Educational Assessment Tool Research Articles

Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model

The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.

Utility of extended matching questions as an assessment tool in homoeopathic education

Objectives: Extended matching questions (EMQ) is a written assessment tool used in western countries to assess clinical diagnostic thinking; it examines whether the student can apply classroom learning to similar clinical scenarios in practice. The use of this tool has shown good results. This study aimed to determine the utility of EMQ in Homoeopathic postgraduate students to assess knowledge about core topics in homoeopathic philosophy. Material and Methods: The tool was used in the module of miasms with Part 1 Homoeopathic Postgraduate students during their Advanced Teaching of Fundamentals of Homoeopathy sessions wherein a case-based approach is used to teach the core subjects of Homoeopathy (Homeopathic philosophy, Materia Medica, Repertory) with Clinical Medicine. These sessions are part of the curriculum for the MD (Hom) course Part 1. The module of miasms was chosen for this study. The pathogenesis and travel of disease pathology on the soil of miasm were the grounds used for assessing students. The students were asked to solve the same EMQ caselets before and after the classroom session with the expectation that they would extend their learning from class to similar scenario in caselets (post-session). Both answer sheets were scored and statistical testing (paired t-test) was applied. Results: There was a significant change in the P value for the EMQ on the Tubercular miasm. The scoring of the tests for the other miasms was influenced by various variables which were not attended to and so later affected the scoring of the pre and post-tests. Conclusion: EMQ as an assessment tool goes beyond simple recall and memorisation. It covers analysis, evaluation and synthesis (higher domains of Bloom’s taxonomy). It can be used as an assessment tool for Homoeopathic students. The students need to be explained the relevance of the exercise comprehensively. Extension of learning is possible from the classroom to other similar scenarios which can be assessed.

Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education

Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers’ understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers’ level of critical consciousness? Population/Participants/Subjects: Participants in this study were preservice general education teachers in the last semester of coursework of an intensive 12-month master’s program in secondary education at a large predominantly White Midwestern university. This study focuses on four self-identified White able-bodied and one White (dis)abled preservice teacher who represent exemplars of the types of engagement evidenced by preservice teachers within the course. Intervention/Program/Practice: The course that was the site of this study focused on preparing preservice teachers to teach and support Students Identified with (Dis)abilities in middle and high school classrooms. The first portion of the course focused on analyzing the history of racism and ableism in special education using critical frameworks. These class sessions provided preservice teachers with frameworks they could apply to their experiences at their school sites and language they needed to discuss racism and ableism. Research Design: This article reports on a qualitative case study of general education preservice teacher engagement with the critical frameworks of intersectionality and disability critical race theory (DisCrit) in a predominantly White teacher education program. Data Collection and Analysis: For the duration of the course, video recordings of whole group discussions and audio recordings of small group discussions were collected. Descriptive and in vivo coding were employed during the first level of coding to closely highlight participants’ perspectives that were rooted in their own language. The second level of analysis captured the content of the ideas expressed by preservice teachers when engaging and employing critical frameworks, and the third level of analysis captured preservice teacher engagement in ways that demonstrated either active adoption, quiet adoption, resistant engagement, or resistant deflection of course material. Findings/Results: There is a fluidity in which preservice teachers move through levels of engagement (active adoption, quiet adoption, resistant engagement, or resistant deflection) when explicitly taught critical frameworks to help them identify and disrupt inequity, in this case, racism and ableism in schools. For example, a preservice teacher may experience dissonance when there is misalignment between their previously held assumptions and new learning. At first, they may resist this knowledge and then adopt new perspectives over time. They may also go back and forth between resistance and adoption, or they may remain resistant throughout the course. Additionally, a preservice teacher may actively adopt course content and frameworks that align with their previous orientations and quietly or actively adopt new frameworks over time. Conclusions/Recommendations: Teaching critical frameworks is an important tool to understanding preservice teachers’ orientations toward inequity. Choosing critical frameworks that undergird teacher education courses supports the development of objectives that are antiracist/antiableist. It also provides teacher educators guidance in choosing materials/artifacts that will encourage preservice teachers to discuss the implications of those frameworks. Critical frameworks provide a method of helping preservice teachers see inequity that aspects of their privilege render invisible and provide an assessment tool for teacher educators to analyze preservice teachers’ orientations toward inequity and how this manifests in their orientation toward students of historically marginalized groups.

