Hands-on Sessions Research Articles

Developing a Cloud and IoT-Integrated Remote Laboratory to Enhance Education 4.0: An Approach for FPGA-Based Motor Control

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs).

Advanced Technologies for Teaching Rachana Sharir: Implications for Academic Education

The study of Rachana Sharira is a cornerstone of educational programs in the biological and healthcare fields. It is crucial that the teaching methods and instructional strategies used in this subject effectively prepare students. Traditionally, Rachana Sharira has been taught through a combination of lectures and hands-on practical sessions involving cadaver dissections and pre-dissected specimens. However, with the advent of modern digital technologies, such as smartphones, QR codes, and virtual reality, along with advanced imaging techniques like radiography, ultrasonography, MRI, and CT scans, the landscape of Rachana Sharira education is evolving. This review aims to explore how these innovative tools are being integrated into academic settings to enhance the diversity and effectiveness of Rachana Sharira teaching, ultimately improving students' understanding of the subject and its clinical applications.

Simulation training for invasive cardiovascular procedures: the Heart-SIMS-1 study

Abstract Introduction Interventional cardiology training has a long learning curve and exposes patients and clinicians to undesirable procedural risks. We aim to assess whether mentored simulation-based training with three dimensional (3D) printed models can improve the procedural skills and safety performance of beginners in coronary diagnostic procedures. Methods Twenty-nine final-year medical students from a single centre were lectured in the basic principles of invasive coronary angiography (ICA) for one-hour, and then randomized to conventional training or simulation training. Conventional training (n=15) consisted in watching a 20-minute video demonstrating all ICA steps in a 3D-printed coronary simulator. Simulation training (n=14) offered the same explanations in a hands-on training session with the 3D-printed model, in pairs, for 20 minutes. The co-primary endpoint was efficacy and safety of performing a simulated ICA in the 3D-printed simulator, installed under sterile drapes, in a conventional angiography suite. Efficacy and safety were graded by a blinded investigator using a pre-specified performance checklist, including the identification of procedural "red flags", graded 0-100%. The secondary endpoint was theoretical knowledge, assessed in a 25-question multiple-choice quiz, graded 0-100%. Results All participants completed the training and evaluation phases. Both elements of the co-primary endpoint were superior in the simulation group: efficacy score of 91.5 ± 3.8 vs 64.6 ± 8.3% and safety score 100.0 (100.0-100.0) vs 62.5 (20.8-79.2) %, p<0.001. The median number of "red flags" were 2 (1-4) in conventional and 0 (0-0) in simulation training recipients (p<0.001). Secondary endpoint was higher in simulation training: 85.7 ± 9.0 vs 76.8 ± 12.7% (p=0.039). Conclusion Mentored simulation-based training of medical students in ICA with 3D-printed models resulted in improved performance regarding efficacy, procedural safety, and theoretical knowledge.ResultsSimulation and evaluation setup

Artificial intelligence-assisted focused cardiac ultrasound training: A survey among undergraduate medical students

Objectives: Focused cardiac ultrasound (FoCUS) is increasingly applied in many specialities, and adequate education and training of physicians is therefore mandatory. This study aimed to assess the impact of artificial intelligence (AI)-assisted interactive focused cardiac ultrasound (FoCUS) teaching session on undergraduate medical students’ confidence level and knowledge in cardiac ultrasound. Methods: The AI-assisted interactive FoCUS teaching session was held during the 9th National Undergraduate Cardiovascular Conference in London in March 2023 and all undergraduate medical students were invited to attend, and 79 students enrolled and attended the training. Two workshops were conducted each over 3-hour period. Each workshop consisted of a theoretical lecture followed by a supervised hands-on session by experts, first workshop trained 39 students and the second workshop trained 40 students. The students’ pre- and post-session knowledge and confidence levels were assessed by Likert-type-scale questionnaires filled in by the students before and immediately after the workshop. Results: A total of 61 pre-session and 52 post-session questionnaires were completed. Confidence level in ultrasound skills increased significantly for all six domains after the workshop, with the greatest improvement seen in obtaining basic cardiac views (p < 0.001 for all six domains). Students strongly agreed about the effectiveness of the teaching session and supported the integration of ultrasound training into their medical curriculum. Conclusions: AI-assisted interactive FoCUS training can be an effective and powerful tool to increase ultrasound skills and confidence levels of undergraduate medical students. Integration of such ultrasound courses into the medical curriculum should therefore be considered.

