Assessment Practices Research Articles

Assessment of knowledge, attitude and practice to promote hand hygiene among undergraduate medical and nursing students in a teaching hospital

: A considerable number of epidemiological evidences proved that efficient hand hygiene practices has reduced the risk of infection cross-transmission in hospital facilities. Despite the effortlessness and simplicity of the practice, compliance with hand hygiene among health care workers has been relatively very less. There is a significant lack of evidence regarding infection control training among undergraduate medical and nursing students, hence it becomes essential to re-examine the efficacy of our hand hygiene sessions and conduct programs, CMEs, workshops frequently to keep health care workers sensitized and oriented towards hand hygiene.: The present study was undertaken to assess the overall exposure of medical and nursing students towards basic hand hygiene practices through a knowledge, attitude and practice questionnaire based cross- sectional study. 100 medical and 100 nursing students were grouped into good, moderate and poor categories, based on scores from the questions testing the overall knowledge of hospital acquired infections, attitude towards hand hygiene and actual practice at the field level.: The present study showed poor knowledge among medical and nursing students i.e 41% and 60% of the participants respectively. Nursing staff showed good attitude when compared to medical students (71% and 56%). Regardless of the knowledge, practice of hand hygiene was good in both the groups 59% of medical and 71% of nursing students. On the whole, in comparison nursing population displayed better results compared to undergraduate medical student population. Nevertheless, evidently showing unsatisfactory results among both the study groups in the grounds of knowledge.: Therefore, the study concludes that knowledge and exposure to hand hygiene practices should be improved in undergraduate curriculum for both medical and nursing students which provides an opportunity to correct the bed side hygiene practices of the future health care providers at the foundation level.

Utility of the modified 5-item frailty index as a predictor of postoperative febrile urinary tract infection in patients who underwent ureteroscopy with laser lithotripsy.

This study aimed to assess the effect of the modified 5-item frailty index on perioperative complications and surgical outcomes in patients who underwent ureteroscopy with laser lithotripsy for upper urinary tract stones. Patients who underwent ureteroscopy with laser lithotripsy for upper urinary tract stones between 2019 and 2022 were reviewed retrospectively. Assessment was performed using the modified 5-item frailty index based on medical history (hypertension, diabetes, heart failure, chronic obstructive pulmonary disease) and functional status. Patients were categorized into the high (≥ 2) and low (≤ 1) modified 5-item frailty index groups based on the frailty score. We compared the perioperative complications and surgical outcomes between the two groups. Seventy-one (15.8%) and 393 (84.1%) of the 467 patients were classified into the high and low modified 5-item frailty index groups, respectively. The high modified 5-item frailty index group exhibited a significant association with increased febrile urinary tract infections compared to the low modified 5-item frailty index group [≥ 37.8°C: 15 (20.3%) vs 13 (3.3%), p < 0.001; ≥ 38°C: 9 (12.2%) vs 7 (1.8%), p < 0.001]. Surgical outcomes, including operative time and stone-free rate, did not differ significantly between the two groups. The modified 5-item frailty index is valuable for predicting postoperative complications, particularly febrile urinary tract infections, after ureteroscopy with laser lithotripsy for upper urinary tract stones. This index allows for practical preoperative risk assessment in patients who underwent ureteroscopy with laser lithotripsy.

Improving malignant fungating wound management among oncology nurses: a best practice implementation project.

Appropriate malignant fungating wound (MFW) care is challenging for oncology nurses, leading to increased stress, compromised care quality, and poor patient outcomes. This study aimed to address best practice barriers and develop evidence-based guidelines for MFW care. This project was guided by the JBI Evidence Implementation Framework, which follows a seven-phase process. Both nurses' skills and patient charts were audited to determine compliance with best practices for comprehensive MFW assessment, wound photo records, use of validated wound assessment tools, appropriate wound care, and patient pain and satisfaction. Bandura's social learning theory was used to guide the development of an online education program and an objective structured clinical examination for skill improvement to prompt behavior change in nurses. A follow-up audit was conducted to measure improvements in knowledge, skills, and self-efficacy among nurses to validate the effectiveness of the intervention. The project resulted in improvements in all four evidence-based practice criteria: (1) comprehensive MFW assessments increased from 27% to 98%; (2) the inclusion of wound photos in medical records increased from 50% to 100%; (3) use of a validated wound assessment tool increased from 0% to 100%; and (4) appropriate interventions to manage wounds and maintain patients' quality of life increased from 50% to 90%. The project integrated a flexible education program, multidisciplinary collaboration, and leadership support to empower nurses to effectively manage MFWs. In addition, Bandura's social learning theory was used to influence nurses' behavior and bring about sustainable changes to organizational culture and practices. http://links.lww.com/IJEBH/A205.

