Assessment Of Best Practices Research Articles

Data based individualization in early writing: the importance and measurement of implementation fidelity

In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in schools across two states in the US were recruited and then randomly assigned to implementation and control conditions. Using Data-Based Individualization (DBI) as a framework for best practice in assessment and intervention, teachers in the implementation group received professional development on early writing intervention and assessment and then implemented these practices with their students who had significant writing challenges. Coaches, who were part of the research project, supported teachers and also observed teachers in both the implementation and control conditions at least twice during the course of the 20-week study. This paper focuses on the results of the fidelity measures that were administered throughout the project. An overview of the importance of fidelity checks is followed by a description of the fidelity tools used, as well as data from those tools. Areas of strength and challenge for teachers when implementing early writing assessment and intervention and engaging in data-based decision making with fidelity are discussed, along with recommendations regarding the practical and research importance of fidelity checks.

Departmental case study of physics doctoral students’ perspectives of written qualifying exams

Little research in physics education focuses on graduate student experiences related to structural elements of their programs. This departmental case study examines the impact and perceptions of written qualifying exams (QEs) from a student perspective, following recent research which questions the role and utility of such exams. We conducted semistructured interviews with two physics doctoral students at a large research university before and after taking their QEs, capturing their expectations, preparedness levels, and apprehensions regarding the exam. We also conducted a survey of the rest of their student cohort one month before and one month after their exams to understand further variation in the students’ perspectives. The students’ experiences reflected substantial frustration with the nature and transparency of the QE process, as well as substantial negative emotional and mental impacts of the exams. The students’ experiences with the QEs are consistent with psychological responses to traumatic events. The responses further indicate that building trust and establishing transparency around the QE process, as well as creating emotionally and academically safe spaces that allow students to fail on exams and in coursework without the threat of punitive action, are important trauma-informed pedagogical strategies that faculty can use to support students through this process and help them build resilience. While we do not suggest that the current QE process in this department follows best practices for assessment, the students and faculty in this department do agree on the need for some kind of assessment indicating research readiness early in the graduate program; this provides a common perspective from which departmental change can begin. Published by the American Physical Society 2024

Health assessments of refugee minors arriving in Norway – a modified Delphi study among health professionals in primary care settings

BackgroundRefugee minors are considered particularly vulnerable to negative health consequences from war, flight and resettlement. Offering health assessments after arrival in a host country could uncover unmet health needs and provide access to treatment. In Norway, a national guide describes these assessments, but little is known about its implementation especially for refugee minors. Thus, the aim of this study was first to explore how health assessments of refugee minors are carried out, second how health professionals perceive the needs of refugee minors and third, the competencies they perceive as necessary to meet the needs of refugee minors.MethodA modified Delphi study in three rounds was conducted using online surveys and one focus group to collect data on the needs and resources of refugee minors, essential factors for a good and health assessment practice. Participants were 54 health professionals responsible for early health assessments of refugee minors, throughout the Norwegian municipalities, working in primary care settings. Quantitative data was analysed descriptively, and qualitative data with content analysis.ResultsHealth assessments of refugee minors were predominantly conducted by public health nurses, but the organisational structures surrounding assessments varied greatly according to the size of the municipalities and to how much resources were allocated. The feeling of safety was found to be paramount to ensure a good start in a new country for refugee minors. The top four competences professionals should have, were ‘general communication skills’, a ‘health professional background’, ‘expertise in children’s health’ and ‘knowledge about the national guide’. To ensure good health services for refugee minors, improved, more comprehensive, and mandatory directives for children and young individuals was highlighted.ConclusionAlthough most refugee minors were invited and attend health assessments, one third of participating municipalities did not offer health assessments to all newcomers and the organisation and content of the assessments were diverse. Several topics, especially mental health, were postponed or not routinely addressed, contrasting with current knowledge of unmet health needs for this group. Missing documentation, practical barriers and providing general health information took time away from doing the actual assessments. The perceived needs of refugee minors were safety and stability, combined with meaningful activities, thus a coordinated effort from several services is necessary. Suggestions for improvements were more time given to assessments, better organisation and co-operation, improved competence and guidelines adjusted for age.

Increasing Accessibility Through Popular Press Books into Neuroscience Coursework.

