Theoretical Knowledge Assessment Research Articles

The Relation Between Theoretical and Practical Exams for Health Sciences Students at King Saud Bin Abdulaziz University for Health Sciences- Jeddah.

A comprehensive approach to assessment is essential to ensure that all students' learning competencies are measured accurately. Therefore, multiple methods of assessment have been developed to address this matter. This Study aims to assess the correlation between health sciences students' performance on theoretical and practical exams. A correlational study design was conducted. The academic performance of 352 students across theoretical/practical courses was tested. SPSS version 29.0 was used for analysis. Spearman's rho correlation (Rs), Wilcoxon, and Mann Whitney were computed at p<0.05. The theoretical performance was strongly correlated with the practical performance of all programs pooled together (Rs (352) = 0.67, p<0.001). Also, there was a strong correlation between theoretical and practical performance for male students (Rs (181) = 0.72, p<0.001), while a moderate correlation for female students (Rs (171) = 0.53, p<0.001). Mann-Whitney test revealed significant mean performance difference by gender both at theoretical (U = 9284, p<0.0001) and practical (U = 11,373, p < 0.0001) levels. There were significant correlations between theoretical knowledge and practical skills across the selected four programs.; The mean student's performance was better in the practical skills than in the theoretical knowledge assessment, and female students surpassed male students in both practical and theoretical assessments in the four programs offered to both genders.

ACACIAS 3 : Apprentissage des consultations d’annonce dans le deuxième cycle d’études médicales

The second cycle of medical studies is a key time for developing interpersonal skills and the doctor-patient relationship. High-fidelity simulation is an initial learning option that enables learners to confront situations involving empathy. This is a feedback report from May 2023on the implementation of simulation as a training tool for 2nd cycle medical students in the announcement consultation. The training consists of two parts: theoretical teaching via a digital platform with an assessment of theoretical knowledge and a practical part with a simulation session with an actress playing a standardized patient. The acquisition of skills and the reflexivity of learners are assessed by means of a pre- and post-test. Twenty-nine externs took part in this project. Student satisfaction was 96%. The feedback was very positive, both in terms of the quality of the sessions and the briefings/debriefings. Almost all the students wanted to repeat the experience. The simulation exercise was beneficial for the students in terms of the development (before vs. after) of their skills (verbal, emotional and relational) (1.05±0.25vs. 1.22±0.19, P=0.047) and appeared to be relevant to the development of reflexivity (3.29±0.72vs. 3.48±0.9, P=0.134). This first published French study demonstrates the feasibility and value of training in announcing a diagnosis, combining teaching via a digital platform and high-fidelity simulation for second cycle medical students.

The Relation Between Students' Theoretical Knowledge and Practical Skills in Endodontics: Retrospective Analysis.

Dental undergraduate students are required to show sufficient practical skills prior to treating patients. Practical skills and the underlying theoretical knowledge are taught in preclinical courses. Usually, the learning outcome is assessed in written multiple-choice examinations (theoretical knowledge) and practical skills tests. However, students' assessment of practical skills is more time consuming and prone to bias than objective multiple-choice examinations. This study aims to analyze the relation between students' theoretical knowledge and practical skills in endodontics. Furthermore, the predictive validity of a theoretical knowledge assessment on students' practical skills was assessed. Examination results from all students who participated in the preclinical phantom course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany) between the 2015 summer term and the 2022 summer term were retrospectively evaluated (N=447). The effects of age, sex, previous course participation, and theoretical knowledge on students' practical skills were assessed, using Pearson correlations, Wilcoxon rank sum tests, and a linear regression analysis. Subsequently, students' theoretical knowledge and practical skills were compared via a Fisher exact test to identify a suitable pass mark for students' theoretical knowledge that was associated with sufficient practical skills (≥60%). Students' theoretical knowledge was significantly associated with practical skills (Padjusted=.02; r=0.13). By using the current pass mark for theoretical knowledge (ie, 60%), a significant differentiation between insufficient practical skills (<60%) and sufficient practical skills (≥60%) was achieved (P=.02). However, for the discrimination between students with sufficient practical skills and students with insufficient practical skills, an adapted pass mark for theoretical knowledge would be more appropriate. The ideal pass mark amounted to 58% (P=.02). Students' practical skills and theoretical knowledge are significantly correlated. By objectively measuring students' theoretical knowledge, a rough estimation of students' practical skills (ie, a differentiation between sufficient and insufficient practical skills) is possible.