Assessment of visual problems after acquired brain injury: a survey of current practice in Danish hospitals.

To explore current hospital practice in relation to the assessment of vision problems in patients with acquired brain injury. A survey study. A total of 143 respondents from hospital settings, with background in occupational therapy and physical therapy, participated in the survey. The survey questionnaire, developed collaboratively by Danish and Norwegian research groups, encompassed 22 items categorically covering "Background information", "Clinical experience and current practice", "Vision assessment tools and protocols", and "Assessment barriers". It was sent out online, to 29 different hospital departments and 18 separate units for occupational therapists and physiotherapists treating patients with acquired brain injury. Most respondents worked in acute or subacute hospital settings. Few departments had an interdisciplinary vision team, and very few therapists had formal education in visual problems after acquired brain injury. Visual assessment practices varied, and there was limited use of standardized tests. Barriers to identifying visual problems included patient-related challenges, knowledge gaps, and resource limitations. The study emphasized the need for enhanced interdisciplinary collaboration, formal education, and standardized assessments to address visual problems after acquired brain injury. Overcoming these challenges may improve identification and management, ultimately contributing to better patient care and outcomes in the future.

Assessment practices of teachers in Myanmar: Are we there yet?

This qualitative paper examines teachers' assessment practices in Myanmar, specifically focusing on their strategies, implementation approach, and factors influencing their practices. An open-ended survey was administered, 331 in-service teachers participated, and 10 teachers were interviewed. The findings revealed diverse assessment strategies, with questioning techniques being the most commonly used. Additionally, we examined how teachers use these strategies, emphasising the need for a more detailed explanation of their application. We have found that factors affecting assessment practices. These findings substantially contribute to our understanding of teachers' assessment practices in Myanmar, ultimately advocating for a more balanced and student-centric approach to education.

Perspectivism and Health Professions Assessment.

This article aims to outline perspectivism and perspectival thinking by drawing on established scholarship from the philosophy of science and to demonstrate its relevance to health professions education. Perspectivism embraces the notion that knowledge always inherently arises from particular perspectives. "Truth" always depends on an evaluative background. Perspectivism is a form of epistemic humility that sees epistemic claims (relating to knowledge) as fundamentally historically and contextually situated. This article contends that perspectivism is a fruitful and relevant lens to apply to health professions assessment. It is a way of thinking that is all around us, even if we do not realize it. It extends discourse around the value of subjectivity in assessment and may cut through many prevailing debates on assessment practice. Perspectivism is a sort of middle-ground that is not meant to be another idea or "-ism" to add to a list of ideas, but constitutes a shift in how philosophy can be applied by adopting a broader, more holistic perspective. Applying a perspectival lens to health professions education embraces the imperative to make interpretive processes in assessment philosophically explicit. This opens the possibility of adopting multiple philosophical stances concurrently and allows actors to appreciate different methodological viewpoints with more charity. This scholarly perspective encourages the assessment community to continue to innovate through an appreciation of the importance of a wide range of assessment perspectives by uncovering the drivers of specific commitments to philosophical positions. Although the focus is on assessment in the health professions, perspectival thinking has the potential to advance medical education discourse and practice more generally beyond assessment. The hope with this essay is that by encouraging more critical reflection, this description of perspectival thinking will further aid researchers and practitioners in health professions education to better understand what is happening philosophically with more frequency.

Midterm conversations as co-creation of equitable and inclusive formative assessment

Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students’ and our own experiences of the midterm conversation that we use as a key formative assessment structure and process across three co-facilitated courses. The midterm conversation—a partnership among students and instructors as co-teachers—is embedded in course design and curriculum with the goal of advancing, informing, and sustaining our pedagogical commitments. This case illustrates how we practice assessment as dialogue and as emergent understanding. This practice is based on an expectation of diverse learning goals and outcomes and on trust in students’ capacities to direct their learning with reference to their own interests and standards for their work.

Endoscopic and histological risk stratification for gastric cancer using gastric intestinal metaplasia.

