Assessment Of Communication Skills Research Articles

Assessment of communication skills in health professions education; Ottawa 2024 consensus statement

Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication.

Social and pedagogical assistance to adolescents with intellectual disabilities

Importance. One of the pressing problems of correctional psychological and pedagogical assistance to children with intellectual developmental disabilities is the possibility of early initiation of correction and the choice of effective correctional and developmental methods for the purpose of their maximum socialization. Purpose of the study: orrectional and developmental activities introduction into adaptive physical education classes to increase the social adaptation level of adolescents 14–15 years old with mild mental disability.Materials and Methods. 20 teenagers aged 14–15 years with mild mental disability, studying in a correctional school of type VIII, took part in the pedagogical experiment. Two groups are formed: a control group, studying according to a standard program for people with disabilities, and an experimental group, in which, as part of pedagogical control, 30 correctional and developmental classes, 30 minutes each, are conducted 1–2 times a week, as part of adaptive physical education classes. The tools for assessing the effectiveness of the correctional classes are: determination of the group cohesion index using K.E. Sishor’s psychometric test, determining the aggressiveness level using Bass–Darki’s questionnaire, assessing communication skills using B.A. Fedorishin’s assessment.Results and Discussion. Corrective and developmental activities carried out during adaptive physical education classes had a positive impact on the communication abilities development in adolescents aged 14–15 years with mild mental disability. After conducting a pedagogical experiment, adolescents in the experimental group significantly improved the average diagnostic test scores (p ˂ 0.05) on the following tests: K.E. Sishor’s psychometric test, B.A. Fedorishin’s communicative inclinations assessment, Bass–Darki’s questionnaire.Conclusion. The introduction of developed correctional and educational activities into the adaptive physical education classes program made it possible to increase the social adaptation level of adolescents 14–15 years old with mild mental disability.

Combining low-technology augmentative and alternative communication with regular aphasia treatment: interim findings of a hospital-based RCT in post-stroke patients

ABSTRACT Background Previous research indicates that low-technology (low-tech) augmentative and alternative communication interventions (AACT) can enhance communication skills in individuals with post-stroke aphasia in China. However, there is limited evidence for low-tech AACT in inpatient settings. Aim This study aims to evaluate the impact of low-tech AACT combined with speech-language therapy (SLT) on communication skills related to basic needs, quality of life, and spoken language function among individuals with post-stroke aphasia in an inpatient setting. Methods & Procedures Twelve participants with aphasia having difficulty in daily communication were randomly assigned to an experimental group, receiving 30 minutes of SLT and 30 minutes of low-tech AACT per session (AACT + SLT), or a control group, receiving 60 minutes of SLT per session (SLT), over ten sessions in two weeks. Primary outcomes were measured using the basic needs (CBN) domain of the functional assessment of communication skills for adults (FACS). Secondary outcomes included scores from the Chinese version of the stroke-specific quality of life scale (SS-QOL) and subtests of spoken language production and comprehension from the aphasia battery of Chinese (ABC). The study was registered in the Chinese clinical trial registry (ChiCTR2000028870). Results The results indicated a significant improvement in the CBN domain of FACS in the AACT + SLT group, with larger clinically significant changes compared to the SLT group. The AACT+ SLT group also showed significantly higher overall scores on the SS-QOL and more significant improvements in the content of spontaneous speech than the SLT group after intervention. Comparable improvements were observed in other subtests of the ABC between the two groups. Conclusions Incorporating low-tech AACT into regular SLT in inpatient settings can improve communication for basic needs in an in-patient setting, facilitate language recovery, and potentially support the overall quality of life, compared to SLT alone, for people with post-stroke aphasia. This combined approach demonstrates preliminary feasibility in hospital settings, suggesting the value of low-tech AACT in aphasia rehabilitation.

