Level Of Competence Research Articles

Disaster management competence, disaster preparedness belief, and disaster preparedness relationship: Nurses after the 2023 Turkey earthquake.

To examine the relationship between nurses' competency levels in disaster nursing management, their disaster preparedness and disaster preparedness beliefs. Nurses' competency in disaster nursing management makes disaster response easier. Factors that may affect this reason should be examined. The study was conducted between April and July 2023 with nurses working in a province in the first-degree earthquake zone in Turkey. The sample of the study consisted of a total of 207 nurses who were selected from primary, secondary, and tertiary care institutions by using the stratified sampling method. Data were collected with a personal information form, the Competencies for Disaster Nursing Management Questionnaire, the Disaster Preparedness Scale, and the General Disaster Preparedness Beliefs Scale. Mann-Whitney U and Kruskal-Wallis tests, Spearman regression coefficient, and multiple linear regression analysis were used to analyze the data. There was a positive correlation between nurses' competency levels regarding duties and responsibilities and their disaster preparedness levels. Having disaster-related training also positively affected the level of competence in duties and responsibilities. Belief in disaster preparedness and having "partial" knowledge about the disaster had no relationship with competencies. According to the International Council of Nurses and current studies on disaster nursing, "competence areas" are among the priority study subjects. According to the study results, disaster preparedness and having disaster-related education are effective factors in nurses' competencies related to duties and responsibilities. The results of this study may increase awareness in the healthcare system about nurses' disaster management competency levels and the factors that may affect this. It is recommended that disaster preparedness and disaster-related education factors should be taken into account in the initiatives and policies to be planned to improve the duty and responsibility competence of nurses.

Professional Competence in Distance Learning for faculty members in Physical and Sport Education Institutes

This study aims to identify the level of professional competence in distance learning among faculty members of Algerian universities' physical and sports education institutes. The researcher has used the survey descriptive method. The study sample consisted of an estimated 51 physical and sports education professors selected randomly. The researcher used a scale of professional competence in distance education, and the following results were achieved:

The Effect of Different Planning Conditions versus Explicit Grammar Instruction on Young EFL Learners’ Oral Production of a Picture Promoted Task and Grammar Gain

This study examined the effects of three task conditions on young EFL learners’ oral performance of a picture prompted task and their grammatical knowledge gain. To this end, 34 EFL learners were randomly assigned into three experimental groups, namely online planning, pre-planning, and explicit instruction, and one control group. Pictures were employed as prompts to implement the tasks in all groups. A Grammatical Judgment Test was used to compare students’ knowledge of simple present passive structure before and after the treatment. Learners’ oral task performance was measured in terms of Complexity, Accuracy, and Fluency (CAF). The findings demonstrated significant differences among groups as for CAF measures. However, no significant differences were spotted in GJT posttest scores. The paper calls for the incorporation of diverse prompt-based planning conditions in task-oriented teaching practices in order to target learners' higher levels of oral competence.

An Observational Cross-Sectional Analysis of the Correlation between Clinical Competencies and Clinical Reasoning among Italian Registered Nurses.

Ability, knowledge, aptitude, and skill are the terms identified in the literature as the attributes of the concept of clinical competence. This implies that in order to act competently in their own context, the nurse must be able to make decisions which mainly depend on the ability to put clinical reasoning into practice. However, the evaluation of clinical reasoning in the various clinical-care activities of nursing competence is a necessary operation to prevent routine attitudes. From the perspective of an assessment of nursing competences, the aim of this study is to validate the relationship between the degree of competence recognized in a specific clinical setting and the amount of clinical reasoning executed by nurses. The study design was a cross-sectional observational design, following the guidelines of the Strengthening Reporting of Observational Studies in Epidemiology (STROBE) of observational studies. Both the Italian Nurse Competence Scale and the Nurse Clinical Reasoning Scale were used. The data was collected between 25 January and 5 March 2022. Four hundred twenty-four clinical nurses participated by completing and returning the questionnaires. The instruments underwent assessment to ensure internal consistency and test-retest reliability. Their validity was tested with the validity of known content, construct, and groups. This is supported by statistically significant correlations between the different variables examined and the scores of the different dimensions of the Italian Nurse Competence Scale and the Italian Nurse Clinical Reasoning Scale. The data collected showed an excellent average level of competencies and clinical reasoning, M = range of 72.24 and 63.93, respectively. In addition, we observed satisfactory scores across all dimensions of I-NCS (significance range: 0.000-0.014) and I-NCRS (significance range: 0.000-0.004). The understanding and development of clinical reasoning has also brought out new aspects that require further research. This study provides a fresh perspective on the correlation between clinical competences and clinical reasoning, representing a novel attempt to analyze their relationship.