Intestinal metaplasia (IM) of the gastric mucosa is strongly associated with the risk of gastric cancer (GC). This study was performed to investigate the usefulness of endoscopic and histological risk stratification for GC using IM. This was a post-hoc analysis of a multicenter prospective study involving 10 Japanese facilities (UMINCTR000027023). The ridge/tubulovillous pattern, light blue crest (LBC), white opaque substance (WOS), endoscopic grading of gastric IM (EGGIM) score using non-magnifying image-enhanced endoscopy, and operative link on gastric IM assessment (OLGIM) were evaluated for their associations with GC risk in all patients. In total, 380 patients (115 with GC and 265 without GC) were analyzed. The presence of an LBC (limited to antrum: odds ratio [OR] 2.4 [95% confidence interval 1.1-5.0], extended to corpus: OR 3.6 [2.1-6.3]), the presence of WOS (limited to antrum: OR 3.0 [1.7-5.3], extended to corpus: OR 4.2 [2.1-8.2]), and histological IM (limited to antrum: OR 3.2 [1.4-7.4], extended to corpus: OR 8.5 [4.5-16.0]) were significantly associated with GC risk. Additionally, the EGGIM score (5-8 points: OR 8.8 [4.4-16.0]) and OLGIM (stage III/IV: OR 12.5 [6.1-25.8]) were useful for stratification of GC risk. The area under the receiver operating characteristic curve value for GC risk was 0.740 for OLGIM and 0.706 for EGGIM. The LBC, WOS, EGGIM, and OLGIM were strongly associated with GC risk in Japanese patients. This finding can be useful for GC risk assessment in daily clinical practice.

Comparison of cardiac output estimates obtained from the Antares oscillometric pulse wave analysis algorithm and from Doppler transthoracic echocardiography.

In cardiology, cardiac output (CO) is an important parameter for assessing cardiac function. While invasive thermodilution procedures are the gold standard for CO assessment, transthoracic Doppler echocardiography (TTE) has become the established method for routine CO assessment in daily clinical practice. However, a demand persists for non-invasive approaches, including oscillometric pulse wave analysis (PWA), to enhance the accuracy of CO estimation, reduce complications associated with invasive procedures, and facilitate its application in non-intensive care settings. Here, we aimed to compare the TTE and oscillometric PWA algorithm Antares for a non-invasive estimation of CO. Non-invasive CO data obtained by two-dimensional TTE were compared with those from an oscillometric blood pressure device (custo med GmbH, Ottobrunn, Germany) using the integrated algorithm Antares (Redwave Medical GmbH, Jena, Germany). In total, 59 patients undergoing elective cardiac catheterization for clinical reasons (71±10 years old, 76% males) were included. Agreement between both CO measures were assessed by Bland-Altman analysis, Student's t-test, and Pearson correlations. The mean difference in CO was 0.04 ± 1.03 l/min (95% confidence interval for the mean difference: -0.23 to 0.30 l/min) for the overall group, with lower and upper limits of agreement at -1.98 and 2.05 l/min, respectively. There was no statistically significant difference in means between both CO measures (P = 0.785). Statistically significant correlations between TTE and Antares CO were observed in the entire cohort (r = 0.705, P<0.001) as well as in female (r = 0.802, P<0.001) and male patients (r = 0.669, P<0.001). The oscillometric PWA algorithm Antares and established TTE for a non-invasive estimation of CO are highly correlated in male and female patients, with no statistically significant difference between both approaches. Future validation studies of the Antares CO are necessary before a clinical application can be considered.

Student Assessment in Formal Education: Nepali Community School Teachers’ Perspectives

The present secondary level English curriculum of Grade 9 and 10 in Nepal has made the provision of 25 marks internal assessment system as part of summative evaluation. In this context, this study examines the existing internal assessment practices adopted by the English language teachers in the Secondary Education Examination of the community schools in Nepal. Employing the qualitative phenomenological research design, five secondary level English language teachers were selected purposively as research participants. Semi-structured interviews and participant observation were used as tools for collecting data. The data were analyzed inductively as content analysis using the internal assessment criteria of participation, listening, speaking, and score from terminal examinations as determined by the curriculum as part of summative evaluation. The result was interpreted through the perspective of Vygotsky’s (1978) zone of proximal development and the theory of scaffolding in relation to the assessment for learning, assessment as learning, and assessment of learning. The prominence of assessment of learning as the dominant practice has resulted in the marginalization of the other two purposes of assessment. The findings of the study highlight the need for a more balanced approach that encompasses assessment for learning and assessment as learning, ensuring a comprehensive and holistic evaluation of students’ progress and development.