Neurosurgical skills conference for medical students: A before and after study

Background: Undergraduate conferences may improve exposure to neurosurgery among medical students. Hence, this study aimed to evaluate the effect of a neurosurgical skills conference on medical students’ comprehension and perceptions of the specialty. Methods: A before-and-after (BA) study design was employed to assess the effects of a conference that integrated presentations with hands-on sessions. Practical workshops covered craniotomy, spinal fixation, surface anatomy, intracranial pressure (ICP) monitoring, basic surgical skills, and microsurgical simulation. Pre-conference and post-conference surveys, utilizing Likert scales, gauged participants’ attitudes, prior neurosurgical exposure, and understanding of neurosurgical skills. Statistical analysis was conducted on dichotomized responses. Results: Thirty-one participants completed both surveys, with the majority being 1st and 2nd-year medical students. Among the participants, 58.1% were female, and 77.4% identified with BAME ethnicities. Following the conference, there was a notable increase in comprehension regarding neurosurgical careers (from 58.1% to 96.8%, P < 0.001) and training criteria (from 22.6% to 93.5%, P < 0.001). The conference enhanced knowledge of indications for craniotomy (P < 0.001), ICP monitoring (P < 0.001), and spinal fixation (P < 0.001). Participants reported improved understanding of the steps involved in craniotomy (P < 0.001), familiarity with basic cranial surgical surface anatomy (P < 0.001), and confidence in performing basic surgical instrument ties (P < 0.001). Although interest in pursuing a career in neurosurgery remained high (from 87.1% to 90.3%, P = 1.000), a majority of participants, both BA the conference, expressed concerns about the impact on personal life (from 58.1% to 64.5%, P = 0.774). Conclusion: This study underscores the role of undergraduate mixed-method conferences in augmenting understanding of neurosurgery and nurturing early interest.

Empowering Medical Students by Facilitating Cardiopulmonary Resuscitation Training for Their Peer

Cardiopulmonary Resuscitation (CPR) training is an essential component of medical education, equipping students with life-saving skills to respond effectively in emergencies. Following a CPR training program, this study investigates the impact of medical students’ knowledge and confidence levels as they facilitate hands-on CPR sessions for their peers. Through a review of literature and empirical analysis, this research elucidates the benefits of peer-assisted learning in CPR education. Results indicate a significant improvement in both knowledge and confidence levels among facilitators following the CPR training program. Overall, the findings highlight the invaluable role of medical student facilitators in enhancing CPR training outcomes and fostering a culture of peer support and empowerment within the medical community. This study underscores the significance of integrating peer-assisted learning strategies into CPR education programs, providing medical students with opportunities for both personal and professional growth. By leveraging the expertise and enthusiasm of medical student facilitators, educators can enhance the effectiveness and sustainability of CPR training initiatives, ultimately contributing to improved patient outcomes and community resilience in emergencies.

A national survey on the use of ultrasound as an educational tool to complement anatomy teaching at UK medical schools.

Our aim was to investigate the current use of ultrasound (US) in anatomy teaching across the UK, and to discover potential obstacles in its implementation in the undergraduate medical curriculum. An electronic survey consisting of 31 questions was distributed to anatomy course organizers at all 42 UK medical schools from June to October 2022. Both quantitative and qualitative data were obtained. Analysis of quantitative data was performed using frequency tables while responses to open-ended questions were analyzed individually by authors, and themes were extracted for presentation. There was a 100% response rate, with 23 (55%) medical schools using US in anatomy teaching. Of these, 17 (74%) schools taught normal US anatomy only, while 6 (26%) included pathology. Only 3 (13%) schools delivered weekly sessions, while 3 (13%) schools delivered monthly sessions and 17 (74%) held less frequent sessions. Of the 17 schools with hands-on sessions, these were delivered by radiologists in 6 schools, while sessions in other schools were facilitated by sonographers, other clinicians, students, and anatomy department staff. Students were able to operate US machines themselves in all 17 schools delivering hands-on teaching. Limitations in resources and trained staff as well as time constraints were cited as barriers for the introduction of US in anatomy teaching. Our results indicate that only just over half of all UK medical schools use US in anatomy teaching. As US is increasingly used in screening and diagnosis by various clinicians, learning how to use US early in the medical course would be beneficial. Identifying the barriers to introducing US in the anatomical curriculum is the first step towards the successful development of an US teaching programme.