Exploration on Teaching Method of Art Design Basic Course

Exploration on teaching method of art design basic course is the main focus of this paper. Due to its special professional nature, the art design major needs to form a real "double-qualified" art design teacher team integrating production and education. Hence, the efficient guiding will be essential. The existing digital media art design professional assessment is often based on the theoretical knowledge assessment, which cannot well demonstrate the importance of professional practice. Then, this paper gives the novel suggestions.

Learning: New Strategy for Humanized Digital Medical Education and Training in Cardiology.

The consolidation of new educational paradigms requires the implementation of innovative strategies to transform students into competent professionals. To assess knowledge and satisfaction of medical students before and after the use of a new humanized digital model of active learning, called virtual case-based learning (VCBL). This was a descriptive, documentary analysis of the teaching-learning process of medical students. Data obtained from theoretical knowledge assessment and satisfaction evaluation questionnaires applied in 2018 and 2019 were analyzed, and the new VCBL was compared with the traditional active methodology PBL (problem-based learning). Descriptive and association analyses were made using the Statistical Package for the Social Sciences. A total of 167 evaluation forms administered to medical students were analyzed. In the evaluation of theoretical knowledge, the 2018 and the 2019 student groups had a mean of 41.7% and 73.3%, respectively (p<0.001). Among the students who responded to the satisfaction evaluation form, 76.0% gave the highest rating to question one, and 83.0% to question two. Nearly 70.0% of students positively evaluated knowledge acquisition with the Paciente 360 platform; 78.0% reported to feel prepared for working in outpatient care; and 94.0% positively evaluated the new method. In this initial study, the results indicate that the new active method for humanized digital medical education, the VCBL, can help in the betterment of the teaching-learning process, promoting knowledge and satisfaction by the students.

A METHOD FOR ASSESSMENT OF RESULTS OF SPECIALISED “DENTAL HEALTH LESSONS” IMPLEMENTATION AS AN EFFECTIVE TOOL FOR PREVENTION OF MOST COMMON DENTAL DISEASES IN CHILDREN WITH VISION PATHOLOGY

The “dental health lessons” are an effective tool for prevention of dental diseases in healthy children and children with health limitations. This technology was developed for children with vision pathology. Therewith, objective assessment of its implementation from the standpoint of digestion of theoretical material and practical skills remains relevant.&#x0D; Aim of study. To increase the efficacy of prevention of most common dental diseases in children with visual sensory deprivation based on development and practical implementation of objective control of qualitative characteristics related to the effectiveness of specialised “dental health lessons”.&#x0D; Materials and methods. A method for objective control of practical implementation of remedial “dental health lessons” for children with vision pathology based on sociological research methods and on universal mathematical technologies for interpretation of the results obtained has been developed. The efficacy of practical implementation of the aforementioned method in specialised type III and IV pre-school educational institutions and schools in Krasnoyarsk has been evaluated.&#x0D; Results and discussion. The results of practical implementation of the developed method revealed the sufficient quality of the assessment tools: questionnaires and check-lists for assessment of the knowledge and practical skills obtained accounting for the specifics of the general somatic and psychophysiological condition of the blind and vision-impaired children based on the pedagogy for blind and vision-impaired students adjusted for different age-related developmental stages. The method is highly informative, objective and reliable for diagnostics of the presence of relevant knowledge and skills in vision-impaired children and makes it possible to determine the necessity and the tactics of further remedial classes.&#x0D; Conclusion. The method developed makes it possible to perform objective and reliable assessment of theoretical knowledge and practical skills related to dental disease prevention based on numerical evaluation. The method is non-invasive and harmless for the subjects, highly informative, simple in application, does not require expensive equipment and special training of the personnel, which provides the possibility of its application in pre-school educational institutions and schools without additional time expenditure by the dental practitioner.

Scoping Review of Curricula and Pedagogical Approaches for Physiotherapist Performed Point of Care Ultrasonography.