Graduating nursing students' preparedness and comfort level in caring for LGBTQ+ patients.

Nursing students must be prepared to care for diverse patient populations, including sexual and gender minorities. The purpose of this study was to conduct a national survey of graduating prelicensure nursing students to assess their perceived preparedness for and comfort level with providing care for LGBTQ+ patients. A multisite descriptive correlational design was utilized in conjunction with a modified version of the Lesbian, Gay, Bisexual, & Transgender Medical Education Assessment tool to survey graduating prelicensure nursing students' perceived levels of preparedness and comfort regarding their provision of care to LGBTQ+ individuals. Students indicated that LGBTQ+ health topics had been covered in their programs, but some required further attention. The majority reported feeling prepared and sufficiently comfortable to provide care for LGBTQ+ patients but did not attribute this to their academic nursing education. Select demographic variables were significantly correlated to student levels of preparedness and comfort. Nursing education programs must continue to evaluate curricular LGBTQ+ health content to ensure that graduates are equipped with the knowledge and confidence necessary to serve this unique patient population.

Implementation of an Online Poster Symposium for a Large-Enrollment, Natural Science, General Education, Asynchronous Course

Asynchronous online courses are popular because they offer benefits to both students and instructors. Students benefit from the convenience, flexibility, affordability, freedom of geography, and access to information. Instructors and institutions benefit by having a broad geographical reach, scalability, and cost-savings of no physical classroom. A challenge with asynchronous online courses is providing students with engaging, collaborative and interactive experiences. Here, we describe how an online poster symposium can be used as a unique educational experience and assessment tool in a large-enrollment (e.g., 500 students), asynchronous, natural science, general education (GE) course. The course, Introduction to Environmental Science (ENR2100), was delivered using distance education (DE) technology over a 15-week semester. In ENR2100 students learn a variety of topics including freshwater resources, surface water, aquifers, groundwater hydrology, ecohydrology, coastal and ocean circulation, drinking water, water purification, wastewater treatment, irrigation, urban and agricultural runoff, sediment and contaminant transport, water cycle, water policy, water pollution, and water quality. Here we present a is a long-term study that takes place from 2017 to 2022 (before and after COVID-19) and involved 5,625 students over 8 semesters. Scaffolding was used to break up the poster project into smaller, more manageable assignments, which students completed throughout the semester. Instructions, examples, how-to videos, book chapters and rubrics were used to accommodate Students’ different levels of knowledge. Poster assignments were designed to teach students how to find and critically evaluate sources of information, recognize the changing nature of scientific knowledge, methods, models and tools, understand the application of scientific data and technological developments, and evaluate the social and ethical implications of natural science discoveries. At the end of the semester students participated in an asynchronous online poster symposium. Each student delivered a 5-min poster presentation using an online learning management system and completed peer reviews of their classmates’ posters using a rubric. This poster project met the learning objectives of our natural science, general education course and taught students important written, visual and verbal communication skills. Students were surveyed to determine, which parts of the course were most effective for instruction and learning. Students ranked poster assignments first, followed closely by lectures videos. Approximately 87% of students were confident that they could produce a scientific poster in the future and 80% of students recommended virtual poster symposiums for online courses.