The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without Cadavers

AbstractA parallel, multi-campus anatomy curriculum was developed that could be delivered with or without body donor cadaveric teaching resources. This blended program includes asynchronous lectures, e-Learning modules, formative self-assessment, independent study, and synchronous hands-on practical sessions. Practical sessions at the metropolitan campus utilise professionally prepared body donor cadaveric teaching resources, whereas rural campus practical sessions use a combination of non-cadaveric resources such as 3D models (physical and digital) and interactive multimedia to achieve identical learning outcomes. Here, we discuss the specific features of the practical sessions delivered in this novel cross-campus curriculum, with a focus on the non-cadaveric teaching resources deployed.

Sacral neuromodulation update in 2024: Insights from the ICS workshop 2023

Purpose:This review is based on the International Continence Society (ICS) Workshop on Hands-On Sacral Neuromodulation (SNM)- Ideal Lead Placement presented at the Annual Congress in 2023. This workshop briefly reviewed appropriate patient selection, focused most of the time on hands on skills to teach appropriate needle and lead placement techniques. Six very experienced experts worked with attendees on lifelike models to teach them how to achieve lead placement efficiently and appropriately. Tips and tricks for getting the best responses were reviewed. Materials and methods: The review follows the structure adopted by workshop, where SNM-Ideal Lead Placement is discussed in four sections: main/extended indications and ideal patient profile, sacral neuromodulation techniques included basic evaluation (PNE), advanced evaluation, ideal lead placement and novel technology. Results:The learning objectives were achieved at the end of the workshop. These were: understanding the role of sacral neuromodulation, recognize the latest technological developments, their clinical implications and getting the best outcome with SNM, stress the importance of patient selection process and current SNM indications, reviewing standard surgical technique for optimal lead placement and gain understanding of choices for recharge versus fixed battery (as well as use in neurological disease). Conclusions:Hands-on training workshops on sacral neuromodulation is efficient training modules to ensure learning objectives for participants. Accurate needle/temporary lead placement, lead placement with permanent lead, smart programming with programmers are the main parts of hands-on training session with using realistic phantom and 3D printed models in workshop.

KEGIATAN MASA PENGENALAN LINGKUNGAN SEKOLAH DENGAN PENDEKATAN SOFT SKILL DALAM MENGEMBANGAN KETERAMPILAN DAN EMOSIONAL SISWA BARU DI SD NEGERI KADUBERUK CIOMAS – KAB. SERANG

Computer training in Cibadak Village aims to improve students' technological skills in hardware, applications, and creativity. The training was held to prepare students for the challenges of the digital era by providing them with relevant and practical capabilities. The training method involved both practical and theoretical approaches, which included hands-on sessions for hardware assembly and maintenance, the use of various productivity and creative applications, and projects that encourage innovation. The results of the training showed significant success in three key areas. First, students demonstrated improved proficiency in handling computer hardware, including basic skills in assembly and troubleshooting. Second, application training helped students master software such as word processing, worksheets, graphic design and basic programming tools. Third, students' creativity thrives through technology-based projects that encourage them to create innovative solutions, such as video creation, animation, and simple application development. In conclusion, the computer training in Cibadak Village successfully improved students' technical and creative skills, demonstrating the importance of integrating technology education in the school curriculum to prepare the younger generation for the digital world.

PENDAMPINGAN PENGGUNAAN KOMPUTER ANAK DI DESA CIBADAK KECAMATAN CIBADAK KABUPATEN LEBAK-BANTEN

Computer training in Cibadak Village aims to improve students' technological skills in hardware, applications, and creativity. The training was held to prepare students for the challenges of the digital era by providing them with relevant and practical capabilities. The training method involved both practical and theoretical approaches, which included hands-on sessions for hardware assembly and maintenance, the use of various productivity and creative applications, and projects that encourage innovation. The results of the training showed significant success in three key areas. First, students demonstrated improved proficiency in handling computer hardware, including basic skills in assembly and troubleshooting. Second, application training helped students master software such as word processing, worksheets, graphic design and basic programming tools. Third, students' creativity thrives through technology-based projects that encourage them to create innovative solutions, such as video creation, animation, and simple application development. In conclusion, the computer training in Cibadak Village successfully improved students' technical and creative skills, demonstrating the importance of integrating technology education in the school curriculum to prepare the younger generation for the digital world.