Lesbian, gay, bisexual, and transgender clinical competence of physiotherapy students in Israel

BackgroundClinical competence encompasses attitudes, skills, and knowledge regarding diverse client groups. Appropriate clinical competence requires an understanding of the cultural context in which healthcare is delivered. In conservative countries such as Israel, there is a noticeable scarcity of information regarding the clinical competency of physiotherapy students (PTSs) in effectively treating lesbian, gay, bisexual and transgender (LGBT) individuals. The objective of this study was to assess the level of LGBT clinical competence among PTSs in Israel.MethodsConducted through an anonymous online self-report survey, this study gathered personal and academic background information and self-reported data on previous LGBT education during undergraduate studies of PTSs. It utilized the Hebrew version of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) questionnaire. Descriptive statistics were computed for all outcome measures. The internal reliability of the LGBT-DOCSS was assessed. Total scores of the LGBT-DOCSS, along with scores in each of the three subscales (clinical preparedness, knowledge, and attitudes), were compared across different levels of religiosity and gender.ResultsThe sample comprised of 251 PTSs, with an average age of 25.57 ± 3.07 years (34.7% men, 65.3% women). All students reported a lack of LGBT community-related courses during their undergraduate studies. The translated Hebrew version demonstrated good internal consistency, with Cronbach’s alpha ranging from 0.65 to 0.83. The LGBT-DOCSS total score was 4.55 ± 0.61 out of 7, indicating a low level of clinical competency. The highest mean score was in the attitudes subscale (6.55 ± 0.87), which was significantly higher than the scores for the knowledge subscale (3.14 ± 1.46) and clinical preparedness subscale (3.36 ± 0.86). Religiousness was significantly associated with clinical preparedness and attitudes. Men exhibited higher self-reported levels of knowledge and clinical preparedness, albeit with more negative attitudes compare to women. Sexual orientation was significantly associated with clinical competency, with PTSs who identified as heterosexual demonstrating a lower level of clinical competency compared to participants who identified as non-heterosexual.ConclusionsIn Israel, PTSs demonstrated a low level of clinical competency in terms of self-reported knowledge and self-reported clinical preparedness but contrasting positive attitudes toward the LGBT community. Religiousness, gender and sexual orientation had a significant influence on competency levels.These preliminary findings highlight the urgent necessity to enhance the knowledge of PTSs regarding the LGBT community to improve their clinical competence.Trial registration NRNot applicable.

Subspecialized medical team mode facilitates radiology resident training

AbstractPurposeOur institution developed the subspecialized medical team (SMT) mode in radiology reporting workflows in July 2022 to strengthen professionalism in radiology residency training. This study aimed to investigate whether adopting the SMT mode facilitated radiology resident training.MethodThis observational study was conducted in October 2022. An online questionnaire was distributed among first‐to third‐year radiology residents to determine their levels of perceived stress, anxiety, competency in image interpretation, and learning effectiveness in using the SMT mode and other approaches. Responses were on 4 or 5 point Likert scales, and multiple‐choice responses were used for semi‐open questions. The turnaround time for radiology reports was measured for both residents and senior radiologists. Statistical significance (p < 0.05) was determined using chi‐square or Fisher's exact tests, one‐way analysis of variance, pairwise t‐tests, and the Kruskal‒Wallis H test.ResultsIn total, 71 residents completed the questionnaire survey. The turnaround times for radiology reports were collected for these residents and 23 senior radiologists. Residents' stress and anxiety scores, perceived levels of competency in image interpretation, and time spent writing reports were significantly increased in the SMT mode. In contrast, the time senior radiologists spent reviewing a single report was decreased for the majority of report types after 1 year of implementing the SMT mode.ConclusionThese findings suggest adopting the SMT mode could facilitate the training of radiology residents. However, residents' mental health and well‐being should also be considered.

