Noncognitive Domains Research Articles

Cognitive engagement may slow clinical progression and brain atrophy in Huntington’s disease

Lifelong cognitive engagement conveys benefits in Huntington's disease (HD) and may positively affect non-cognitive domains in other populations. However, the effect of lifelong cognitive engagement on the progression of motor and psychiatric domains in HD remains unknown, as is its neurobiological basis. Forty-five HD individuals completed the Cognitive Reserve Questionnaire (CRQ) and longitudinal clinical evaluation (maximum total of six visits, mean inter-assessment duration of 13.53 ± 4.1 months). Of these, thirty-three underwent longitudinal neuroimaging (18 ± 6 months follow-up). Generalized linear mixed-effects models were executed to predict the effect of individual differences in lifelong cognitive engagement on HD clinical progression and voxel-based morphometry to explore the impact of lifelong cognitive engagement on whole-brain gray matter volume atrophy. Controlling for age, disease stage, and sex, higher CRQ scores were associated with reduced overall severity and longitudinal progression across cognitive, motor, and psychiatric domains. Those with higher CRQ scores demonstrated reduced gray matter volume loss in the middle frontal gyrus, supplementary motor area, and middle cingulate. This putative impact on HD clinical progression may be conferred by preservation of brain volume in neural hubs that integrate executive function with action initiation and behavioral regulation, providing support for early cognitive engagement, even prior to diagnosis.

Comparative study of choline alfoscerate as a combination therapy with donepezil: A mixed double-blind randomized controlled and open-label observation trial.

Choline alfoscerate (alpha-glycerylphosphorylcholine) is a phospholipid that includes choline, which increases the release of acetylcholine. The ASCOMALVA trial, a combination of donepezil and choline alfoscerate, slowed cognitive decline in Alzheimer disease. This study aims to replicate the effect by combining donepezil with other nootropics currently used in South Korea. The 119 patients with cognitive decline who were eligible to use donepezil, with an mini-mental state examination (MMSE) score of 26 or less, were assigned to: donepezil alone (DO); donepezil and choline alfoscerate (DN); donepezil and acetyl-l-carnitine (DA); or donepezil and ginkgo biloba extract (DG). Cognitive evaluations such as MMSE, clinical dementia rating, Alzheimer disease assessment scale-cognitive subscale (ADAS-Cog), and Alzheimer disease assessment scale-noncognitive subscale were performed at the 12th and 24th weeks from the baseline time point. At the 12th week, the MMSE score increased 3.52% in the DN group, whereas it increased by 1.36% in the DO group. In the DA + DG group, it decreased by 2.17%. At the 24th week, the MMSE score showed an increase of 1.07% in the DO group and 1.61% in the DN group, but decreased by 5.71% in the DA + DG group. ADAS-Cog decreased by 0.9% in the DO group, while it improved by 13.9% in the DN group at the 12th week. At the 24th week, ADAS-Cog showed improvement in the DN group by 18.5%, whereas it improved by 9.4% in the DO group. Alzheimer disease assessment scale-noncognitive subscale also revealed better performance in the DN group than in the DO group at the 12th and 24th weeks. Choline alfoscerate exhibits additional cognitive improvement in both cognitive and noncognitive domains, supporting the findings of the ASCOMALVA trial.

Correlation of Orthognathic Surgical Movements to Perception of Facial Appearance in Patients With Cleft Lip and Palate.

Cephalometric scans were compared before and after surgery to assess the degree of correction. Correlations between skeletal movements and survey outcomes were determined using multivariate regression analysis. This study aims to identify relationships between subjective observer-reported improvements in esthetics and emotional appearance with specific surgical movements. Ten patients at a single tertiary institution (average age: 18.1 ± 0.8), 9 males and 1 female, underwent orthognathic repair and had comprehensive cephalometric records. Standardized anterior posterior and lateral pre and postoperative photographs of patients were included in a survey to clinicians to assess noncognitive domains on a Likert Scale (1-10). CLEFT-Q was administered to gauge patient satisfaction in categories of appearance, speech, and quality of life. Per clinicians, multiple domains increased including facial attractiveness (4.1 ± 0.7 versus 7.3 ± 0.7, P < 0.001), friendliness (4.5 ± 0.4 versus 7.3 ± 0.5, P < 0.001), confidence (4.1 ± 0.4 versus 7.1 ± 0.4, P < 0.001), and recommendation for surgery decreased (8.9 ± 0.1 versus 3.6 ± 0.5, P < 0.001). Speech distress decreased with increased SNA and convexity, whereas Psychological and Social scores decreased with an increased ANB. Functional eating and drinking scores increased with maxillary depth. Orthognathic surgery improves many noncognitive domains in patients with cleft lip and palate as assessed by both patients and clinicians on all aspects of facial attractiveness and perception. These findings demonstrate objective bases of skeletal adjustments for perceived improvements in facial appearance and emotion.