Strengthening global midwifery education to improve quality maternity care: Co-designing the World Health Organization Midwifery Assessment Tool for Education (MATE)

AimsTo describe a three-phase co-designed project to develop a culturally appropriate and relevant education assessment tool, and report on pilot and field-testing phases. BackgroundHigh-quality midwifery education is essential for high-quality maternity care (WHO 2019); however midwifery education and maternity care vary in quality throughout Europe. To support countries in strengthening their midwifery education, World Health Organization (WHO) European Region commissioned development of the Midwifery Assessment Tool for Education (MATE). The tool was developed over three years, using an iterative, collaborative process with regional experts. Published by WHO in May 2020, MATE provides focused questions and evidence-informed resources to stimulate and inform discussions within country. DesignThree-phase co-design approach to develop, pilot and field-test an education assessment tool. MethodsPhase 1: initial development of MATE with expert midwifery support; Phase 2: MATE piloting workshops in Czech Republic and Lithuania focusing on clarity, usability and relevance; Phase 3: MATE field-testing workshop in Bulgaria exploring the process of using MATE and its effectiveness for generating discussion. Purposive selection of workshop participants ensured a broad range of perspectives: clinicians, educators, students, policy makers and service users. All participants were invited to give narrative feedback during workshops and via completion of a post-workshop online survey. The XX University Research Ethics Committee advised that formal ethical review was unnecessary. ResultsFeedback from collaborators in all phases indicated that engaging with MATE co-design and testing was a positive experience. A ‘bottoms up’ approach ensured that MATE content was relevant to regional needs, culturally acceptable and appropriate.Seventy-nine individuals participated in Phases 2 and 3 and all were sent a post-workshop online survey, with 31 responses (39 %). Qualitative and quantitative data indicated that the aim of MATE was well understood, and its usability and relevance were evaluated positively. In Phase 2, improvements to wording and format were suggested. MATE was subsequently amended prior to field testing. Phase 3 feedback indicated that MATE was highly effective for generating in-country dialogue and frank discussions about the future of midwifery education and practice. ConclusionsUsing a co-design approach has ensured that MATE is culturally relevant, accessible and appropriate. This initial evaluation indicates that MATE can facilitate in-country dialogue and support the strengthening of midwifery education in accordance with WHO aims.Next steps are a fully evaluated trial of MATE in a selected partner country, where we will continue to work collaboratively to optimise engagement and ensure cultural appropriateness.

Feasibility of Use of the Clinical Internship Evaluation Tool in Full-Time Clinical Education Experiences: A Multi-institutional Study

Introduction. The Clinical Internship Evaluation Tool (CIET) is a reliable and valid clinical education assessment tool but is used less frequently by physical therapist education programs than the Physical Therapist Clinical Performance Instrument (PT CPI). The purposes of this exploratory study were to: 1) explore CI and student perceptions for the CIET as an accurate and user-friendly measurement of physical therapist (PT) student clinical performance; and 2) to compare stakeholder perceptions of CIET as a clinical performance tool to PT CPI. Methods. Clinical instructors and PT students were recruited from 5 geographically diverse physical therapist education programs and completed both the PT CPI and CIET at the midterm and final evaluation during a full-time clinical education experience. A post-survey collected data related to participants' perceptions of tool feasibility and ease of use. The Wilcoxon sign rank test was used to determine whether significant differences existed in the participants’ perceptions related to the utility of the CIET versus PT CPI. Results. One hundred one participants (56 PT students; 45 CIs) completed the study. Most student and CI participants (91.1%) indicated that the CIET completion time was < 45 minutes. More students (66.1%) and CIs (73.3%) reported a PT CPI completion time of > 45 minutes. Students (71.4%) and CIs (68%) preferred the CIET to the CPI. There was a significant difference in perception of ease of use (Z-score = −5.42, P < .001), appropriate completion time (Z-score = −7.25, P < .001), and little redundancy of items (Z-score = −7.17, P < .001). Discussion and Conclusion. Students and CIs preferred the CIET which was perceived to be easy to use and completed in < 45 minutes while still retaining the ability to accurately measure student performance in clinic. Clinical education requires efficient, valid, and reliable assessment tools to match the dynamic needs of a changing health care environment.