AIIMS ICU Rehabilitation (AIR): development and description of intervention for home rehabilitation of chronically ill tracheostomized patients

Background The paucity of state-supported rehabilitation for chronically ill patients with long-term tracheostomies has ramifications of prolonged hospital-stay, increased burden on acute-care resources, and nosocomial infections. Few interventions describe home rehabilitation of adult tracheostomized patients. Almost none involve stakeholders. This paper describes the All-India Institute of Medical Sciences (AIIMS) ICU rehabilitation (AIR) healthcare intervention developed to facilitate home rehabilitation of chronically ill tracheostomized patients. Methods The AIR intervention development was based on the experience-based codesign theory (EBCD). A core research-committee studied prevalent knowledge and gaps in the area. Patients-carer and health-care stakeholders’ experiences of barriers and facilitators to home care resulted in an intervention with interlinked components: family-carer training, equipment bank, m-health application, and follow-up, guided by the Medical Research Council (MRC) framework. Healthcare stakeholders (doctors, nurses, medical equipment vendors) and patient-carer dyads were engaged to gather experiences at various stages to form smaller codesign teams for each component. Multiple codesign meetings iteratively allowed refinement of the intervention over one year. The Template for Intervention Description and Replication (TIDieR) checklist was used to report the AIR intervention. Results The first component comprised a minimum of three bedside hands-on training sessions for carers relating to tracheostomy suction, catheter care, monitoring oxygenation, enteral feeding, skincare, and physiotherapy, buttressed by pictorial-books and videos embedded in a mobile-application. The second was an equipment-bank involving a rental-retrieval model. The third component was a novel m-health tool for two-way communication with the core group and community of other patient-carers in the project for follow-up and troubleshooting. Home visits on days 7 and 21 post-discharge assessed patient hygiene, nutrition, physiotherapy, and established contact with the nearest primary healthcare facility for the future. Conclusions Findings support the EBCD-based development using active feedback from stakeholders. Assessment of feasibility, process and effectiveness evaluation will follow.

Combat Medic-Performed Auscultation Versus Thoracic Ultrasound Image Interpretation for Pneumothorax Detection: Look or Listen?

Background Pneumothorax (PTX) is a potentially life-threatening condition encountered by U.S. Army combat medics on the battlefield. PTX, when left untreated, can progress to tension PTX, a leading cause of preventable death on the battlefield which can be difficult to diagnose based on physical exam alone due to variable physical exam findings. Prior literature shows medics can accurately use point-of-care ultrasound (POCUS) to diagnose PTX in cadaver and porcine models; however, no studies have directly compared the diagnostic accuracy of ultrasound (US) and physical exams performed by this population. We sought to compare medic diagnostic accuracy of a simulated PTX using these two diagnostic modalities. Methodology We conducted a prospective, observational study in which medics from the Flight Paramedic Program at Joint Base San Antonio-Sam Houston, TX received a standardized 30-minute training on physical exam and US diagnosis of PTX, followed by a 20-minute hands-on US familiarization session. Participants were then randomly selected into cohorts to evaluate 12 high-fidelity manikin lung fields and 12 thoracic US video clips for the presence of PTX in a simulated combat environment. Cohorts evaluated the same manikins and thoracic US video clips but in opposing sequences. Our primary outcome compared the sensitivity and specificity of PTX identification via thoracic US image interpretation and physical exam. Results In total, 21 medics evaluated 252 hemithoraces and interpreted 252 thoracic US images.We found a statistically significant difference favoring medics' sensitivity with US image interpretation over physical exam to detect PTX (85.7% vs. 72.4%, p = 0.004). There was no statistically significant difference in specificity between these modalities (81.9%vs. 69.4%, p = 0.139). Conclusions After brief training, medics demonstrated greater sensitivity to detect PTX using thoracic US image interpretation compared to physical exam in a simulated combat environment.Further studies involving medics' ultrasound image acquisition capability in human patients in austere combat environments are warranted.

Neurosimilator for Undergraduate Biophysics and Neurophysiology Courses.

Stringent animal welfare principles are forcing undergraduate instructors to avoid the use of animals. Therefore, many hands-on lab sessions using laboratory animals are progressively replaced by computer simulations. These versatile software simulations permit the observation of the behavior of biological systems under a great variety of experimental conditions. While this versatility is important, computer simulations often work even when a student makes wrong assumptions, a situation that poses its own pedagogical problem. Hands-on learning provides pupils with the opportunity to safely make mistakes and learn organically through trial and error and should therefore still be promoted. We propose an electronic model of an excitable cell composed of different modules representing different parts of a neuron - dendrites, soma, axon and node of Ranvier. We describe a series of experiments that allow students to better understand differences between passive and active cell responses and differences between myelinated and demyelinated axons. These circuits can also be used to demonstrate temporal and spatial summation of signals coming to the neuron via dendrites, as well as the neuron coding by firing frequency. Finally, they permit experimental determination along with theoretical calculations of important biophysical properties of excitable cells, such as rheobase, chronaxie and space constant. This open-source model has been successfully integrated into an undergraduate course of the physiology of excitable cells and student feedback assessment reveals that it helped students to understand important notions of the course. Thus, this neuromorphic circuit could be a valuable tool for biophysics and neuroscience courses in other universities.

