level about QI and obtaining information about QI, quality in healthcare, and patient safety from sources other than the undergraduate nursing program at universities (p≤.001). This study suggests a potential gap in QI education. Integrating QI concepts into nursing curricula may be necessary to prepare future nurses for healthcare quality improvement.

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

A comprehensive analysis of nutritional assessment of information technology professionals of India in the post – COVID era: Exploring the interplay of alcohol consumption, stress, sleep, diet and body weight

A comprehensive analysis of nutritional assessment of information technology professionals of India in the post – COVID era: Exploring the interplay of alcohol consumption, stress, sleep, diet and body weight

Professional Behavior Assessment During Residency Training: Can We Identify Outliers?

The American Board of Orthopaedic Surgery (ABOS) Knowledge, Skills, and Behavior (KSB) project sets up a framework for competency-based medical education for orthopaedic surgery residency training. The Behavior aspect of KSB includes use of the American Board of Orthopaedic Surgery Behavior Tool (ABOSBT) to assess 5 domains of professional behavior. The purpose of this study was to analyze the results of 2 years of ABOSBT assessments and to characterize the low score ratings. All ABOSBT assessments from January 1, 2022, to December 31, 2023, were reviewed totaling 51,678 completed assessments with 48,648 (94%) assessments from a 360° process and 3,030 (6%) as end-of-rotation assessments. Distribution of 51,678 ABOSBT assessments with 258,390 scores demonstrated low scores (disagree or strongly disagree) in 0.9% of assessments. All 5 domains identified low scores in a small percentage at all years-in-training with the greatest number in second- and third-year residents. Comparison of scores from 360° vs. end-of-rotation requests demonstrated a higher percentage of low scores given during the 360° process (p < 0.0001). Three thousand seven hundred seven unique evaluators completed ABOSBT assessments, with attending physicians as the most frequent evaluator type (44%); inpatient nurses assessed residents with low ABOSBT scores more frequently (4.5%) than any other evaluator type. Residents with 2 or more low scores by 2 or more different evaluators were analyzed for each of the 5 domains; low scores were most frequently observed in the reliability domain. The ABOSBT was originally validated 5 years ago in 18 programs with 9,892 assessments; this article updates results using the ABOSBT across 95 programs assessing 2,397 residents with 3,707 evaluators. The ABOSBT demonstrates that most residents demonstrate professional behavior across 5 domains of assessment; the ABOSBT identifies residents with low scores. A strength of KSB is the ability to identify professionalism deficiencies while residents are in training and can focus on individualized educational improvement. Tracking residents with low scores on the ABOSBT assessment over time will help determine its effectiveness in identifying unprofessional behavior.

The Role of Using a Rubric in Assessing Sophomore Students Oral Performance at KEU and Balkh Universities

The main goal of this article is to explore the ways to assess students’ oral performance (what students exactly do and what are teachers’ expectation from students by using a rubric. The main problem in this research is uncertainty and students complain about their grades while teachers cannot convince their students. Since the areas of assessment are not clear it causes a challenge between teachers and students. Through this research I found that using a rubric for assessing students’ performance in any courses based on the aim and objectives of a course can convince educators in term of learning outcome. The importance of this research paper is that if teachers are using rubrics and guide learners in assessing their spoken performance for more transparency or clarity between teachers and students it makes the result of teaching/learning more acceptable and the learning outcome will be more productive. This is a qualitative approach research and the participants of this study were 30 teachers and 20 students from Kabul Education University and Balkh university of English departments. After reading this research article hopefully teachers can get useful information for creating and designing useful rubrics including standard criteria to facilitate evaluation and assessment. In teaching and learning process that is the evidence of professional assessment in different level especially at the university level. In conclusion, this research has found that lack of using rubrics cause uncertainty between teachers and students. When teachers use a rubric for more clarity to guide students what they exactly do in their performance and what the teacher expect them. Therefore, they can convince each other and reach in to satisfactory results.