Implementation and Postoperative Management of Continuous Adductor Canal Catheters for Total Knee Arthroplasty to Reduce Surgical Backlog Related to the COVID-19 Pandemic: An Acute Pain Service Nursing Perspective and Educational Resource

PurposeIn response to the surgical backlog created by the COVID-19 pandemic and to spare valuable hospital resources, we developed and implemented a continuous adductor canal catheter (CACC) program for total knee arthroplasty (TKA) patients. CACC's offer superior analgesia, decrease opioid use, and increase patient satisfaction while simultaneously promoting a decreased length of hospital stay and even same day discharges. The implementation of analgesia protocols using continuous peripheral nerve catheters and isometric pumps has been described for other surgical procedures and populations; however, the role of the Acute Pain Service Nurse (APS RN) in the implementation of such a program has not been described. DesignAn best practice initiative for TKA patients receiving CACC was developed and implemented for patients recovering both in the hospital and at home. MethodsWe describe the development and implementation of a CACC program for TKA patients in response to the surgical backlog created by the COVID-19 pandemic from the perspective of the APS RN. We provide a detailed narrative description of our postoperative assessment and experience, and offer practical insights for the postoperative care of these patients. We share the educational resources and assessment tools we developed to ensure consistent, safe, and effective clinical management of CACC patients in the hospital and at home. FindingsCACCs via elastomeric pumps have been shown to offer significant advances to pain control following TKA, decrease opioid use, enable earlier discharge, and improve patient satisfaction, all of which we observed unequivocally in our patients. In our experience, implementation of a daily telephone follow up by an APS RN for discharged TKA patients with a CACC was crucial for patient safety, patient satisfaction, and reducing emergency phone calls and emergency room visits. ConclusionsWe anticipate this description will provide an invaluable educational resource for other Acute Pain Service programs as similar outpatient peripheral nerve catheter programs are developed in response to the pandemic.

IDF21-0049 ACT NOW a new diabetes foot educational and risk assessment tool for people with diabetes and health care professionals

Background: When a person with diabetes (PwD) develops a foot problem there is often a delay in receiving specialist help, which may result in amputation and health care professionals (HCP) may be accused of medical negligence. Aim: Our aims were to develop an educational tool to recognise the warning signs of foot complications that might lead to amputation and to disseminate the tool and seek endorsement. Method: The delay to specialist help was analysed by the iDEAL group (Insights for Diabetes Excellence, Access and Learning), a multidisciplinary team of diabetes specialists together with a person with diabetes and recommendations were made. Results: An acronym ACT NOW has been devised to act as an educational tool ACT NOW stands for Accident (recent trauma to foot) Change in colour or shape, Temperature change -hot or cold, New pain, Oozing and Wound. The acronym was devised firstly, to help PwD and HCPs recognise the warning signs of foot complications, leading to potential amputation, and secondly, to trigger early and prompt referral to specialist care. On recognising one or more of these features, the PwD can gain confidence, especially during the COVID 19 pandemic, to seek specialist help either directly from a diabetes foot service or through a first contact HCP who can then refer. An ACT NOW tool was also created consisting of the acronym and a a checklist which prompts the PwD, their carers and HCPs to enquire and document the ACT NOW! symptoms or signs and to take possible further information such as a digital photo. The checklist can then be used as a document to facilitate referral to specialist care. Alternatively, the check list can be used when PwDs present for routine assessment with their HCPs. The ACT NOW tool has been disseminated through digital and traditional media and endorsement granted from many organisations, including the IDF. Discussion: Foot ulcers are highly susceptible to infection which can spread rapidly, causing overwhelming tissue destruction or gangrene, necessitating major amputation. The progression from an initial ‘scratch’ to gangrene can take as little as 48 hours. A lack of knowledge and education can lead to a lack of urgency among PwD, carers and HCPs, who may not recognise that they have a foot related problem requiring urgent referral or care interventions. If there are difficulties in accessing a HCP appointment, there is a risk of critical delay in PwD receiving appropriate assessment and treatment. ACT NOW is designed to promote timely referral and save limbs. iDEAL seeks to reduce amputations by 50% in 5 years by encouraging people to use ACT NOW. Prompt assessment and early referral can help reduce this unnecessary suffering. ACT NOW also seeks to reduce stigma often experienced by PwD regarding complications and remove any blame or shame associated with diabetes complications. These changes can be created through encouraging and enabling an environment of education, knowledge and trust using language that enables PwD.