Lessons learned from the Sexual Medicine Society of North America fellowship bootcamp.

Sexual Medicine Society of North America (SMSNA) fellowships offer variable experience in sexual health domains: erectile dysfunction, Peyronie's disease, male infertility, male hypogonadism (low testosterone), reconstruction (including male incontinence), benign prostatic hyperplasia, gender affirmation surgery, sexual mental health, and female sexual dysfunction. To evaluate baseline and postbootcamp understanding and trust in these domains. In 2023, 28 of 31 urologists currently enrolled in SMSNA-endorsed fellowships participated in a 3.5-day training bootcamp in Minneapolis, Minnesota. Participants were asked to complete pre- and postbootcamp surveys. The bootcamp curriculum offered American Urological Association guidelines and case-based lectures, hands-on clinical training with cadavers (penile surgery) and models (collagenase training), and interaction with industry. Changes in knowledge, independence, and trust in performing the procedures, as well as billing issues and feedback for future bootcamps. Prebootcamp surveys revealed vastly varied residency experience. Reported time with an expert faculty member was greatest for benign prostatic hyperplasia and least for female sexual dysfunction, gender affirmation surgery, and low testosterone. The lowest prebootcamp confidence in performing surgery independently was for penile grafting procedures and elevating the neurovascular bundle. Postbootcamp results revealed several areas of significant improvement in confidence (P ≤ .03): intralesional injections for Peyronie's disease, manual modeling, penile plication, penile grafting procedures, and elevating the neurovascular bundle. There was a trend for improved confidence with the insertion of inflatable (P = .05) and semirigid (P = .08) penile prostheses. Nonsignificant improvement occurred in artificial urinary sphincter surgery (P = .12). Participants graded the bootcamp very highly and requested that next year's bootcamp have more content on female sexual dysfunction, male incontinence, and low testosterone, as well as more hands-on skills sessions and case-based lecture formats. Offering a bootcamp with hands-on instruction could significantly improve urologists' knowledge and confidence. As the main strength, this study was the first specialized bootcamp for urologists in the subject of men's health, taking into account hands-on and cadaver laboratories, as well as highlighting industrial and pharmaceutical products. The small sample size was the major limitation. Current SMSNA fellows present with varied levels of experience and confidence across sexual health domains. Notable confidence improvements were seen with topics that combined didactic lectures with hands-on trainings.

Comparison of the SBAR method and modified handover model on handover quality and nurse perception in the emergency department: a quasi-experimental study

BackgroundEffective information transfer during nursing shift handover is a crucial component of safe care in the emergency department (ED). Examining nursing handover models shows that they are frequently associated with errors. Disadvantages of the SBAR handover model include uncertainty of nursing staff regarding transfer of responsibility and non-confidentiality of patient information. To increase reliability of handover, written forms and templates can be used in addition to oral handover by the bedside.AimsThe purpose of this study is to compare the ‘Situation, Background, Assessment, Recommendation (SBAR) method and modified handover model on the handover quality and nurse perception of shift handover in the ED.MethodsThis research was designed as a semi-experimental study, with census survey method used for sampling. In order to collect data, Nurse Perception of Hanover Questionnaire (NPHQ) and Handover Quality Rating Tool (HQRT) were used after translating and confirming validity and reliability used to direct/collect data. A total of 31 nurses working in the ED received training on the modified shift handover model in a one-hour theory session and three hands-on bedside training sessions. This model was implemented by the nurses for one month. Data was analyzed with SPSS (version 26) using paired t-tests and analysis of covariance.ResultsResults indicated significant difference between the modified handover model and SBAR in components of information transfer (P < 0.001), shared understanding (P < 0.001), working atmosphere (P = 0.004), handover quality (P < 0.001), and nurse perception of handover (P < 0.001). The univariate covariance test did not show demographic variables to be significantly correlated with handover perception or handover quality in SBAR and modified methods (P > 0.05).ConclusionsThe results of this study can be presented to nursing managers as a guide in improving the quality of nursing care via implementing and applying the modified handover model in the nursing handover. The resistance of nurses against executing a new handover method was one of the limitations of the research, which was resolved by explanation of the plan and goals, as well as the cooperation of the hospital matron, and the ward supervisor. It is suggested to carry out a similar investigation in other hospital departments and contrast the outcomes with those obtained in the current study.