APPLICATION OF MEDIA EDUCATIONAL TECHNOLOGIES IN FOREIGN LANGUAGE LESSONS IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION: THEORETICAL AND PRACTICAL ASPECTS

The article characterizes the peculiarities of using media education technologies in foreign language lessons in general secondary education institutions in theoretical and practical aspects. The goals of using media technologies in foreign language lessons are defined: to teach students to perceive foreign language media texts of various forms, types and genres; to develop critical thinking, the ability to analyze media texts and evaluate them; to form the ability to acquire, create, transmit and receive media texts using various technical equipment. The stages (reproductive, associative, explanatory, analytical, classification, evaluation) of implementing media education technology in a foreign language lesson are identified and characterized. With the help of media education technologies, a teacher can build a lesson in an interactive mode, which will help prepare students for critical perception of information, its evaluation, selection, as well as the development of aesthetic qualities of a personality, his or her ethical views and general spiritual enrichment. A foreign language teacher should have a sufficient level of media competence, i.e. be able to: change the structure and content of traditional classes by including invalid information in the educational context of the lesson; develop and implement teaching technologies using a multimedia screen, multimedia computer systems; have the basics of multimedia creativity. As a result of using media lessons, students develop media competence, i.e. they can: comprehend foreign language media texts; interpret, critically analyze, evaluate foreign language media texts, understand their topic and idea, targeted focus; find the necessary information in foreign language media texts, systematize it according to certain features; transform visual information into verbal information or vice versa; create their own foreign language media texts. The essence of using media education technologies in foreign language lessons is to use media texts to immerse students in a foreign language and foreign culture environment, to acquaint them with the culture, traditions, nature, climatic and geographical features of the countries whose language is being studied; to develop skills and abilities to perceive and transmit information through the means of the language being studied, as well as their own media texts in various situations of intercultural communication. The introduction of media education technologies in the process of teaching a foreign language in secondary education institutions will contribute to the formation of a harmonious personality of the student, the formation of communicative foreign language competence.

Exploring the competency and confidence levels of physiotherapists in the management of patients diagnosed with life-limiting illnesses

Background Globally, palliative care services do not meet demand. The World Health Organisation reports that 14% of people who need palliative care currently receive it. Moreover, the increase in chronic disease prevalence will result in the need for services to continue to grow. In Ireland, to help manage this demand, it is recommended that all physiotherapists should be able to deliver basic palliative care to patients diagnosed with life-limiting illnesses. Objective To explore the competency and confidence levels of physiotherapists in the management of patients with life-limiting conditions. Methods An anonymous, cross-sectional online questionnaire was designed and administered to physiotherapists working across various settings in Ireland. Results There were 90 respondents (response rate = 4.2%). A significant majority (93%, n = 84) agreed that most patients with life-limiting conditions can participate in physiotherapy. Just over half (56%, n = 50) felt confident in their ability to prescribe exercise for this cohort. Less than one-third (29%, n = 26) felt that the role of physiotherapy in palliative care was understood by the multi-disciplinary team. The majority (76%, n = 68) did not agree that their undergraduate training prepared them for work in this area. The ability to access mentorship from specialist palliative care physiotherapists was deemed as a facilitator in providing patient care. Conclusion This study highlights the demand for greater palliative care education, the need for a better understanding among the wider multi-disciplinary team so that patients receive timely access to physiotherapy, and the importance of establishing strong links between specialist physiotherapists and their generalist counterparts.