Project-Based Learning in Smart Solar Panel System for Analysis 21st Century Skills

Collaboration and communication are two types of 21st-century skills that are very important for students to have. By having good communication and collaboration skills, students can build a wider network in the future, which is useful to support their lives. Students' communication and collaboration skills can be known through various activities, one of which is the involvement of students in project-based learning. The purpose of this study is to determine the effect of a modified project-based learning model on students' collaboration and communication skills. The project-based learning that we did focused on the project of making a smart solar system. This research is a type of development research, with a mixed method research method. We developed a modified project-based learning model. The data collection process was carried out by conducting in-depth interviews, and in-depth observations, supported by literature studies. In addition, we also used a measurement questionnaire to provide a numerical assessment of students' collaboration and communication skills. Based on the research conducted, we found that the modified project-based learning model can be used to determine the extent of students' communication and collaboration skills. Where the measurement results show good criteria in some indicators and sufficient on several other indicators.

Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis

Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following research questions: (a) What are the assessments employed for communication skills in multi-discipline studies in higher education? (b) What are the “key findings” contributing to the issues of communication skills assessment in higher education? In this article, a meta-analysis was conducted to determine the types of communication skill assessments and other key findings concerning the assessment issues in this area. Sources were identified using Scopus, Web of Science, Wiley Online Library, Taylor & Francis Online and Springerlink, and, after inclusion criteria were applied, 21 samples of articles were included in the meta-analysis. The findings demonstrate the existence of issues from the aspects of audience, mode, and purpose of the assessments, which mainly are: (1) impact of language proficiency and ICT competency; (2) communication skills approach to non-scientific audience; (3) blended assessment and feedback communication; (4) use of explicit and direct teaching assessment; (5) critical thinking and opportunity for justifying scientific ideas; and (6) benefit of early and continuous communication tasks. The review finds an extensive gap on the communication skills assessment related to higher-order thinking and problem-solving abilities in junior students. This meta-analysis may be of great interest to university policymakers, language lecturers, and academic lecturers from other disciplines who are searching for the best assessments strategies to measure students' communication skills.

Assessment of Communication Skills in Medicine at the Siberian State Medical University

Assessment of Communication Skills in Medicine at the Siberian State Medical University

Development and Validation of a Trauma-Informed Care Communication Skills Assessment Tool

BackgroundTrauma-informed care (TIC) is growing in medical education as health care systems recognize trauma’s impact on health outcomes. TIC acknowledges and responds to the effects of trauma on physical, psychological, and emotional health. As TIC trainings are developed and delivered to health care professionals across the learner continuum, curricula need evaluation beyond learner satisfaction and knowledge to better assess changes in skills. We developed the Gap Kalamazoo Communication Skills Assessment Form for Trauma-Informed Care (GKCSAF-TIC) to evaluate pediatric trainees' communication skills in TIC. We describe the development and validity evidence of the GKCSAF-TIC in assessing pediatric residents' TIC skills during standardized patient encounters. MethodsWe developed and implemented the TIC communication skills assessment tool in a one-year prospective cohort study involving pediatric residents. We conducted simulated patient encounters conducted before and after TIC training, with two pediatric faculty attendings assessing each encounter. We gathered validity evidence using Messick’s framework, focusing on content, response process, internal structure, and relationship with other variables. ResultsWe analyzed 57 standardized patient encounters with 33 pediatric interns, including 23 pre-post matched pairs. The development process and rater training supported content and response process validity. Internal consistency, measured by Cronbach’s alpha, ranged from 0.93 to 0.96, while inter-rater reliability, measured by intraclass correlations, ranged from 0.80 to 0.83. There was a significant improvement in scores from pre-training to post-training (3.7/5 to 4.05/5; P < 0.05). ConclusionThe GKCSAF-TIC demonstrated strong preliminary validity and offers educators a valuable means to assess and provide formative feedback to pediatric trainees about TIC.

Efforts to Improve Students' Communication Skills and Technological Literacy by Developing Google Sites Learning Media on Virus Material at Grade X

This research aims to develop Google Sites learning media on the subject of class X viruses to improve the communication skills and technological literacy of State High School students in Samarinda. The type of research used is Research and Development (R&amp;D) with the Sugiyono development model. Data collection techniques using questionnaires, interviews and tests. The data analysis technique used is quantitative and qualitative data analysis. The subjects in this research were 3 expert validators, namely media, language and materials experts, 1 educational practitioner who was a biology subject teacher and class discussing viruses. The validation results from 3 expert validators obtained a score of 81.97% in the very feasible category. The practicality assessment by the teacher received a score of 97.8% in the very practical category and the assessment by students obtained a score of 85.1% in the very practical category. The use of Google Sites learning media has a significant influence on student learning outcomes with the calculated t value obtained (0.00 &lt; 0.05) with a score gain index of 0.77 in the high category which shows that Google Sites learning media is effective in increasing students' understanding of learning materials. The results of the communication skills assessment questionnaire obtained a score of 81% in the very good category and technological literacy skills received a score of 86% in the very good category.