A shared point of care ultrasound curriculum for graduate medical education

BackgroundPoint of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution.MethodsPost-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum’s effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment.ResultsOf the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum.ConclusionIn this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs.

NAVIGATING THE PERCEPTION-PRACTICE DILEMMA: AN INQUIRY INTO ASSESSORS’ IMPLEMENTATION OF ORAL PRESENTATION RUBRICS

Background and Purpose: Various factors affect the assessor’s ability to assess an oral presentation and arrive at an accurate assessment of the interconnected skills such as fluency, coherence, syntax, grammar, diction, and task achievement concurrently. The oral presentation rubric aids in achieving consistency in assessing this complex skill. This research investigates assessors’ application and perceptions of the speaking assessment rubric prepared in-house and used in the Foundation Program (FP) English Unit at Dhofar University (DU) for levels 1, 2, and 3 in order to identify the rubric’s possible weakness and ambiguities to provide insights to plug the loopholes and ensure fair, objective and uniform assessment. Methodology: Data was collected in a 3-phase data collection cycle through a pre-session task (n=18), a hands-on focus groups session (n=16) to explore qualitative data regarding actual application of the rubric, and a questionnaire (n=40) to obtain quantitative data for further investigation of teachers’ perceptions to cross check with implementation. This makes the present study a mixed-methods one in an exploratory sequential design. Findings: The findings of this research clearly showed the loopholes in the current oral presentation rubric used by the FP for formative and summative assessments. This research has exposed a notable inconsistency in grading practices of the oral presentation using the in-house rubric despite the surprising finding regarding assessors’ confidence in the rubric’s reliability and their level of training. The identified gap between assessors’ perceptions and the application of rubric criteria highlights potential issues in the design of the rubric leading to inconsistencies in the assessment outcomes. Contributions: This research emphasizes the importance of the regular refinement of assessment rubrics to minimize ambiguity and subjective elements, coupled with comprehensive user training to enhance assessment practices, support professional development, promote clearer learning expectations for students, and mitigate the impact of grading disparities in evaluation processes. Keywords: Rubric, oral presentation, assessment, discrepancy, raters. Cite as: Veetil, M., Iqbal, R., &amp; Abugohar, M. (2024). Navigating the perception-practice dilemma: An inquiry into assessors’ implementation of oral presentation rubrics. Journal of Nusantara Studies, 9(2), 267-296. http://dx.doi.org/10.24200/jonus.vol9iss2pp267-296

Hands-on sessions to hone your skills

Hands-on sessions to hone your skills

The Neurovascular Disease Management Course: A Medical Student Opportunity for Early Exposure and Technical Development in Vascular Neurosurgery

As endovascular neurosurgery techniques continue to evolve, medical students in the United States have widely varying exposures to the field, particularly with respect to opportunities for hands-on experiences. Current medical school curricula could benefit from a novel and adaptive course on vascular neurosurgery to increase student exposure earlier in their training. We launched a yearly hands-on vascular neurosurgery course for medical students and residents. The day-long course is a combination of lectures focused on neurovascular disease and management accompanied by hands-on sessions where students practiced fundamental microsurgery and angiography techniques using real microscopes and angiography simulators. We surveyed the students before and after each of the 2 courses. The survey following the second annual course included quiz questions the students had not previously seen. Over 2 courses, we had 149 attendees, 71.8% of which were first and second-year medical students representing fifteen institutions. The average survey completion rate was 41.4% for the 4 surveys across the 2 courses. Attendees' interest in pursuing a surgical specialty (t=1.815, P= 0.039) along with their comfort with neuroanatomy (t=8.780, P ≤ 0.001) and neurosurgical disease (t=6.133, P ≤ 0.001) was significantly elevated after the completion of the second course. Responses to the post-survey showed a good grasp of the fundamentals with 68% of attendees answering 70% of the quiz questions correctly. An interactive course on vascular neurosurgery may be an effective vehicle to provide medical students with exposure to the field and the opportunity to learn the fundamentals.