P-217 Keep calm and carry on: assessing the effect of below-benchmark vitrified/warmed donor oocyte survival rates in subsequent laboratory and clinical key performance indicators

Abstract Study question When we experience below benchmark donor oocyte survival rates, are the laboratory and clinical outcomes of the recipient cycle affected? Summary answer Donor-oocyte cryo-survival rates below the benchmark (95-100%) result in slightly lower laboratory KPIs, equivalent live birth rates (LBR) and lower cumulative LBR (CLBR) per cycle. What is known already The use of vitrified/warmed donor oocytes allows overcoming many logistic challenges, but it is hindered by the loss of oocytes due to degeneration after warming. The 2012 Vienna Consensus established the benchmark rate of oocyte survival at 95-100%, competency level at > 85%. Results of < 85% cryo-survival are considered below competency, <70% can be considered poor, and <50% very poor. Below-benchmark rates of survival may not only limit the number of donor oocytes for the cycle, but they can also translate into lower per-oocyte cycle KPIs if the lower survival correlates with lower performance of the surviving oocytes. Study design, size, duration We analyzed 12690 vitrified-warmed donor oocyte recipient cycles, encompassing a total 144793 vitrified/warmed donor oocytes, carried out in a network of European private IVF units from 2018-2022. Cycles with PGT-A and spermatozoa from testicular biopsy were excluded. The primary endpoint of the study was the blastocyst utilization rate per 2PN zygote. Secondary endpoints were fertilization rate, live birth rate after the first single blastocyst transfer (SET-LBR) of each cycle, and cumulative LBR (CLBR). Participants/materials, setting, methods In all cases, fertilization was carried out by ICSI, and embryos were cultured to the blastocyst stage at low oxygen tension. Blastocysts with good or fair quality (A, B & C by ASEBIR Criteria) were considered usable (transferred + cryopreserved blastocyts / zygotes). Differences in proportions were analyzed using chi-square and the adjusted odds ratio (OR) was calculated using multivariable logistic regression. Main results and the role of chance Baseline donor and patient characteristics such as age, stimulation duration and dose, total donor oocytes per cycle, male factor, and fresh/frozen/donor spem were compared between groups and adjusted for when necessary. The mean number of warmed oocytes per cycle was 11.4±3.22 with a mean survival rate of 89.2%. More oocytes per cycle were consumed in the lower survival groups, yet the total oocytes available for ICSI was smaller in the below competency, poor and very poor survival groups. There were differences in the proportion of usable blastocysts per zygote amongst the survival rate groups (benchmark: 48.9%; competence: 47.0%, below-competence: 46.0%; poor: 43.6%; very-poor:43.6%, p < 0.001). Fertilization rates also differed between survival groups (benchmark: 76.9%; competence: 76.5%, below-competence: 75.6%; poor: 74.7%; very-poor:75.4%, p < 0.001) The adjusted odds ratio of live birth on the first SET of the cycle was not lower to the benchmark survival group in all the lower survival groups (Benchmark: 40.9%; Competence: OR:0.995; 95%CI:0.971-1.018; below-competence: OR:0.996; 95%CI:0.970-1.023; poor: OR:1.044; 95%CI:1.003-1.086, and very-poor: OR:1.069; 95%CI:0.976-1.170). The CLBR decreased in lower survival groups, with 80.8% for the benchmark survival group, 80.3% (p = 0.539) for competence, 76.2% (p < 0.001) for below-competence, 72.5% (p < 0.001) for poor, and 74.8% (p = 0.056) for very-poor. Limitations, reasons for caution These results are limited to a donor-oocyte population. Wider implications of the findings Lower oocyte-cryo-survival rates resulted in a lower total number of usable blastocysts obtained for the recipient, and consequently, lower CLBR. However, the competence of surviving oocytes is encouraging, with laboratory KPIs in very close range irrespectively of the cohort survival rates, and similar implantation potential of the obtained blastocysts. Trial registration number not applicable

What is important in forensic psychiatric evaluation in people with Down syndrome? A sample from Türkiye