Inter- and Intrarater Reliability of the Gap-Kalamazoo Communication Skills Assessment Form Among Occupational Therapy Interns.

Effective communication skills (CS) are essential for occupational therapists. The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) is a standard tool for assessing the CS of medical residents. However, the interrater reliability for the nine CS domain scores ranges from poor to good. The intrarater reliability remains unclear. To examine the inter- and intrarater reliability of the GKCSAF's nine domain scores and total score among occupational therapy interns. Repeated assessments with the GKCSAF. Medical center psychiatry department. Twenty-five interns and 49 clients with mental illness, recruited from August 2020 to December 2021. The transcripts of 50 evaluation interviews between clients and interns were used. Three independent raters assessed each transcript twice, at least 3 mo apart. The GKCSAF demonstrated poor interrater reliability for the nine domain scores (weighted κ = .08-.30) and the total score (intraclass correlation coefficient [ICC] = .22, 95% confidence interval [CI] [.10, .35]). The GKCSAF showed poor to intermediate intrarater reliability for the nine domain scores (weighted κ = .27-.73) and fair reliability for the total score (ICC = .69, 95% CI [.60, .77]). The GKCSAF demonstrates poor interrater reliability and poor to intermediate intrarater reliability for the nine domain scores. However, it demonstrates fair intrarater reliability in assessing the overall CS performance of occupational therapy interns. Significant variations were observed when different raters assessed the same interns' CS, indicating inconsistencies in ratings. Consequently, it is advisable to conservatively interpret the CS ratings obtained with the GKCSAF. Plain-Language Summary: It is essential for occupational therapists to effectively communicate with clients. The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) is a standard tool that is used to assess the communication skills of medical residents. The study authors used the GKCSAF with occupational therapy interns in a medical center psychiatry department to assess how effectively they interviewed clients with mental illness. This study aids occupational therapy personnel in the interpretation of GKCSAF results. The study findings also highlight the importance of developing reliable and standardized measures to assess communications skills in the field of occupational therapy.

A psychometric study of validation and cross-cultural adaptation of the Holden Communication Scale for elderly with dementia in care homes

Purpose This paper aims to validate and adapt the Arabic version of Holden Communication Scale (HCS) for assessing communication skills among old people with dementia in care home. Design/methodology/approach A study involving 210 elderly residents from Jordanian care homes was conducted, where they completed the Arabic version of the HCS. Internal consistency and factor analysis techniques were precisely used to assess the scale's reliability. Additionally, cognitive function evaluation used the Arabic iteration of the Saint Louis University Mental Status (SLUMS) questionnaire, while communication skills were comprehensively appraised using the HCS. Findings The Arabic HCS has strong content validity, with a one-component structure accounting for 60% of the variation and a three-factor structure accounting for 77.2% of the variance. The original three-subgroup structure of the scale was recreated, and internal consistency varied from 0.85 to 0.87, indicating good reliability. Originality/value This study aimed to assess the reliability and validity of the Arabic version of the HCS among old people with dementia residing in care homes. The authors conducted examination of its psychometric properties within this unique population.