This study collates and maps physiotherapy pre- and post-licensure curricula and pedagogical approaches for point of care ultrasonography (POCUS). We used a standardized scoping review methodology and reporting framework. A total of 18,217 titles and abstracts, and 1,372 full text citations were screened, with 209 studies classified as physiotherapist performed POCUS. Of the 209 studies, 15 evaluated pre- and post-licensure curricula and pedagogical approaches. Seventy-two to 98% of pre-licensure programs reported including theoretical knowledge of POCUS and 44-45% reported practical teaching or competency assessment. In post-licensure studies of POCUS, 0-61% of physiotherapists reported training for POCUS. All studies of post-licensure pedagogical approaches included an assessment of theoretical knowledge of POCUS, but only one study included a practical assessment of competency. There was considerable variability in POCUS methods and duration of pedagogical approaches. Except for one study, all pedagogical approaches reported improvement in theoretical knowledge. Progress in physiotherapy-specific, standardized, competency-based curricula and pedagogical approaches in POCUS has been limited, with minimal research available, and considerable variability both pre- and post-licensure. These findings could be used to advocate for the inclusion of POCUS in pre- and post-licensure physiotherapy curriculum, and suggest a need for clear guidelines from regulatory colleges and licensing bodies, and a common terminology for physiotherapist performed POCUS. Future directions for research include a systematic review of the psychometric properties of physiotherapist performed POCUS within and across anatomical areas, an assessment of value of different forms of training, and an evaluation of the impact of physiotherapist performed POCUS on patient outcomes.

Randomized Controlled Study of a Training Program for Knee and Shoulder Arthrocentesis on Procedural Simulators with Assessment on Cadavers.

ObjectiveThe study objective was to assess the efficacy of simulators in improving the competence of students in performing a knee and shoulder arthrocentesis on cadavers and to determine the minimum number of simulator training procedures needed to achieve competence in arthrocentesis.MethodsTwo groups of 15 medical students were each trained to perform a single joint arthrocentesis (“knee group” and “shoulder group”) on a simulator to serve as a control for the other. The two groups received the same theoretical training (anatomy, arthrocentesis techniques, ultrasound, and hybrid simulation). Each student punctured the two joints on a cadaver. A student was considered “competent on the cadaver” if they succeeded at two or more arthrocentesis procedures out of the three tests on the joint on which they were trained. The minimum threshold value to be competent was calculated by a receiver operating characteristic curve and the Youden index. An assessment of theoretical knowledge and confidence level in joint arthrocentesis was carried out at the start and end of the study.ResultsTwenty‐two out of 29 students (75.8%) achieved competence in arthrocentesis at the joint for which they were trained. Of the students in the knee group, 79% were competent on the cadaver’s knee versus 60% of the students in the shoulder group (P = 0.43). Of students in the shoulder group, 74% were competent on the cadaver’s shoulder versus 57% of students in the knee group (P = 0.45). Four training punctures on a simulator are necessary to achieve competence on a cadaver. The students’ confidence level in arthrocentesis increased significantly during the study, as did the students’ theoretical knowledge.ConclusionKnee and shoulder arthrocentesis success rates were not statistically different between the two training groups. A minimum number of 4.0 training arthrocentesis on a simulator is needed to achieve competency on a cadaver.

Diagnosis and staging of lung cancer using transesophageal ultrasound: Training and assessment.

Diagnosis and staging of lung cancer using transesophageal ultrasound: Training and assessment.

Application of 3D printing technology combined with PBL teaching model in teaching clinical nursing in congenital heart surgery: A case-control study.

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

A status survey on clinical teaching towards postgraduates of master of nursing specialist in China