PurposeDown syndrome is one of the common genetic causes of intellectual disability. Adult with Down syndrome may have many psychiatric comorbidities. Therefore, their mental health status should be considered in legal proceedings such as criminal responsibility and legal capacity where they are involved. This study aims to highlight that individuals with Down syndrome are often referred directly to forensic psychiatry without undergoing an interview, despite the fact that this is a group with varied mental statuses.Design/methodology/approachThis study analysed the socio-demographic, clinical and forensic characteristics of eight adult individuals with Down syndrome for whom the Council of Forensic Medicine (CFM) requested an opinion on criminal liability and other legal situations between 2018 and 2022. The CFM is an authoritative institution to which cases from all areas of Türkiye are referred.FindingsThe mean age of the individuals with Down syndrome for whom a forensic psychiatric opinion was requested was 24.63 (±7.95) and the mean IQ level was 54.13 (±13.38). All cases were male, 6 / 8 were referred for assessment of criminal responsibility and 4 / 6 of those referred for assessment of criminal responsibility were referred for sexual offences. It was found that 5 / 8 of the cases had moderate intellectual disability and 3 / 8 of the cases had mild intellectual disability.Research limitations/implicationsRegarding the limitations of this study, the first one is the small sample size. Nevertheless, due to the low prevalence of people with Down syndrome in society, it is plausible that their stigmatization may not be reflected in the judicial system, even in cases involving violent behaviour. The second limitation is that the reports lack all psychiatric medical documents, including forensic psychiatric evaluations of individuals with Down syndrome. Additionally, additional diseases were recorded based on familial anamnesis. The third limitation is that this study is the first publication to investigate Down syndrome from a forensic psychiatric perspective. Thus, there is a lack of literature to make direct comparisons and references in the discussion section.Social implicationsThis is the first study about forensic psychiatric aspects for people with Down syndrome. The aim of this study was to examine the forensic psychiatric approach in Down syndrome, one of the most common genetic causes of intellectual disability, the situations in which forensic psychiatric assessment is required and the issues that might be considered important in this regard. Although there are various publications in the literature on the psychiatric conditions of individuals with Down syndrome, to our knowledge, this is the first study to evaluate individuals with Down syndrome in terms of forensic psychiatric evaluation. People with Down syndrome are known to have varying degrees of intellectual disability and different types of psychiatric comorbidity.Originality/valuePeople with Down syndrome are a heterogeneous group in terms of intellectual disability. The criminal responsibility and legal capacity of individuals may vary according to the legal situation. When requesting forensic psychiatric evaluation of these patients with psychiatric co-morbidity, patients should not be prejudged in terms of their level of mental competence and each case should be assessed individually.

Investigating perceived core disaster competencies of nurses in Iran: A case study of northwest hospitals.

This study was carried out to investigate the perception of the main competencies of disaster management in Iranian emergency department nurses in 2023 in hospitals affiliated with Kermanshah University of Medical Sciences. The present study was conducted to explore the perceived core disaster competencies in nurses of hospitals affiliated with Kermanshah University of Medical Sciences in 2023. Due to the rise in natural disasters, their escalating severity and associated regulatory response necessitate a closer look at the preparedness and core competencies of nursing personnel. The main competencies of nurses are necessary to deal with disasters in unexpected events, and they are expected to use their professional expertise to provide the required nursing services to reduce the risks caused by disasters. This descriptive-analytical study was conducted cross-sectionally between May and September 2023. In the study, a sample of 384 nurses working in the departments of four hospitals affiliated with Kermanshah University of Medical Sciences was selected through a random stratification. The data collection instrument was a 45-item scale of nurses' perceived core competencies (NPDCC) in handling disasters. The data were analyzed using the Mann-Whitney U-test, Kruskal-Wallis test, and independent samples t-test. The significance level was set at 5%. The mean total score of perceived core disaster competencies was 139.11±37.65. The technical skills subscale got the highest score (51.81±11.28) and critical thinking skills received the lowest (9.74±3.92). Also, "technical skills" had the highest average and "critical thinking skills" had the lowest average in all three age groups. The results found a significant difference between the scores of nurses in perceived core disaster competencies in age groups, work environments, education degrees, marital statuses, and experiences of attending disaster workshops (p ≤ 0.05). The results showed that nurses had different levels of core disaster competencies in the department. There are gaps in the core disaster nursing competencies that need to be filled. Nursing managers should consistently evaluate the core nursing competencies to achieve efficacious disaster preparedness. To this aim, it is recommended that authorities implement training courses and programs to enhance the preparedness of nurses in responding to disasters.