Utilizing popular press books can increase accessibility and aid in retention of marginalized groups; by increasing student engagement, improving material accessibility through real-world examples, and helping ease the financial burden of textbooks. The current article outlines how several popular press books have been successfully implemented in different levels of neuroscience coursework, including an introductory neuroscience course, a mid-level drugs and behavior course, and a senior seminar. Implementation strategies and pitfalls are discussed, including best practices for assessment and incorporation of popular press books into course material.

Best practice in psychoeducational assessment: beyond the manual

ABSTRACT Objective Psychologists have a responsibility to conduct standardised assessment according to instructions in test manuals and guidelines in assessment texts. In practice, circumstances arise that are not addressed in manuals and texts. The aim of this study was to explore the ways in which experienced psychologists manage some of these issues. Method The participants were 10 psychologists with postgraduate training in assessment and reputations as experts within the professional community. Years of experience ranged from 5 to more than 30 years. Most of the participants had specialist area of practice endorsement in educational and developmental psychology. Participants responded to survey questions about aspects of assessment for which ready answers could not be identified in test manuals or published texts. Each participant was asked to explain and justify their decisions. Results On some issues, participants tended to follow the way they had been taught. Other decisions were based on clinical experience, rather than on shared understandings or evidence from research. Conclusions The findings highlight the lack of empirical research about best practice in assessment, the importance of ongoing professional development, and the need for rigorous training that addresses the many issues that arise in assessment and encourages ongoing reflective practice.

Scintigraphy of Gastrointestinal Motility: Best Practices in Assessment of Gastric and Bowel Transit in Adults.

Various radiologic examinations and other diagnostic tools exist for evaluating gastrointestinal diseases. When symptoms of gastrointestinal disease persist and no underlying anatomic or structural abnormality is identified, the diagnosis of functional gastrointestinal disorder is frequently applied. Given its physiologic and quantitative nature, scintigraphy often plays a central role in the diagnosis and treatment of patients with suspected functional gastrointestinal disorder. Most frequently, after functional gallbladder disease is excluded, gastric emptying scintigraphy (GES) is considered the next step in evaluating patients with suspected gastric motility disorder who present with upper gastrointestinal symptoms such as dyspepsia or bloating. GES is the standard modality for detecting delayed gastric emptying (gastroparesis) and the less commonly encountered clinical entity, gastric dumping syndrome. Additionally, GES can be used to assess abnormalities of intragastric distribution, suggesting specific disorders such as impaired fundal accommodation or antral dysfunction, as well as to evaluate gastric emptying of liquid. More recently, scintigraphic examinations for evaluating small bowel and large bowel transit have been developed and validated for routine diagnostic use. These can be performed individually or as part of a comprehensive whole-gut transit evaluation. Such scintigraphic examinations are of particular importance because clinical assessment of suspected functional gastrointestinal disorder frequently fails to accurately localize the site of disease, and those patients may have motility disorders involving multiple portions of the gastrointestinal tract. The authors comprehensively review the current practice of gastrointestinal transit scintigraphy, with diseases and best imaging practices illustrated by means of case review. ©RSNA, 2024 See the invited commentary by Maurer and Parkman in this issue.

AAPM&R consensus guidance on spasticity assessment and management.

The American Academy of Physical Medicine and Rehabilitation (AAPM&R) conducted a comprehensive review in 2021 to identify opportunities for enhancing the care of adult and pediatric patients with spasticity. A technical expert panel (TEP) was convened to develop consensus-based practice recommendations aimed at addressing gaps in spasticity care. To develop consensus-based practice recommendations to identify and address gaps in spasticity care. The Spasticity TEP engaged in a 16-month virtual meeting process, focusing on formulating search terms, refining research questions, and conducting a structured evidence review. Evidence quality was assessed by the AAPM&R Evidence, Quality and Performance Committee (EQPC), and a modified Delphi process was employed to achieve consensus on recommendation statements and evidence grading. The Strength of Recommendation Taxonomy (SORT) guided the rating of individual studies and the strength of recommendations. The TEP approved five recommendations for spasticity management and five best practices for assessment and management, with one recommendation unable to be graded due to evidence limitations. Best practices were defined as widely accepted components of care, while recommendations required structured evidence reviews and grading. The consensus guidance statement represents current best practices and evidence-based treatment options, intended for use by PM&R physicians caring for patients with spasticity. This consensus guidance provides clinicians with practical recommendations for spasticity assessment and management based on the best available evidence and expert opinion. Clinical judgment should be exercised, and recommendations tailored to individual patient needs, preferences, and risk profiles. The accompanying table summarizes the best practice recommendations for spasticity assessment and management, reflecting principles with little controversy in care delivery.