Objective To investigate the current status of clinical teaching towards postgraduates of master of nursing specialist(MNS) in China. Methods Objective sampling was used to invest 390 MNS clinical nursing teachers in 36 hospitals across the country. The survey included the admission and evaluation criteria of teachers, the MNS postgraduates′ clinical teaching plan and implementation, and the assessment of MNS postgraduate′s clinical practice ability, etc. Results Among the criteria for clinical teachers for MNS postgraduates, 79.49% of departments required bachelor′s degree or above, and 67.18% of departments requested medium-grade professional title or above; 47.44% of the departments demanded that clinical teachers had the research experience, 58.21% departments asked for the experience of articles publication. The main method of selecting clinical teaching teachers was examination (50%), while 31.28% departments had no definite criteria. The evaluation indicators of clinical teachers mainly depended on the results of students′ clinical practice capability assessment (81.79%) and students′ satisfaction (80%). Only 49.23% of the study objects knew the training objectives of MNS. The pivotal abilities of MNS graduate students were the ability of clinical nursing practice (91.79%) and clinical research (82.82%). The MNS postgraduate teaching plan of each department was mainly derived from the requirements of tutors and colleges (87.69%). The mode of clinical teaching was that one student was guided by a fixed clinical teacher (87.18%). Clinical practice assessment methods of MNS mainly included theoretical knowledge assessment (88.46%) and the performance of section lectures (82.56%). The assessment personnel were mainly clinical teachers (95.40%) and head nurses (83.51%). The self-assessment of clinical teachers was rated at the medium level about their performance on the postgraduate MNS students′ clinical teaching. Conclusions The homogenization and standardization of the construction of MNS clinical teaching base needs to be improved in China. In the field of defining the criteria of clinical teaching teachers, strengthening the construction of clinical faculty, perfecting the clinical teaching plan and evaluation system according to the cultivation objectives and specialist characteristics, and elevating the comprehensive medical education combined with clinical education and college education, further exploration is indispensable. Key words: Master of nursing specialist; Clinical teaching; Status survey

Virtual reality technology for teaching neurosurgery of skull base tumor

BackgroundNeurosurgery represents one of the most challenging and delicate of any surgical procedure. Skull base tumors in particular oftentimes present as a very technically difficult procedures in the setting of neurosurgical teaching. Virtual reality technology is one of the most promising surgical planning tools. It can perform fast three-dimensional (3D) reconstruction of computed tomography (CT), magnetic resonance imaging (MRI) and other imaging data sets under conditions of virtual reality (VR). Surgical simulation can more intuitively understand the anatomical relationship of the surgical area in significantly greater detail.MethodsThirty clinical undergraduates from the class of 2016 were randomly divided into two groups: the traditional teaching group and the virtual reality teaching group. After the study concluded, the teaching effectiveness was evaluated by combining basic theoretical knowledge, case analysis and questionnaire survey methods.ResultsComparative analysis between both groups showed the response effect of the virtual reality teaching group was better than that of the traditional teaching group (P < 0.05). There was also no difference between both groups in terms of the design of the surgical approach and the listing of surgical matters that required attention (P > 0.05).The results of theoretical knowledge assessment between both groups showed that the scores of basic theory, location, adjacent structure, clinical manifestation, diagnosis and analysis, surgical methods and total scores in the VR group exceeded those in the traditional teaching group (P < 0.05).ConclusionsThis study showed that VR technology might improve neurosurgical skull base teaching quality, which should be promoted in the teaching of clinical subjects.

Study on the teaching effect of ECG flipped classroom

Objective To explore the effect of flipped classroom in ECG teaching. Methods During the electrocardiogram elective course of China Medical University, a total of 106 clinical medicine students of Grade 2013 were selected as the experimental group, and 107 clinical medicine students of Grade 2012 were selected as the control group. The experimental group adopted the micro-class-based flipped classroom teaching, while the control group used traditional teaching. At the end of the course, the two groups of students were given a unified examination, and the experimental group students were surveyed. A t-test was performed on the scores between the groups using SPSS 16.0. Results The average score of the students in the experimental group was (37.1±6.1), which was higher than that of the control group (28.1±6.7). The difference was statistically significant (P=0.000). The average score of theoretical knowledge assessment was (38.1±5.1) in the experimental group and (37.5±4.4) in the control group. The difference was not statistically significant (P=0.402). The effective recovery rate of the questionnaire in the experimental group was 100%, and the satisfaction of each item was above 81.0%. Conclusion The application of flipped classroom in ECG teaching can improve the teaching effect of ECG case analysis and strengthen the students' comprehensive analysis ability of ECG. Key words: Microclass; Flipped classroom; Electrocardiogram

AMI Learning - An Interactive Multimedia Application for Learning in Maritime and Inland Waterway Radiocommunication Training Programmes

This article introduces an interactive multimedia application used for GMDSS training in the Romanian Maritime Training Centre - CERONAV by maritime/ river officers and cadets. The application actually covers the theoretical, introductory part as well as the assessment of theoretical knowledge as additional tool to the practical training in the simulator and demonstrates how an interactive platform supports the practical training to achieve the required competences for the radio operators’ job. The content of application could be very easily updated by instructors and trainees.