Concept maps as a novel assessment tool in medical education

Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. We also introduced a measure from the field of graph theory as an objective means of CM quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for objectively distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.

SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context

This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, “Attain Cultural Integration through COnflict Resolution skill Development” (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of scenarios reflecting the real-life experiences of teachers in which the role of interactions and human factors is crucial. It focuses on the simulation of a dialogue between two characters (an avatar controlled by a human player and a BOT computer-controlled counterpart), enacting interethnic conflicts between teacher and students within realistic school context scenarios. The SG-ACCORD represents a free, easily manageable, and flexible educational tool that can be used as a stand-alone resource and envisages an automatic feedback and debriefing system.

Educational results in the training of the future teacher and means of assessing their achievement

Introduction. The article deals with the concepts of “educational result” and “assessment tools”, which are components of the system for independent evaluation of the educational results of future teachers. Approaches to the description of the concepts of learning outcomes, competencies and educational result are analyzed from the standpoint of assessing the quality of training students and graduates of the specialization “Pedagogical education”. The structure and content of the concept of educational result are determined, the description of the invariant form of presentation of evaluation tools for assessing educational results is given. Examples are given.Materials and Methods. The study is based on systematic, activity-based and competence-based approaches to the training of bachelors of pedagogical education, which made it possible to describe the way of presenting educational results in the form of identifiable and measurable actions of the student. The specificity of the presentation of educational results based on the reformulation of competencies in combination with the labor actions of the teacher is revealed. It is shown that the description of indicators of achievement of the educational result in the form of descriptors serves as the basis for constructing an appropriate assessment tool. The principles of objectivity, validity and openness of evaluation procedures, which form the basis for constructing an invariant form of presentation of evaluation tools, are singled out.Results. The main provisions that determine the structure and content of the educational results of future teachers are highlighted. The definition of the concept of "educational result" is formulated; groups of educational results of future teachers in the field of education, in psychological, pedagogical and methodological activities, in the field of subject training are identified. The features of the description of the educational result based on the coordination of competencies presented in the Federal State Educational Standard of Higher Education and labor actions from the Professional Standard of the Teacher, and a way of constructing indicators of achievement of educational results are disclosed. A description of the invariant form of presentation of evaluation tools and examples of the construction of the educational result and the corresponding assessment tools are given.Discussion and Conclusions. The article discusses a method for constructing an assessment tool in the form of a contextual task that has been tested at the stage of the final state exam for bachelor's graduates in the field of study “Pedagogical education”, conducted in a new format.The conclusion formulated in the article is presented in the form of recommendations for the coordinated construction of educational results and assessment tools in the system of independent evaluation of the educational results of future teachers.

The use of concept maps as an assessment tool in students' risk education about occupational safety and health.

Given the relevance of students' risk education about occupational safety and health (OSH), the need for reliable assessment tools for learning evaluation is widely advocated. However, multiple-choice tests or inventories show several limitations, including the emphasis on basic definitions instead of organized conceptual systems and passive information transfer. Instead, concept maps may represent a non-traditional evaluation tool to inspect how students actively organize and represent the acquired knowledge in line with the theory of meaningful learning. A concept map specifically developed in the field of risk education and its quantitative scoring protocol are here proposed. Then, a case study with a pre- post-test design is presented, including 611 upper school students who undertook an OSH-related risk educational course. The findings are briefly discussed and help identify the possible information we can get from concept maps in terms of problem-based learning.