Mental capacity assessment in the multi-professional real world: a qualitative study of six areas of uncertainty.

The Mental Capacity Act 2005 of England and Wales is a ground-breaking piece of legislation with reach into healthcare, social care and legal settings. Professionals have needed to develop skills to assess mental capacity and handle malign influence, but it is unclear how assessments are implemented in real world settings. Our previously reported survey found professionals juggling competing resources in complex systems, often struggling to stay up to date with law.The current follow-up study uses one-to-one interviews of professionals to characterise in detail six areas of uncertainty faced when assessing mental capacity, whilst suggesting ways to make improvements. Forty-four healthcare, social care and legal professionals were interviewed, using a semi-structured topic guide. Transcripts were analysed using framework analysis: a qualitative technique built to investigate healthcare policy. Our topic guide generated 21 themes. In relation to the six areas of uncertainty: 1) Many participants stressed the importance of capturing a holistic view, adding that their own profession was best-placed for this - although a medical diagnosis was often needed. 2) The presumption of capacity was a laudable aim, though not always easy to operationalise and occasionally being open to abuse. 3) There was cautious interest in psychometric testing, providing a cognitive context for decisions. 4) Undue influence was infrequent, but remained under-emphasised in training. 5) Multi-professional assessments were common, despite doubts about fitting these within local resources and the law. 6) Remote assessment was generally acceptable, if inadequate for identifying coercion. Practical constraints and competing demands were reported by professionals working within real world systems. Assessment processes must be versatile, equally applicable in routine and emergency settings, across diverse decisional types, for both generalist and specialist assessors, and able to handle coercion. Recognising these challenges will guide development of best practices in assessment and associated policy.

The impact of community music therapy intervention in older adults’ care home communities: Assessing community music therapists’ views

Community music-therapy (CMT) service evaluation in older adults’ care home communities is an important process to enhance the quality of therapists’ outputs and the development of client-centred approaches to meet the needs of residents and community. However, administrative limitations that could affect therapists’ contact time with clients may lead to the underestimation of service evaluation within the system. This study aims to explore community music therapists’ perceptions of the impact of their services in older adults’ care home communities using a qualitative approach based on semi-structured interviews. The therapists were asked to reflect on specific aspects of their community music therapy service, potential cognitive-behavioural and physiological effects of therapy, best-practices for assessment in MT and challenges experienced in this particular setting. Participants highlighted the unique value of CMT in care home communities. They demonstrated the ability to detect and assess impacts of CMT using clinical analysis methods, which can improve care plans for the residents. However, certain limitations, such as reduced hours, inadequate funding and a lack of recognition of CMT’s benefits by care home staff, were identified. Moreover, the analysis shed light on how COVID-19 impacted the CMT service in this context, emphasizing the need for adaptability and resilience in providing care. The implications of the results in an Italian community context are further analysed and discussed, stressing the importance of supporting CMT as a fundamental service in care home communities for older adults. By addressing the highlighted limitation and embracing the perspectives of community music therapists, care homes can optimize their services and enhance the well-being of their residents.

Improved imaging of ground deformation and brine seepage around abandoned flooded salt mines by joint inversion of multiphysics data

Centuries of bad mine-flooding practice have left a legacy of underground salt mine collapse and contaminated discharges, the scale of which is only slowly being revealed now that ground processes have caused instability over decades to >100 years. Geophysical methods are used for mapping ground subsidence and groundwater contamination at such sites but suffer individually from non-uniqueness and with the underlying mechanism and processes not being well understood. Here, to reduce uncertainty and maximize accuracy we recover subsurface models with structural similarity enforced via crossgradients joint inversion of seismic refraction and dc resistivity data for the top 40 m at former mining areas in Carrickfergus region of Northern Ireland. The models in combination with multispectral image fusion, enable us to identify hitherto unknown mechanism of deformation and compositional changes consistent with the Chebotarev geochemical evolution of groundwater. We found evidence of concealed gravitational slump structures interpreted as being caused by water ingress weakening the gypsum-bearing marl bedrock (via gypsum dissolution and increased fluid pressures within marl) and leading to gravitational gliding deformation, expressed as curved subsidence bands and stepped thrusts coincident with surface zones of brine-mud seepage and sinkhole collapse. Our results have wide-ranging implications for best-practice assessment and management of abandoned flooded salt mines and the hazards they pose to ground stability and water resources world-wide.