Knowledge, Attitude and Practice of Lifestyle Modifications Among Hypertensive Patients Visiting A Tertiary Care Hospital in Central India

Background: Globally, hypertension is a major problem. The cornerstone of the strategy for preventing hypertension is making appropriate lifestyle modifications. The present study was carried out to assess knowledge, attitude and practice of lifestyle modifications among hypertensive patients.Methods: This cross-sectional questionnaire-based study carried out among 343 hypertensive patients visiting a tertiary care hospital.Results: We observed that although majority of hypertensive had good knowledge and attitude about lifestyle changes in hypertension, least were adherent to those. Conclusion: The treatment of hypertension is greatly aided by preventive medication. In order to lower the prevalence of hypertension in a nation, assessments of knowledge, attitudes, and practices regarding lifestyle change are fundamentally necessary.International Journal of Human and Health Sciences Vol. 08 No. 02 Apr’24 Page: 140-146

Assessment of Knowledge, Attitudes, and Practices Regarding Non-Inherited Risk Factors for Congenital Heart Disease Among Mothers in Al-Baha City, Saudi Arabia: A Cross-Sectional Study

Assessment of Knowledge, Attitudes, and Practices Regarding Non-Inherited Risk Factors for Congenital Heart Disease Among Mothers in Al-Baha City, Saudi Arabia: A Cross-Sectional Study

Transforming exams

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted USB stick that contains a standardised operating system and application suite. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices. The roles for the 'Us' (organisations) and 'Me' individuals within the process of running an e-exam are also outlined in order to provide a richer description on the approach.

Cardiovascular disease risk assessment in patients with rheumatoid arthritis: A scoping review.

Patients with rheumatoid arthritis (RA) have an increased risk of developing cardiovascular disease (CVD). Identification of at-risk patients is paramount to initiate preventive care and tailor treatments accordingly. Despite international guidelines recommending all patients with RA undergo CVD risk assessment, rates remain suboptimal. The objectives of this review were to map the strategies used to conduct CVD risk assessments in patients with RA in routine care, determine who delivers CVD risk assessments, and identify what composite measures are used. The Joanna Briggs Institute methodological guidelines were used. A literature search was conducted in electronic and grey literature databases, trial registries, medical clearing houses, and professional rheumatology organisations. Findings were synthesised narratively. A total of 12 studies were included. Strategies reported in this review used various system-based interventions to support delivery of CVD risk assessments in patients with RA, operationalised in different ways, adopting two approaches: (a) multidisciplinary collaboration, and (b) education. Various composite measures were cited in use, with and without adjustment for RA. Results from this review demonstrate that although several strategies to support CVD risk assessments in patients with RA are cited in the literature, there is limited evidence to suggest a standardised model has been applied to routine care. Furthermore, extensive evidence to map how health care professionals conduct CVD risk assessments in practice is lacking. Research needs to be undertaken to establish the extent to which healthcare professionals are CVD risk assessing their patients with RA in routine care. Key Points • A limited number of system-based interventions are in use to support the delivery of CVD risk assessments in patients with RA. • Multidisciplinary team collaboration, and education are used to operationalise interventions to support Health Care Professionals in conducting CVD risk assessments in practice. • The extent to which Health Care Professionals are CVD risk assessing their patients with RA needs to be established.

The Assessment of Knowledge, Awareness and Practice Regarding Diverticulitis and Its Risk Factors Among the Population of Saudi Arabia

The Assessment of Knowledge, Awareness and Practice Regarding Diverticulitis and Its Risk Factors Among the Population of Saudi Arabia

Analysis of Declared Pedagogical Practices in STEM Education in Morocco

Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the transmission of knowledge which does not promote the development of student skills. Since STEM (Science, Technology, Engineering and Mathematics) based instruction has been shown to have a positive impact on student achievement in mathematics, we explored the teaching and assessment practices reported by five Moroccan teachers in order to identify practices that would be compatible with teaching based on STEM. Although only one participant said they knew this approach, our results indicate that all participants have practices compatible with an integrated approach to STEM. These results outline a future where teachers and researchers will work together to implement STEM-based education and explore, in the Moroccan context, the scope and limits of such education.

Early detection of phlebitis among hematology-oncology patients: a best practice implementation project.

Peripherally-inserted venous catheters (PIVC) are essential for cancer patients to receive treatment. Phlebitis is a major complication of PIVC. Currently, nurses' assessment of phlebitis mainly involves visual inspection. However, the latest literature suggests palpation for tenderness to promote the early detection of phlebitis. This project evaluated the effectiveness of a bundle approach to increase nurses' compliance with PIVC site assessment to promote early detection of phlebitis (grade 2 and above). The JBI Evidence Implementation Framework was used to conduct this project in a 28-bed hematology-oncology ward in a Singapore hospital. The bundle approach used in this project consisted of a training presentation, medical mannequin, and phlebitis scale card. The rate of nurses' compliance with best practice for PIVC site assessment was measured at 1 month and 6 months post-implementation. The incidence of phlebitis was monitored up until 12 months post-implementation. Baseline data indicated that only 18.75% (3 out of 16) nurses palpated for tenderness when assessing for phlebitis. Data at 1 month and 6 months post-implementation reported sustained high compliance rates of 85.71% (24 out of 28) and 89.29% (25 out of 28), respectively. Late detection of phlebitis was reduced by 66% (from three cases to one case) at 6 months post-implementation, and no patients required invasive interventions. The bundle approach used in this project facilitated early detection of phlebitis following the inclusion of palpation into nurses' assessment for phlebitis. http://links.lww.com/IJEBH/A204.