Validation of the Use and Function of ICT in Educational Contexts Measurement Scale for students in Higher Education

The importance of ICT in Higher Education is present in international and national policies; in contextual moments where distance and asynchronous education is prioritized, it is urgent to identify the competences in university students. This research sought to validate in the Mexican population a scale to evaluate the frequency of use and function of ICTs and the educational contexts in which they are used, that supports knowledge about their strengths and areas of opportunity. The methodology was quantitative and divided into two phases: 1) descriptive study to design and pilot the scale; and 2) validation of the final version of the instrument with 390 students from three states of the country. From the analysis of descriptive studies, normality, construct validity (factor analysis) and reliability, the instrument was make up of two components: a) 26 items distributed in 4 factors that measure frequency of use and function; and b) 8 multiple - choice items to identify educational contexts of use. This scale explained 42.7% of the variance, with a global Cronbach Alpha of .91. The use of reliable assessment tools in higher education, will facilitate the intervention and the development of psycho - educational strategies for the acquisition of ICT skills.

Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough

ABSTRACT Practical educational assessment tools for adolescents champion student voice, use technology to enhance engagement, highlight discrepancies in school experience, and provide actionable feedback. We report a series of studies that detail an iterative process for developing a new school climate assessment tool: (1) item generation that centres student voice, (2) the design of a web-based app, (3) item revisions informed by student and educator feedback, and (4) the identification and confirmation of the underlying factor structure of the assessment tool. The resulting School Climate Walkthrough provides scores on nine dimensions of school climate and 73 additional observational items. The web-based application produces instantaneous reports that display systemic differences in how various student demographic groups experience school. This process can guide future research in building the next generation of educational assessments for adolescents and disrupting harmful or exclusionary school practices.

Children’s Social Understanding Scale-Short Form: Adaptation to Turkish Sample

ABSTRACT Research Findings: The Children’s Social Understanding Scale (CSUS) assesses young children’s theory of mind (ToM). The current study adapted the parent version of the CSUS-short form to Turkish and examined its utility, for the first time, as an assessment tool for teachers. The associations of parent and teacher reports of the CSUS-short form with classical behavioral assessments of ToM were investigated along with such known correlates of ToM as receptive language, executive functions (EF), and social competence. Two hundred and two children (M age = 53.98 months), their parents and 169 teachers participated in the study at Time 1, and one year later at Time 2, 132 parents and 109 teachers completed the CSUS-short form again. Similar to the original version of the scale, both parent and teacher forms yielded one-factor structure, demonstrated high internal consistencies at both measurement points, and were positively correlated with each other across time. Parent and teacher forms were also concurrently and positively associated with behavioral ToM tasks, receptive language, EF, and social competence. Practice or Policy: These results pointed to the reliability and validity of the parent and teacher versions of the CSUS-short form as a multi-informant measure for Turkish preschoolers and lay the ground for cross-cultural comparison of children’s ToM scores with the other cultural adaptions of the CSUS.

Stimulating Collective Transformative Learning Experiences with an ESD Whole-School Assessment Tool

This exploratory research is a contribution to the overall movement which calls for a transformation of educational systems towards value-based and sustainable education learning paradigms. It is an attempt to offer an alternative perspective on school assessments and certification processes by connecting transformative learning and the whole-school approach in an Education for Sustainable Development context. The results of the research are based on secondary analysis of literature, surveys with students and practitioners and a focus group discussion. By deducing six key elements from the data which should be incorporated in assessment tools to stimulate transformative learning on a school level in K12 education, the study results offer ideas on what to incorporate in future school assessments. To stimulate transformative learning in educational institutions whole-school assessment tools should be based on (1) a clear learning paradigm and value framework, (2) should foster relationships and contribute to a sense of community, (3) encourage reflection and introduce a systems thinking mindset, (4) make learning a meaningful experience relevant also for the personal life outside the school, (5) foster dialogue and collaboration inside the school and across institutions, and (6) require action post-assessment.