Assessment for and of learning in nonlinear movement education practices

ABSTRACT Background Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 × 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system.

The development and validation of the assessment engagement scale.

The quality of student engagement in assessment within higher education affects learning outcomes. However, variations in conceptions of what quality in engagement looks like impacts assessment design and the way that students and lecturers engage with each other in the assessment process. Given that assessment is an important driver of student engagement in higher education, it is surprising that no specific measures to support understanding of this measure exist. To address this significant gap, we outline the evolution of an assessment engagement scale derived from a research-informed conceptual framework utilizing best practice in assessment and feedback. We consider the validity and utility of the assessment engagement scale in supporting students' understanding of assessment and their role within it using exploratory and confirmatory factor analyses. The resultant nine-item assessment engagement scale's underpinning two factors included: (i) Understanding of the Assessment Context (UAC) including one's role within it, and confidence in navigating assessment requirement, and (ii) Realising Engagement Opportunities (REO) (i.e., willingness to engage and ability to utilise the assessment context effectively to support one's understanding). Construct, criterion, and convergent validity of the scale were established. The AES is a powerful tool in promoting dialogue between lecturers and students about what high quality engagement in assessment looks like, and the respective roles of all parties in realising this. Implications for assessment practices are discussed along with the potential of the scale as a predictive and developmental tool to support enhancements in assessment design and student learning outcomes in higher education.

Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System

This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing to use it meaningfully to mediate economics curriculum implementation. Assessment is a process of collecting data to have a better understanding of the strengths and weaknesses of learners’ learning. If the assessment is used meaningfully, it has the power to inform how teaching and learning can be modified to enhance learners’ understanding of concepts as opposed to being used just for certification and eligibility for further education studies. Effective Economics curriculum implementation is dependent on the teachers’ understanding of the role and use of meaningful assessment. This interpretivist study was couched in Mediated Learning Experience (MLE) theory and made use of a qualitative multiple case study. Three teachers from three different schools in the Northern Cape Province were purposefully selected to generate data through semi-structured interviews and classroom observations. Data was analyzed using a constructivist approach of thematic analysis. The findings of this study showed that, although there are pockets of good assessment practices within the research sites, there is still a lack of understanding of the role and use of meaningful assessment in mediating Economics curriculum implementation. In light of the findings, the study suggested the need for training Economics teachers on how to use assessment meaningfully. Keywords: Curriculum implementation, Mediated Learning Experience, Meaningful assessment, Teaching, and Learning.

Introducing Australia's clinical care standard for low back pain.

Introducing Australia's clinical care standard for low back pain.