Improving Self-Perceived Competencies of Second-Year Pharmacy Students Through an Introductory Medication Reconciliation Rotation

ObjectiveMedication reconciliation (MedRec) is an essential health care function that is particularly relevant to pharmacists’ expertise and a learning opportunity for pharmacy students. Our objective was to assess change across clinical competence, confidence, and communication skills after the completion of a MedRec rotation by second-year pharmacy students. MethodsA retrospective post-then-pre-survey including 29 questions was developed/delivered to students after the completion of required MedRec hours. The primary end point was the change in 3 domains via summed scores from individual questions. Cohen’s difference (d) was used to determine group effect size change. The secondary end points included individual question change, perceived patient impact, and subgroup analyses. ResultsOf 115 second-year pharmacy students, 81.7% (n = 94) participated in the study. Students self-reported increases on the Likert scale (0–10) of 2.49 ± 1.90 in clinical competency domain, 3.57 ± 2.13 in confidence domain , and 3.12 ± 2.15 in communication skills domain, representing statistically significant and large group effect changes across all 3. A total of 21 of the 22 individual questions had large group effect changes; 1 question (nursing communications) had a moderate group effect change. Student perception of MedRec impact on patient care (Likert scale 0–10) was positive: post-rotation score 7.39 ± 1.57. ConclusionTo the best of our knowledge, this is the first larger-scale study that examines student-evaluated outcomes of a MedRec-based rotation. Students self-reported high levels of post-rotation competency across all domains; students from ethnic minorities and with less work/MedRec experience increased their lower pre-rotation scores to statistically similar post-rotation scores, compared with non-minority and more experienced peers. Further study of the model and outcomes is advised.

Development of an instrument to measure the competencies of health professionals in the process of evidence‐based healthcare: A Delphi study

AbstractAimsTo identify and reach consensus on dimensions and criteria of a competence assessment instrument for health professionals in relation to the process of evidence‐based healthcare.DesignA two‐round Delphi survey was carried out from April to June 2023.MethodsConsensus was sought from an expert panel on the instrument preliminarily established based on the JBI Model of Evidence‐Based Healthcare and a rapid review of systematic reviews of relevant literature. The level of consensus was reflected by the concentration and coordination of experts' opinions and percentage of agreement. The instrument was revised significantly based on the combination of data analysis, the experts' comments and research group discussions.ResultsSixteen national and three international experts were involved in the first‐round Delphi survey and 17 experts participated in the second‐round survey. In both rounds, full consensus was reached on the four dimensions of the instrument, namely evidence‐generation, evidence‐synthesis, evidence‐transfer and evidence‐implementation. In round‐one, the instrument was revised from 77 to 61 items. In round‐two, the instrument was further revised to have 57 items under the four dimensions in the final version.ConclusionThe Delphi survey achieved consensus on the instrument. The validity and reliability of the instrument needs to be tested in future research internationally.Implications for the Profession and/or Patient CareSystematic assessment of nurses and other health professionals' competencies in different phases of evidence‐based healthcare process based on this instrument provides implications for their professional development and multidisciplinary team collaboration in evidence‐based practice and better care process and outcomes.ImpactThis study addresses a research gap of lacking an instrument to systematically assess interprofessional competencies in relation to the process of EBHC. The instrument covers the four phases of EBHC process with minimal criteria, highlighting essential aspects of ability to be developed. Identification of health professionals' level of competence in these aspects helps strengthen their capacity accordingly so as to promote virtuous EBHC ecosystem for the ending purpose of improving global healthcare outcomes.Reporting MethodThis study was reported in line with the Conducting and REporting of DElphi studies (CREDES) guidance on Delphi studies.Patient and Public ContributionNo patient or public contribution.