Assessment of knowledge, attitude, and practice of blood donation among paramedical students of a medical college in Chennai, Tamil Nadu

Abstract: BACKGROUND: Blood donation is an essential global need far outweighs the available supply, rendering it a scarce and valuable resource. Within India, blood transfusion services hold significant importance and constitute a crucial aspect of the national health-care framework. Voluntary Non-Remunerated Blood Donation (VNRBD) is deemed the safest among the various ways of donating blood. The student population of educational institutions across the country, particularly those who are young and physically fit, represents one of the most promising sources of blood donations. The aim of the study was to evaluate the knowledge, attitudes, and donation practices of medical college students and motivate them to embrace voluntary blood donation as a regular habit. MATERIAL AND METHODS: The Department of Allied Health Science at Dr MGR Educational and Research Institute in Chennai, Tamil Nadu, India, conducted a questionnaire survey from March 2023 to October 2023. Two thousand and two hundred forty students were invited to participate, with 2331 ultimately willing to partake. The gathered data underwent analysis using the SPSS Statistics software, version 20, with a significance level fixed at a P = 5%. RESULTS: The study included 2331 participants, comprising 840 males (36%) and 1491 females (64%). The age range of the participants was between 17 and 25 years, with a mean age of 18.9 ± 1.3 years. Out of 2331 participants, the majority (66.7%) showed sufficient knowledge with 9 or more correct answers, while the rest (33.2%) showed below-average knowledge. CONCLUSION: The Tamil Nadu Health Professions Colleges possess the potential to make a noteworthy impact on the promotion of blood donation. According to a recent survey, students express a keen interest in donating blood if a camp is organized on the campus. By organizing awareness campaigns and conducting informative sessions, the colleges can inspire and motivate more students to donate blood, thereby playing a vital role in saving lives.

Hoof trimming: The steps to success

Hoof trimming plays a pivotal role in both the treatment and prevention of lameness. The role of veterinarians in hoof trim­ming can vary, from treating lame animals to actively par­ticipating in the delivery and assessment of hoof trimming practices. Consequently, it is important for veterinarians to un­derstand the prerequisites for proper hoof trimming. Success­ful hoof trimming entails selecting the right animal, and using the correct equipment and method. When these things are in place, hoof trimming becomes an intervention that safeguards both the animal and the person conducting the hoof trimming.

Your body tells how you engage in collaboration: Machine‐detected body movements as indicators of engagement in collaborative math knowledge building

AbstractCollaborative learning, driven by knowledge co‐construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine‐detected body movements during the learning process relate to their verbal and nonverbal contributions to the co‐construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine‐detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.Practitioner notesWhat is already known about this topic Previous research emphasizes the importance of gestures as essential tools for constructing common ground and reflecting shared meaning‐making in learning and teaching contexts. The prior studies in multimodal learning analytics (MMLA) suggest that certain forms of body movements and postures can be differentiated based on the automatic detection of upper body joint locations. Empirical observations indicate that co‐thought gestures typically involve smaller hand or arms movement that are closer to the gesturer's body than co‐speech gestures used in interpersonal communication. What this paper adds This paper fills the research gap by examining the use of gestures in collaborative learning, offering insights into how individuals contribute verbally and nonverbally to collaborative knowledge construction. This paper introduces the concept of using machine‐detected body movements as a viable proxy for inferring learners' engagement in collaborative knowledge‐building activities. Leverages sensor technologies for automatic detection of body movements, the innovative approach in this work seeks to overcome the time‐intensive and laborious process of manually coding gestures. Implications for practice and/or policy By recognizing the potential significance of learners' body movements in indicating engagement levels with collaborative knowledge‐building activities, instructors can set up computer‐supported collaborative learning (CSCL) environments to enable capturing these movements. Given the crucial role of gestures in learning, teaching, and collaboration, educators can create more equitable formative assessment practices for linguistically diverse students by developing strategies that align with multimodal forms of knowledge expression. Research can expand beyond mathematics to explore the transferability of these findings to other subjects, helping educators create comprehensive pedagogical approaches that leverage multimodal interactions across disciplines.