Narrative Formulation Revisited: On Seeing the Person in Mental Health Recovery

Narrative Formulation RevisitedOn Seeing the Person in Mental Health Recovery Anna Bergqvist (bio) The use of narrative in mental health contexts models consciousness as something necessarily embodied, as already part of the world, in an inherently value-laden and perspectival way. As such narrative presents a powerful tool for critical reassessment and reevaluation of preconceived ideas in relating to difficult concepts in clinical interactions. Narrative structures can reveal psychological differences between persons in a way that matters for the provision of effective treatment and management. As emphasized by Solomon (2015), narrative reasoning is also motivated by distinctly first-personal concerns that are operative in the practitioner–client relationship. I maintain that the dynamics of that interpersonal relationship are part and parcel of what it means to address the patient's needs to be seen as a person in humanistic empathetic care—without thereby reducing truth to an individual person's perspective to encourage positive transformation.1 The notion of empowering narratives to encourage positive change is a core concept behind the emphasis on the critical role of empathy in explaining human development and psychoanalytic change within the self-psychology tradition but is also key to recovery-based models of the significance of person-centered quality of life in medicine more generally. This is defined in mental health as recovering a good quality of life as determined by the values of (by what matters or is important to) the individual concerned (Allott, Loganathan, & Fulford, 2002; Fulford, 1989, 2004; Fulford, Peile, & Carroll, 2012). The importance of strengths in this regard was reflected for example in the UK government program on values-based mental health assessment. The 3 Keys program, as it was called (National Institute for Mental Health in England, NIMHE, and the Care Services Improvement Partnership, 20082) identified three shared 'keys' to good practice in mental health assessment: three things that were identified in a wide-ranging consultation as being important alike by health professionals of all kinds and by 'service users' thus understood as patients and carers (Fulford, Duhig, Hankin, Hicks, & Keeble, 2015a; Fulford, Dewey, & King, 2015b). The third of these keys was defined in [End Page 7] the subsequently published Good Practice Guidance, as "a person-centred focus that builds on the strengths, resiliencies and aspirations of the individual service user as well as identifying his or her needs and challenges" (NIMHE, 2008: 6); and the guidance included a number of real-life case examples of best recovery practice reflecting this aspect of mental health care (Slade et al., 2014). What my (Bergqvist, 2018, 2020, 2022, forthcoming) account adds to this claim is that while such choices are revelatory or expressive of a distinctly first-personal stance, they do not constitute or determine selfhood and self-interpretation in a fixed way. Moreover, the reason is that one can also adopt a second-personal stance on one's own experience and address oneself, where the relationship between the first- and the second-personal narrative perspective on experience and self-understanding is itself a dynamic and open-ended evaluative process. Anna Bergqvist Anna Bergqvist is Reader in Philosophy at Manchester Metropolitan University since 2021, and has been Postgraduate Research Coordinator and AHRC North West Doctoral Pathway Consortium Lead for Philosophy since 2020. I was elected to a Visiting Fellowship at St Catherine's College University of Oxford for Michaelmas Term 2021. Her service to the profession out with the University includes acting as Secretary of the World Psychiatric Association (WPA) Section for Philosophy & Humanities in Psychiatry (October 2020 – present), Executive Committee Member of the Royal College of Psychiatry (RCPsych) SIG in Philosophy (February 2020 – present) and External Examiner, University of Liverpool (November 2019 – present, 4-year tenure). She is also Director of the Values-based Theory Network at St Catherine's Collaborating Centre for Values-based Practice at the University of Oxford, and Member of its Whiteness and Race Equality Network. Her approach to philosophy bridges the disciplines of moral philosophy, moral psychology and philosophy of psychiatry to improve lives through her reputable expertise in moral perception and co-production as a mechanism for change. Notes 1. Here I side with Goldie (2012) and Solomon (2015), who...

MaLTeSQuE 2022 Workshop Summary

Welcome to the sixth edition of the workshop on Machine Learning Techniques for Software Quality Evaluation (MaLTeSQuE 2022), held in Singapore, November 18th, 2022, co-located with ESEC / FSE 2022 [1]. Six papers from all over the world were submitted, five of them were accepted. The program also featured two keynotes by Yuriy Brun on the promise and perils of using machine learning when engineering software and Mike Papadakis on the best practices in assessment of deep learning testing methods.

Creating an Anti-Harassment Policy for Workplace Sexual Discrimination

Harassment in the workplace can bring lawsuits, lower morale, decrease productivity, and increase employee turnover. Therefore, it is imperative that modern organizations offer inclusionary work environments where all employees are treated equitably and professionally in every workplace interaction, regardless of their gender. Each employee has the right to perform his/her expertise and passion in a professional organizational culture that promotes equal employment opportunities while prohibiting all forms of harassment and illegal discrimination. The methodology used in this paper is based on the personal experiences of two active human resource professionals along with an assessment of best practices in anti-harassment policies. While there are many papers dealing with anti-harassment literature and recommendations, there are very few published practical policies for integration in the workplace. As such, in this paper, we explore the importance of an anti-harassment policy regarding sexual discrimination through an example. Consequently, the importance of understanding harassment, reporting it, and effectively handling such allegations are presented. We recommend various necessary components of an anti-harassment policy along with an example of how such a policy can be legally written and documented.

Non-Pharmacological Pain Management Practice and Associated Factors Among Nurses Working at Comprehensive Specialized Hospitals.