ЩОДЕННИЙ ДИСТАНЦІЙНИЙ ТЕСТОВИЙ КОНТРОЛЬ ЗНАНЬ ЯК ІНСТРУМЕНТ ФОРМУВАННЯ МЕДИКО-ПРАВОВОЇ ОСВІТИ СТУДЕНТІВ-МЕДИКІВ

&lt;p class="1"&gt;The article presents the danger of corruption in medical education as a national problem. Therefore, the formation of medical legal insight is very important since the undergraduate stage of training health professionals in the assessment of theoretical knowledge. The system of daily remote control testing medical students' knowledge was chosen as a tool, which was designed to objectify the evaluation in medical education. The system allows teachers to prepare daily test control using internet technologies, and promote medical students to reject any doubts about the objectivity of the evaluation and to form the basis of medical legal education.&lt;/p&gt;

Clinical experience during the paediatric undergraduate course.

Medical students at the Cambridge Clinical School are provided with a list of 42 core conditions they should encounter and 20 core skills they should perform during their attachment. By self-completion questionnaires we assessed their clinical experience and the amount of teaching they received, relating the results to marks gained in end-of-attachment assessments. 103 (93%) of 110 students in year one and 123 (96%) of 128 in year two completed the questionnaires. Of the 42 core conditions, 13 were seen by under 70% of the students in year one. In year two, exposure rate increased for 26 core conditions by a median of 7% (range 2-40) and decreased in 13 core conditions by a median value 4% (range 5-13) (P = 0.0005, chi 2). Only mandatory core skills were performed by over 90% of students. 5% of students did not perform any newborn examinations and under 60% observed neonatal resuscitation or a high-risk delivery. Students' core condition score was associated with their core skill score (r = 0.5), hospital grade (r = 0.3) and exposure to acute paediatrics (r = 0.3) (P < 0.005). There was no significant association between clinical experience and the objective examination score or the amount of teaching received. There was an inverse association between the number of students at a hospital and the number of core conditions with an exposure rate above 70% at that hospital (r = 0.7, P < 0.05). This study suggests that clinical experience may be better judged by the clinical supervisor than by assessment of theoretical knowledge.

Physician-targeted program on inhaled therapy for childhood asthma

Background: Inhaled medications are the mainstay of asthma therapy, but significant deficiencies exist in the knowledge and skills of physicians regarding use of metered-dose inhalers (MDI) and spacer devices. Objective: We developed, implemented, and evaluated the effects of a physician-targeted educational program on inhaled therapy in a group of pediatric residents in our institution. Methods: Patient-directed instruction sheets on aerosol therapy were developed on the basis of literature review and expert guidelines. These served to establish a consistent foundation for the educational curriculum. The program was delivered through one-on-two teaching sessions (45 minutes). Residents were provided with a summary of theoretical and practical information and with devices for practice (a placebo MDI, InspirEase and AeroChamber holding chambers, and the AeroChamber device with mask). Each session included review of an educational monograph, demonstration of proper technique, and practice with the different devices. The program was evaluated by a randomized-control design. Assessment of practical skills included number of correct steps for the use of MDI (maximum score, 7), InspirEase (maximum, 7) and AeroChamber (maximum, 6). Theoretical knowledge was assessed with 25 multiple-choice questions. Results: Pretest scores in the experimental group ( n = 24) were 3.7 of 7, 1.9 of 7, and 0.3 of 6 steps correct for MDI, InspirEase, and AeroChamber devices, respectively, and 13 of 25 for the theoretical knowledge assessment. The control group ( n = 26) had similar pretest scores. After the program the experimental group significantly improved in all parameters: 6.3 of 7, 5.9 of 7, and 4.5 of 6 steps correct for MDI, InspirEase, and AeroChamber devices, respectively, and 18 of 25 questions correct ( p < 0.01 for all parameters). Conclusions: Implementation of a simple educational program among pediatric residents can significantly increase their skills in the use of inhalational therapy. (J A LLERGY C LIN I MMUNOL 1995;95:818-23.)