Validity evidence for the clinical communication skills assessment tool (CCSAT) from 9 years of implementation in a high stakes medical student OSCE

ObjectivesCommunication and other clinical skills are routinely assessed in medical schools using Objective Structured Clinical Examinations (OSCEs) so routinely that it can be difficult to monitor and maintain validity. We report on the accumulation of validity evidence for the Clinical Communication Skills Assessment Tool (CCSAT) based on its use with 9 cohorts of medical students in a high stakes OSCE. MethodsWe describe the implementation of the CCSAT including information on the underlying model, the tool’s items, domains, scales and scoring, and its role in curriculum. Internal structure is explored through item, internal consistency, and confirmatory factor analyses. Evidence for CCSAT validity is synthesized within prevailing frameworks (Messick12 and Kane13) based on continuous quality improvement and use of the CCSAT for feedback, remediation, curricular design, and research. ResultsImplementation of the CCSAT over time has facilitated our communication skills curriculum and training. Thoughtful case development and investment in standardized patient training has contributed to data quality. Item analysis supports our behaviorally anchored scale (not done, partly and well done) and the skills domains suggested by an a priori evidence-based clinical communication model were confirmed via analysis of actual student data. Evidence synthesized across the frameworks suggests consistent validity of the CCSAT for generalization inferences (that it captures the construct), responsiveness (sensitivity to change/difference), content validity/internal structure, relationships to other variables, and consequences/implications. More evidence is needed to strengthen validity of CCSAT scores for understanding extrapolation inferences and real-world implications. Conclusions and Practice ImplicationsThis pragmatic approach to evaluating validity within a program of assessment serves as a model for medical schools seeking to continuously monitor the quality of clinical skill assessments, a need made particularly relevant since the US NBME no longer requires the Step 2 Clinical Skills exam, leaving individual schools with the responsibility for ensuring graduates have acquired the requisite core clinical skills. We document strong evidence for CCSAT validity over time and across cohorts as well as areas for improvement and further examination.

Do the teaching, practice and assessment of clinical communication skills align?

BackgroundEvidence indicates that communication skills teaching learnt in the classroom are not often readily transferable to the assessment methods that are applied nor to the clinical environment. An observational study was conducted to objectively evaluate students’ communication skills in different learning environments. The study sought to investigate the extent to which the communication skills demonstrated by students in classroom, clinical, and assessment settings align.MethodA mixed methods study was conducted to observe and evaluate students during the fourth year of a five-year medical program. Participants were videorecorded during structured classroom ‘interactional skills’ sessions, as well as clinical encounters with real patients and an OSCE station calling upon communication skills. The Calgary Cambridge Observational Guides was used to evaluate students at different settings.ResultThis study observed 28 students and findings revealed that while in the classroom students were able to practise a broad range of communication skills, in contrast in the clinical environment, information-gathering and relationship-building with patients became the focus of their encounters with patients. In the OSCEs, limited time and high-pressure scenarios caused the students to rush to complete the task which focussed solely on information-gathering and/or explanation, diminishing opportunity for rapport-building with the patient.ConclusionThese findings indicate a poor alignment that can develop between the skills practiced across learning environments. Further research is needed to investigate the development and application of students’ skills over the long term to understand supports for and barriers to effective teaching and learning of communication skills in different learning environments.

The Role of Gazing Behaviors in Navigating Paired Role-Play Interactional Competence Assessment Tasks

ABSTRACT This paper deals with an end-of-semester interactional competence (IC) assessment of L2 oral communication skills for higher education students. Despite the growing research interest in L2 IC assessment using paired role-play tasks, the non-verbal actions of the learners in these contexts remain largely unexplored. With this in mind, this study uses multimodal Conversation Analysis to examine gazing at role-cards in orienting to, structuring, and navigating through the assessment situations, and displaying IC by attending to task initiation, asking/giving task-relevant details, eliciting/making/delaying offers, and ending the conversation. The findings bring new insights into multimodal aspects of L2 IC assessment.

Beyond words: an investigation of fine motor skills and the verbal communication spectrum in autism.