The Effect of Training Program on Nurses' Competency Level regarding Care of Children Undergoing Orthopedic Surgery.

The Effect of Training Program on Nurses' Competency Level regarding Care of Children Undergoing Orthopedic Surgery.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Experience and level of confidence in the management of dental trauma among dental students and fresh graduate dentists

ABSTRACT Background: Dental trauma is one of the most serious and frequent oral problems in active children as well as adolescents worldwide. Anyone can be a victim. Hence, the level of competence in the management cannot be undermined. Aim: This study aims to evaluate the experience and confidence in the management of dental trauma among dental students and fresh graduate dentists in Benin City, Nigeria. Methodology: This questionnaire-based, analytical, and cross-sectional study utilized a self-administered questionnaire containing 15 closed- and open-ended questions to garner data from respondents. Data from 95 respondents were analyzed using the Statistical Package for the Social Studies software version 26.0 (IBM Corporation, Chicago, Illinois, USA.), and both univariate and bivariate analyses were used in this study. Results: A substantial proportion of respondents 73 (76.8%) had never managed any case of dental trauma. A relatively higher proportion of respondents were more confident in managing cases of enamel fracture 18 (18.9%), enamel infraction 17 (17.9%), and enamel-dentine fracture 12 (12.6%) as compared to other more complicated fractures. Conclusion: The experience and level of confidence in the management of dental trauma among dental students and fresh graduate dentists were found to be poor, and they were more confident in managing less complicated cases of dental trauma.

Quality of ultrasound images by midwives implementing ultrasound scanning services during antenatal clinics within selected healthcare facilities of Zambia

BackgroundLimited access to ultrasound services in low and middle-income countries (LMICs) prompts the development of an intensive training program for midwives. The aim of this study was to evaluate the quality of ultrasound images produced by midwives and assess their competency in gestational age assessment using femur length. MethodsA cross-sectional study conducted in 11 healthcare facilities across four districts in Zambia involved the evaluation of 928 images captured during the implementation of the Training in Ultrasound to Determine Gestational Age (TUDA) program in 2021. TUDA, collaboration under the DIPLOMATIC Study, trained 24 midwives intensively for 14 days, followed by eight weeks of supervised scanning. Image assessment utilized the Sarries four-point tool, and statistical analyses included descriptive and inferential statistics. ResultsMidwives achieved an 87.95 % competency level in basic ultrasound scans for gestational age determination using femur length. Assessment by four evaluators showed an average proportion of good-quality images also at 87.95 %. There were no statistically significant differences among assessors, indicating consistency in evaluations. Trainers and radiographers exhibited different average proportions of good-quality images at 91.5 % and 83.9 %, respectively, with no statistically significant differences observed between them.Furthermore, analysis of image quality revealed significant variation among different facilities. Specifically, in Chipata, 24.32 % of scans were classified as poor quality, while in George Clinic, only 2.30 % were considered poor quality. A Chi-square test indicated a substantial correlation between health facility and image quality (χ2 = 15.99, p = 0.025). However, no significant correlations were found between image quality and factors such as work experience, age group, or gender. ConclusionThis study provides critical evidence for successfully training midwives to competent produce high-quality ultrasound images for determining gestational age. These findings are essential for guiding interventions aimed at enhancing ultrasound service delivery and ensuring consistent, high-quality healthcare outcomes, because this is critical for effective prenatal care in Zambia. This has high potential to improve prenatal care. RecommendationZambia needs to train more midwives to provide routine ultrasound services during Antenatal Care (ANC) which may ultimately reduce preterm and still births. We recommend the inclusion of ultrasound scanning in-service and pre-service training and establishment of standardized protocols and guidelines for ultrasound scanning services during antenatal clinics.