Evaluation of YouTube laparoscopic hysterectomy videos as educational materials during the COVID-19 era using the LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS) and LAP-VEGaS video assessment tool

With increasing numbers of laparoscopic hysterectomies, surgical trainees are compelled to learn more about endoscopy. Owing to coronavirus disease-related social distancing requirements, online education has gained prominence. Here, we aimed to investigate the laparoscopic hysterectomy video quality on YouTube using the LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS). YouTube was searched on June 7, 2020 using ‘laparoscopic hysterectomy’. Three examiners evaluated videos using Global Operative Assessment of Laparoscopic Skills (GOALS). Subsequently, videos were assessed for their conformity to the LAP-VEGaS and LAP-VEGaS Video Assessment Tool. Interobserver reliability was estimated using intraclass coefficients and Cronbach’s alpha. Cochran’s Q test was used to determine correlations among quantitative data. The median GOALS score was 21.50. The observers’ GOALS scores were significantly correlated. The results showed low conformity to the LAP-VEGaS. YouTube is the most used platform among trainees. The low YouTube video educational quality highlights the necessity for peer review, as trainees increasingly seek such resources during the pandemic. IMPACT STATEMENT What is already known on this subject? YouTube is the most commonly used online resource for educational material among surgical trainees. Online videos usually do not undergo a peer-review process. The LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS) may be used to assess the educational quality of surgical videos. What do the results of this study add? To our knowledge, this is the first study on the quality of laparoscopic hysterectomy videos available on YouTube and the first study to evaluate YouTube laparoscopic surgery videos using the LAP-VEGaS Video Assessment Tool (VAT). Our study revealed the low educational quality of YouTube laparoscopic hysterectomy videos. The LAP-VEGaS VAT seems to be a valid and practical tool for assessing online laparoscopic hysterectomy videos. What are the implications of these findings for clinical practice and/or further research? Medical communities, especially tertiary care or academic centres, may upload educational peer-reviewed videos for trainees seeking this type of resource, especially during the coronavirus disease pandemic, as surgical education alternatives are limited.

Twelve tips for using ePosters as an active learning strategy

ePosters (electronic Posters), a modification of traditional paper-based posters have gained popularity in medical education conferences since 2011. ePoster in educational settings differs from the traditional poster in that it allows the ePoster creator to focus on the learning process rather than reporting scientific outcomes. However, there is limited literature comparing ePosters to traditional paper-based posters and their impact on the student learning experience. ePosters as an assessment tool are well suited for online learning. This article presents twelve tips for using ePosters as an active learning strategy in classrooms and describes how to incorporate ePosters as a formative and summative assessment tool in health professions education, at all levels.

The impact of clinical skills training on hospital nursing care towards acquisition of improved care quality: a systematised review

Abstract Aim The study aim is to review the literature regarding the impact of clinical skills training on the quality of care delivery in the hospital setting. Objectives Design A systematised review which summarises the multiple studies retrieved utilising systematic manner of searching. Mixed studies of the qualitative and quantitative study were compiled and analysed using a combined qualitative analysis and qualitative narrative synthesis. Data sources Six databases were searched. Academic Search Premier, CINAHL, Cochrane Library, Pubmed, ScienceDirect, and Wiley Online Library. Key journals were hand searched from the university library, reference tracking was done, and grey literature was checked. Lastly, the professional support of the department librarian was sought during the initial stage of the finding of evidence. Results From a total of 1,023 articles that were initially found, a total of ten studies were included for the review. It included two quasi-experimental studies, five qualitative methods, and three observational studies (2 cross-sectional and 1 cohort), that evaluated the impact of clinical skills training to nursing practice or care quality, or both. All articles were then critically appraised using the appraisal tool developed by Long and Godfrey (2004). Conclusions Continuing staff development is seen as beneficial in order to adapt to the rapid changes in healthcare delivery services. Developing an educational assessment tool addressed towards the evaluation of clinical based teaching should be given fundamental focus as it can define and evaluate the impact of knowledge transfer upon completion of a training course. Further research that addresses the impact of nursing training to clinical practice, specifically addressed to the low-income health care organisations is recommended. Funding Acknowledgement Type of funding sources: None.