This study investigated the associations between fine motorskills and expressive verbal abilities in a group of 97 autistic participants (age 8-17, mean=12.41) and 46 typically developing youth (age 8-17, mean=12.48). Participants completed assessments of motor and verbal communication skills, including finger tapping speed, grooved pegboard, grip strength, visual-motor integration tasks, and measures of speech and communication skills. ASD group performance on motor tests was compared to controls. Non-parametric tests were used to analyze group differences and correlations between motor and verbal communication skills. Based on prior research, we hypothesized that individuals on the autism spectrum would exhibit deficits in fine motor speed, dexterity, pencil motor control, but not manual motor strength. Additionally, we expected that impaired fine motor skills would be linked to poorer performance on standardized measures of verbal abilities. The results indicated that 80% of autistic participants demonstrated an impairment on at least one measure of motor skills, and as a group, they exhibited significantly poorer fine motor performance compared to the non-ASD group in dominant hand finger tapping speed, bilateral fine motor dexterity measured via the grooved pegboard task, and pencil motor coordination and visual-motor integration measured on the Beery-Buktenica Developmental Test of Visual-Motor Integration-Sixth Edition. Moreover, impaired fine motor skills were associated with poorer performance on standardized clinical measures of verbal abilities, including articulation errors, receptive and expressive language and vocabulary, rapid naming, oromotor sequencing, and parent reported functional communication skills and social communication symptoms. Overall,our findings suggest there is a high prevalence of fine motor impairments in ASD, and these impairments were associated with a range of verbal abilities. Further research is warranted to better understand the underlying mechanisms of these associations and develop targeted interventions to address both fine motor and verbal impairments in ASD.

Perceptions of Tay and Nung ethnic teachers and students regarding the importance of creative experiential activities in developing communication skills

Understanding the nuances of creative experiential activities and their impact on communication skill development is paramount in tailoring education to meet the specific needs and expectations of ethnic communities. The research conducted in this study involved 300 students and 150 teachers from several different areas and schools within Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. The research methodology employed was structured around two distinct sets of questions, each serving a specific purpose. These sets of questions were meticulously designed to gather valuable information from the study participants, namely teachers and Tay and Nung secondary school students. The study revealed that both teachers and students prioritize holistic communication skills, and students highly value communication skills. Teachers emphasize student participation in experiential activities. Experiential activities, preferred by teachers and positively evaluated by students, hold the potential to enrich communication skills by offering opportunities for authentic, context-based learning. The detailed self-assessments of students and teachers’ assessments of communication skills contribute to personalized and targeted communication skill development. This study highlights the value of recognizing the perspectives of both educators and students and tailoring communication skills education to address specific areas of improvement while building on existing strengths. The implications of this study extend to curriculum design, pedagogical strategies, and policy decisions that can enrich the communication skills of students, thereby enhancing their academic, personal, and professional capabilities.

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set.

Performance of Cardiovascular Physical Exam Skills by Internal Medicine Residents

BackgroundFew studies have assessed the ability of internal medicine residents to perform a cardiovascular physical examination using real patients. MethodsFirst year internal medicine interns from 2 large academic medical centers in Maryland examined the same patient with aortic insufficiency as part of the Assessment of Physical Examination and Communication Skills (APECS). Interns were assessed on 5 clinical domains: physical exam technique, identifying physical signs, generating a differential diagnosis, clinical judgment, and maintaining patient welfare. Spearman's correlation test was used to describe associations between clinical domains. Preceptor comments were examined to identify common errors in physical exam technique and identifying physical signs. ResultsOne hundred nine interns examined the same patient with aortic insufficiency across 14 APECS sessions. Only 58 interns (53.2%) correctly identified the presence of a diastolic murmur, and only 52 interns (47.7%) included aortic insufficiency on their differential diagnosis. There was a significant and positive correlation between physical exam technique and identification of the correct physical findings (r = 0.42, P < .001). Both technique (r = 0.34, P = .003) and identifying findings (r = 0.42, P < .001) were significantly associated with generating an appropriate differential diagnosis. Common errors in technique included auscultating over the gown, timing the cardiac cycle with the radial pulse, and failing to palpate for the apical impulse. ConclusionsInternal medicine interns had variable skills in performing and interpreting the cardiovascular physical exam. Improving cardiovascular exam skills would likely lead to increased identification of relevant cardiovascular findings, inform clinical decision making and improve overall patient care.