Non-pharmacological pain management practices are very important for the successful treatment of pain. It has an impact on the patient's quality of life and the family's financial situation owing to missed workdays, direct medical expenses, and incapacity from pain. Therefore, this study is intended to assess non-pharmacological pain management practice and associated factors among nurses working at comprehensive specialized hospitals in northwest, Ethiopia. Institution-based cross-sectional study design was employed from May 30 to June 30, 2022. A stratified random sampling technique was used to select 322 study participants. A binary logistic regression model was used to identify factors associated with non-pharmacological pain management practice. Variables with a P-value less than .25 in the bi-variable analysis were entered into the multivariable logistic regression analysis and a P-value of less than .05 was considered as having a statistically significant association. A total of 322 nurses participated, with a response rate of 98.8%. It was found that 48.1% (95% CI: 42.65, 53.62) of nurses had good practice in non-pharmacological pain management. Pain assessment tool availability (AOR = 1.68 [95% CI: 1.02, 2.75]) (P = .04), good pain assessment practice (AOR = 1.74 [95% CI: 1.03, 2.84]) (P = .03), favorable attitude (AOR = 1.71 [95% CI: 1.03, 2.95]) (P = .03), and age (26-35) (AOR = 4.46 [95% CI: 1.24, 16.18]) (P = .02) were factors significantly related to non-pharmacological pain management practice. According to this work, the prevalence of non-pharmacological pain management practices was found to be low. Good pain assessment practices, availability of pain assessment tools, favorable attitude, and age (26-35) years were significant factors of non-pharmacological pain management practice. Hospitals are better give training on non-pharmacological pain management methods for nurses as they are important to treat pain holistically, increase patient satisfaction, and are cost-effective.

Telehealth Management of Dysphagia in Adults: A Survey of Speech Language Pathologists' Experiences and Perceptions.

The goal of this study was to explore telehealth use for dysphagia management in response to COVID-19 to understand variables associated with clinician confidence and perceived effectiveness of this service delivery model and determine clinician-perceived benefits and challenges of managing dysphagia via telehealth. Speech-language pathologists (SLPs, n = 235) completed a web-based survey, providing information on demographics, telehealth use during the pandemic, and perspectives on current and future tele-management of dysphagia. Analyses included descriptive statistics to examine usage patterns; logistic regression to determine which variables were associated with telehealth use, clinician confidence, and perceived-effectiveness; and conventional content analysis to analyze responses to open-ended questions. Results revealed a sharp increase in the tele-management of dysphagia during the pandemic. Years of experience with dysphagia management (p = .031) and pre-pandemic use of telehealth (p < .001) were significantly associated with current use patterns. Working in the outpatient setting was associated with greater clinician confidence (p = .003) and perceived effectiveness (p = .007), and use of guidelines (p = .042) was also associated with greater clinician confidence. Key challenges identified included inadequate technological infrastructure, inadequate patient digital literacy, and reimbursement restrictions. Key benefits were treatment continuity, improving access to care, and time savings. The majority (67%) of respondents reported that they would use telehealth in the future. These findings demonstrate SLPs' abilities and desire to expand their practice patterns to include telehealth for dysphagia management. Therefore, clinician training and more research on best practices for assessment and treatment of dysphagia via telehealth is warranted to refine models of care for dysphagia tele-management.

Binge Eating Before and After Bariatric Surgery.

The purpose is to review the state of the literature of binge eating in the context of bariatric surgery including prevalence, conceptualization, assessment, course, and related sequela throughout the perioperative continuum, particularly highlighting new advancements and future directions. Accurate assessment of binge eating in bariatric samples is essential for optimization of patient outcomes. Binge eating is less prevalent after bariatric surgery; however, prevalence rates increase over time. Most studies do not find a relationship between pre-operative binge eating and suboptimal weight outcomes after surgery. Refinement in understanding and conceptualization of post-operative binge eating is needed; new conceptualizations have proposed such a definition. Emerging constructs relevant to binge eating for bariatric patients include food addiction and food insecurity. Despite the introduction of formal diagnostic criteria for binge eating disorder, many uncertainties regarding the prevalence, course, and effects of binge eating currently exist; varied assessment methods continue to be a barrier to research on binge eating in bariatric surgery samples. Consensus on operational definitions for post-operative binge eating and best practices for assessment are areas for future consideration.