Beyond the distance between juridic and scientific decision-making process: An evidence-based prediction algorithm for professional liability assessment in healthcare-associated infections

BackgroundHAIs (Healthcare-Acquired-Infections) have been recently the subject of judgment n. 6386 pronounced on 3rd March 2023 by the Italian Supreme Court. This sentence provided three criteria to determine whether a health facility is responsible for the patient contracting a nosocomial infection, i.e. time criterion, topographical criterion and clinical criterion. Accordingly, the healthcare facility is obliged to prove the fulfillment of a series of preventive hygiene measures specifically detailed by the legislator. Herein, the positive predictive value of these criteria (“juridic criteria”) in the identification of professional liability for nosocomial infections was evaluated in comparison with clinical criteria reviewed by Infectious Disease specialists (“Infectious-Disease criteria”, i.e. presence of a Multidrug Resistant Organism (MDRO); development of surgical site infection; inadequate antibiotic therapy; inadequate disinfection). MethodsTwo retrospective cohorts were compared from the Portal of Telematic Services of the Ministry of Justice; 51 patients were extrapolated from Italian judgments concerning claims for Gram-negative nosocomial infections in the three-year period 2020–2022. On the other side, from the electronic database of University Hospital of Bari we extracted 349 patients affected by Gram-negative infections in the same timespan. Both “juridic” criteria and “Infectious-Disease” criteria were then applied to the full cohort after stratification for cohort of origin and after stratification for nosocomial or non-nosocomial infections. Predictive value of criteria was evaluated through receiver operating characteristic (ROC) curves and area under the curve (AUC). ResultsOverall, the incidence of definite nosocomial infections (according to final judgement or clinical records discharge letter) was 84 % in juridic cohort and 46 % in “real-world” series.Data suggested that the presence of all three juridic criteria [ROC AUC = 0.944 (95%CI = 0.924–0.963)] or the four clinical criteria [ROC AUC = 0.948 (95%CI = 0.928–0.969)] predicted well a case of nosocomial infection with professional liability.Moreover, by summarizing both criteria in a single classification system, the generated ROC curve (was the one with the highest AUC [0.9488 (95%CI = 0.928–0.969)].Accordingly, further tests were performed, evaluating the predictive value of one juridic criterium plus at one of more Infectious-Disease criteria. Interestingly, the ROCs curves demonstrated that the presence of at least 1 juridic criteria plus at least 2 Infectious Disease criteria reached a predictive value comparable to 2 or 3 juridic criteria. ConclusionsThe results highlight the efficiency of new criteria laid down in the judgment of the Italian Supreme Court to attribute liability for nosocomial infection despite the disputed distance between juridic and scientific decision-making process. In addition, the use of a combined score combining “juridic” and “Infectious-Disease” criteria provides a high-quality tool to be used by technical consultants to make up for lack of clinical documentation by passing judgments concerning litigation about professional liability in case of nosocomial infections. This sheds light on the possibility to face worldwide judicial inquiries with scientific rigor.

Incorporating equity, diversity and inclusion (EDI) into the education and assessment of professionalism for healthcare professionals and trainees: a scoping review

BackgroundCurrent definitions of professionalism for healthcare trainees often lack equity, diversity and inclusion (EDI) in the expectations and assessment of professionalism. While professionalism teaching is incorporated in healthcare training, equity-deserving groups still experience discrimination. This scoping review investigates the literature to understand how EDI and associated domains of cultural humility, and advocacy can be incorporated in healthcare trainees’ education and assessment of professionalism.MethodsThe Arksey and O’Malley framework was applied to this scoping review. MEDLINE, Embase & PsychINFO were searched up to March 2023, with terms surrounding health professionals, professionalism, EDI, cultural humility, and advocacy. Titles and abstracts (n = 3870) and full-texts (n = 140) were independently screened by two reviewers. Articles were included if they focused on EDI, cultural humility, or advocacy among healthcare students/trainees, and had outcomes related to professionalism. Articles lacking discussion of professionalism as an outcome were excluded. Themes were generated by mutual discussion. Risk of bias was assessed using the Cote et al. and Medical Education Research Study Quality Instrument (MERSQI) tools.Results48 articles underwent thematic analysis. Studies investigated the disciplines of medicine, nursing, social work, physiotherapy, and dentistry. Most studies were qualitative in methodology (n = 23). Three themes emerged: (1) EDI-related interventions are associated with improved professionalism of healthcare trainees/workers (n = 21). Interventions employed were either an EDI-associated educational course (n = 8) or an exchange program to promote EDI competencies among trainees (n = 13). (2) Trainee definitions and perceptions of professionalism include themes related to EDI and cultural humility (n = 12). (3) Current standards of professionalism are perceived as non-inclusive towards historically-marginalized populations (n = 15). Literature investigating advocacy as it relates to professionalism is limited.ConclusionThis review identified that core EDI principles and its associated domains of cultural humility and advocacy are often viewed as integral to professionalism. These findings create a strong impetus to incorporate EDI principles within professionalism frameworks in healthcare education. Future research should employ standardized tools for professionalism assessment to provide more conclusive evidence. Incorporating patient perspectives of professionalism can inform actionable recommendations for fostering inclusive healthcare environments.