Reliability of the Gap–Kalamazoo communication skills assessment form in occupational therapy

Introduction: The Gap–Kalamazoo Communication Skills Assessment Form (GKCSAF) is widely used in medical education, yet its reliability in real occupational therapy clinical settings remains unexplored. This study aimed to assess the intra-rater and inter-rater reliability, as well as random measurement error, of the GKCSAF in occupational therapy. Method: Five independent raters evaluated audio-recordings and transcripts of conversations involving 30 patients treated by 22 assessors (7 therapists and 15 students). Both direct and coded ratings were used. Results: For direct ratings, intra-rater reliability was moderate for total score (intraclass correlation coefficient (ICC) = 0.76), but poor for inter-rater (ICC = 0.31). minimal detectable change (MDC%) was acceptable for the same rater (17.8%) but not for different raters (38.3%). Weighted kappa values indicated poor to fair reliability (−0.01 to 0.34) for each domain score. Coded ratings showed moderate intra-rater reliability (ICC = 0.69) and poor inter-rater reliability (ICC = 0.22). MDC% was acceptable for the same rater (24.8%) but not for different raters (65.5%). Weighted kappa values indicated poor to fair reliability (−0.02 to 0.33) for each domain score. Conclusion: GKCSAF displays acceptable intra-rater but poor inter-rater reliability in occupational therapy clinical scenarios. Multiple raters are advised for enhanced reliability, while coding might not significantly enhance it. It is advisable to use the GKCSAF cautiously in occupational therapy education, ensuring adequate training, and possibly incorporating multiple raters for assessment consistency.

Development of a Simulation-Based Mastery Learning Curriculum for Late Goals of Care Discussions

IntroductionFellows in critical care medicine (CCM) routinely help patients and families navigate complex decisions near the end of life. These “late goals of care” (LGOC) discussions require rigorous skills training and impact patient care. Innovation is needed to ensure that fellow training in leading these discussions is centered on reproducible competency-based standards. The aims of this study were to (1) describe the development of a simulation-based mastery learning (SBML) curriculum for LGOC discussions and (2) set a defensible minimum passing standard (MPS) to ensure uniform skill acquisition among learners. InnovationWe developed an SBML curriculum for CCM fellows structured around REMAP, a mnemonic outlining foundational components of effective communication around serious illness. A multidisciplinary expert panel iteratively created an LGOC discussion assessment tool. Pilot testing was completed to refine the checklist, set the MPS, and assess skill acquisition. OutcomesThe LGOC discussion assessment tool included an 18-item checklist and 6 scaled items. The tool produced reliable data (k ≥ 0.7 and ICC of ≥ 0.7). Using the Mastery Angoff method, the panel set the MPS at 87%. Ten CCM fellows participated in the pilot study. Performance on the checklist significantly improved from a median score of 52% (IQR 44%–72%) at pretest to 96% (IQR 82%–97%) at post-test (P = 0.005). The number of learners who met the MPS similarly improved from 10% during pre-testing to 70% during post-testing (P = 0.02). CommentWe describe the development of a LGOC SBML curriculum for CCM fellows which includes a robust communication skills assessment and the delineation of a defensible MPS.

Preschooler Screen Time During the Pandemic Is Prospectively Associated With Lower Achievement of Developmental Milestones.

The aim of this study was to assess the developmental risks associated with total screen time, and specifically newer mobile devices, in the context of the pandemic. This study uses parent-reported data from a prospective cohort of Canadian preschool-age children. The exposure variable is child daily screen time measured at the age of 3.5 years categorized as light (<1 hr/d), moderate (1-4 hr/d), or intensive (>4 hr/d) use (N = 315). Time spent on mobile devices was considered separately as a continuous variable. Our outcome is child global development scores, which combine assessments of communication, cognitive, personal-social, and motor skills measured at the age of 4.5 years using the Ages and Stages Questionnaire (ASQ) (N = 249, 79% retained). ASQ scores were dichotomized to distinguish children at risk of developmental delays (below the 15th percentile) from those not at risk. We estimate associations between child screen time and later global development using multiple regressions adjusted for child sex and temperament, and parent education. We also examine whether associations are moderated by child and parent characteristics. Logistic regressions revealed that intensive users were more at risk of global developmental delays compared with light users (OR = 4.29, p = 0.020). Mobile device use was also associated with lower global scores (β = -3.064; p = 0.028), but not with risk of delays. We found no evidence that associations were moderated by child sex and temperament, or parent education. The findings suggest that intensive screen time may be associated with delays in child global development. Early childhood professionals should encourage families with preschoolers to prioritize screen-free activities to promote optimal cognitive, language, social, and motor development.