Beyond Traditional Methods: Utilizing a Hybrid SIRe Model for Optimal Counselling Skill Development in Practicum Courses

This study aims to introduce a new Hybrid SIRe (simulation and reflection) Model for instructors to improve counselling skills of counselling students in the practicum course. The Hybrid SIRe Model of teaching is used by instructors, which is a combined approach involving simulation techniques (demonstration and role-play) and reflection techniques. Counselling instructors can utilise this model to establish competency and build self-confidence while conducting counselling sessions with the students.A total of seven counselling students (three males and four females) were selected from the practicum course to test the model. A mixed-method approach was used in this study. The Counselling Self-Estimate Inventory (COSE) by Larson (1992) was employed to measure a mastery level of counselling skills among counselling students. Data were gathered from the counselling instructor’s field notes and counselling students’ reflections. Then, the obtained data were analysed using thematic analysis to explore the experiences of a new teaching method by the counselling instructor. The results showed a significant difference between the initial and final assessment of the COSE by comparing means . In conclusion, the Hybrid SIRe Model of teaching has an excellent benefit for counselling instructors to ensure that the practicum students can master counselling skills, which in turn develop their competence levels, help grow their professional identity and promote a better service in the future.

Effectiveness of English language teaching methods and language learning skills among college students in public higher education institutions in Sulu

English is the most widely spoken language in the world, serving as a common medium for people from different linguistic backgrounds. It is the primary or secondary language in many countries and is often used as the international language of business, diplomacy, science, and technology. Hence, there was a need for effective teaching and instructional strategy to enhance the competence of the college students. This study investigated the effectiveness of various English language teaching methods and assessed the language learning skills of college students in public higher education institutions (HEIs) in Sulu, Philippines. Quota sampling (n=200) was carried out to sample the college students from four (4) different public HEIs in Sulu. Close-ended questionnaires were administered to determine the effectiveness of three different English language teaching methods—(i) Grammar-Translation Method, (ii) Direct Method, and (iii) Audio-Lingual Method. This study also analyzed the level of English language learning competence of college students based on their (i) listening skills, (ii) speaking skills, (iii) reading skills, and (iv) writing skills. Key findings indicated that different teaching methods, namely the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, each offered distinct advantages for language learning. In assessing the language learning skills of the students, the study found high competence across all four key areas: listening, speaking, reading, and writing. Inferential analysis indicated that the effectiveness of English language teaching methods can be correlated to the language competence of college students. Further studies shall be done to determine whether the teaching methods could directly influence the language skills of students.

Direct observation of procedural skills evaluation of suturing skills in surgical interns: A comprehensive analysis

Background: The internship period in medical education serves as a critical phase for students transitioning from theoretical learning to practical application within clinical settings. Surgical specialties, in particular, demand a high level of skill and competence from interns due to the inherent risks associated with surgical procedures. However, there is often a gap between the theoretical knowledge gained in medical college and the practical skills required in surgical practice. Aims and Objectives: Therefore, keeping all the above facts in mind, the present study was undertaken to implement direct observation of procedural skills (DOPS) as a method for evaluating the suturing skills performance in interns. Materials and Methods: This study focused on an intern in the Department of Surgery, aiming to assess their suturing skills using the DOPS method. A structured workshop was conducted to provide interns with hands-on training in suturing techniques. Subsequently, interns were divided into groups and assessed by assigned assessors using the checklist. Feedback was provided to interns after each assessment session. Data were collected through self-administered questionnaires distributed to interns and assessors, and statistical analysis was performed using SPSS software. Results: Analysis of the data revealed a significant improvement in suturing skill scores among interns following the implementation of DOPS assessments. Mean scores increased substantially from the initial to subsequent attempts, indicating enhanced proficiency in suturing skills. Interns expressed positive perceptions of the DOPS methodology, highlighting its effectiveness in driving learning and improving confidence in performing surgical procedures. Conclusion: DOPS not only facilitates skill development but also promotes confidence and competence in interns, preparing them for clinical practice. Overall, DOPS emerges as a valuable approach for evaluating and improving suturing skills among interns, contributing to their professional development as competent health-care practitioners.