Validation of the Pediatric Spatial Hearing Questionnaire.

Spatial hearing is necessary for adequate sound awareness and speech perception abilities; however, research indicates that children have difficulties on these spatial hearing tasks that affect functioning in their daily environment. The purpose of this study was to validate a pediatric version of the Spatial Hearing Questionnaire (P-SHQ) for determining binaural hearing benefits and spatial hearing ability in children. We recruited parents and guardians of 68 children ages kindergarten through eighth grade to participate. Parents completed the P-SHQ, the Speech, Spatial and Qualities of Hearing Scale-Parent version, and a demographic questionnaire. To determine the factor structure of the P-SHQ, we conducted an exploratory factor analysis and reliability was assessed by calculating correlation coefficients. Three factors emerged during factor analysis: Factor 1 = sound localization, Factor 2 = speech-in-noise perception, and Factor 3 = speech perception in quiet. The P-SHQ has good internal consistency reliability (α = .97), and high item-total correlations were found. The correlation between scores from the P-SHQ questionnaire and the SSQ-Spatial subscale questionnaire provides evidence for the construct validity of the P-SHQ. The P-SHQ is a reliable and valid questionnaire to assess spatial hearing ability in children. This quick-to-administer tool can be incorporated into audiological care to determine the spatial hearing skills of a child and assist in counseling, making it a valuable assessment for hearing health care professionals.

Analysis of the Results and Significance of the Independent Prospective Multicenter International Study “ACCRED-ROSOMED”

The study analyzed feedback from the accreditation subcommittees members and determined the significance of the multicenter prospective international study “ACCRED-ROSOMED”. The analysis included 410 questionnaires from APC members from 11 regions of the Russian Federation during the work of the subcommissions in 2022-24. The following issues were analyzed: composition, awareness, training, motivational factors of APC members, the degree of satisfaction with OSCE stations and the training of accredited persons, and other issues. The significance of the ACCRED-ROSOMED study for the further development of professional assessment of specialists and the need for further research was demonstrated.

Top tips for promoting positive professionalism through medical education

Background Professionalism is a requirement across all healthcare disciplines yet remains challenging to teach and difficult to evidence. Professionalism, as a subject matter, is increasingly recognised in undergraduate and postgraduate formal curricula, where historically, it has sat in the hidden curriculum space. The learning of professionalism is often complicated by its association with negative connotations and focus only being given to the topic only when it lapses. Methods The authors have strong medical education interests and experience in the teaching, learning and assessment of professionalism in inter-professional settings. They have used their extensive experience, collaborative work and the current literature to develop practical top tips to promote professionalism in medical education. Results The practical tips offered are supported by current literature and educational theory and aim to support other institutions, educators and clinicians to embed and promote professionalism in a positive, constructive and pedagogical way. Conclusions The learning of professionalism in medical education remains challenging. The practical tips aim to guide educators to consider innovative strategies and modern educational thinking but also cautions readers to challenge preconceived ideas on how this topic is best presented and embedded in curriculums.

Utility of large language models for creating clinical assessment items.

To compare student performance, examiner perceptions and cost of GPT-assisted (generative pretrained transformer-assisted) clinical and professional skills assessment (CPSAs) items against items created using standard methods. We conducted a prospective, controlled, double-blinded comparison of CPSA items developed using GPT-assistance with those created through standard methods. Two sets of six practical cases were developed for a formative assessment sat by final year medical students. One clinical case in each set was created with GPT-assistance. Students were assigned to one of the two sets. The results of 239 participants were analysed in the study. There was no statistically significant difference in item difficulty, or discriminative ability between GPT-assisted and standard items. One hundred percent (n=15) of respondents to an examiner feedback questionnaire felt GPT-assisted cases were appropriately difficult and realistic. GPT-assistance resulted in significant labour cost savings, with a mean reduction of 57% (880 GBP) in labour cost per case when compared to standard case drafting methods. GPT-assistance can create CPSA items of comparable quality with significantly less cost when compared to standard methods. Future studies could evaluate GPT's ability to create CPSA material in other areas of clinical practice, aiming to validate the generalisability of these findings.