메타분석에 의한 AI 챗봇 기반 영어교육 프로그램의 교육효과 비교

This study endeavors to assess the impact of AI chatbot-based English education programs on the effectiveness of language education for EFL learners. Additionally, it aims to examine moderator variables that influence the efficacy of these programs. A total of seventy-nine dissertations and academic journals, spanning from 2002 to October 2023, were chosen as the subjects for analysis. The effect size was computed utilizing a random effects model. A meta-regression analysis was conducted to validate moderation effects, and Egger's regression test was employed to assess publication bias. The impact of AI education programs was statistically significant, demonstrating a moderate effect size (0.44; 95% Confidence intervals: 0.34-0.54). The results of comparing educational effects in cognitive and non-cognitive domains revealed a higher effect size in the cognitive domain. The effect sizes based on educational outcomes ranked highest to lowest as follows: achievement, motivation, interest, confidence, attitude, and immersion. This study provides valuable insights into areas that need improvement to enhance the educational effects of utilizing AI chatbots. In future designs of English education programs utilizing AI chatbots, enhancing the pronunciation recognition component to ameliorate negative attitudes towards AI and diversifying conversation patterns to elevate learner immersion are anticipated to improve overall educational effectiveness.

EARLY DETECTION AND STIMULATION INTERVENTIONS OF GROWTH AND DEVELOPMENT IN CHILDREN CHARACTER FORMING: SYSTEMATIC REVIEW

Introduction: Child development involves cognitive-language, sensory-motor, and social-emotional aspects, with recognition of the significance of non-cognitive domains in predicting long-term outcomes. Factors such as genetics, health, and environment play crucial roles, with disparities in development observed in children from disadvantaged backgrounds. Approximately 250 million children in low and middle-income countries are at risk of poor development due to poverty, undernutrition, and limited stimulation, but early nurturing care can mitigate these effects. Integrated early detection and stimulation interventions are gaining importance, offering a comprehensive approach to child growth and development, and understanding their characteristics is crucial for tailored, context-specific interventions. Method: This study followed the 2020 PRISMA guidelines to ensure research alignment with necessary standards for accuracy. Articles were retrieved from databases including PubMed and Google Sholar database in October 2023. Result: The search strategy produced a total of 7 results. After a thorough evaluation of the full-text papers, we ultimately included five papers in the final analysis, consisting of four retrospective analysis and studies. Conclusion: In summary, the study revealed significant associations between respondents' knowledge and attitudes with early child development practices. It also emphasized the importance of culturally relevant interventions and the involvement of extended family in fostering child development, particularly in disadvantaged regions.

L’utilisation précoce des écrans est-elle néfaste ? Une première réponse avec la cohorte Elfe

In France, a recent well-documented book by Desmurget (2019) severely condemned all use of screen by preschoolers. Desmurget speaks from a danger of decerebration leading to dumbass children. However, a critical analysis of his argumentation suggests that such a rejection could be an overly radical position. The French longitudinal study, Elfe, was initiated in 2011 on more than 18,000 newborns. Follow-up was intensive in the infancy and pre-school periods, including a telephone interview of the mother (or, if not available, the father) at age 3.5years. In this interview, the mothers answered many questions about the use of screens (here limited to tablets, computers, and smartphones) by their children. The children were then tested in 2016, when they were in the nursery school (4- to 5-year-olds, 57months in mean), with a large cognitive test, involving both literacy (n=35) and numeracy (n=24) items, and a visual attention test, the Teddy bears cancellation test. In the latter test, the participant is asked to cross out, with the pencil in his/her dominant hand, all the teddy bears (n=15) distributed on the page among 60 distractors in one minute of time. Moreover, the teachers were asked to rate the children's competence in cognitive (language, maths, sciences) and non-cognitive (physical or musical activities) domains and their social behaviors (helping, sharing, and attention to others) on a 3 or 5-items Likert-scale. Regression analysis of the total cognitive test score on the screen use, adjusted for age, gender, mother's study level, family's income, and number of siblings, showed an association between computer use and cognitive performance in nursery school. Correlations between screen use and, respectively, the cognitive test score, the visual attention test, the teachers’ rating about the performance or behavior of their students was never significantly negative. In fact, some were even significantly positive, albeit low and non-conclusive due to the limitations of the study. The results, both of the regression and correlational analyses, are consistent with our suggestion that Desmurget's position is overly radical but do not exclude that, in the long term, the early use of screen can be the basis of a future addiction.

A pilot project to introduce the multiple mini interview (MMI) at a Borneo medical school: The universiti Malaysia Sabah experience- a cross-sectional study

IntroductionThe Multiple Mini Interview (MMI) demonstrates efficacy and superiority over traditional medical interviews in assessing non-cognitive domains during the recruitment of medical undergraduates. At Universiti Malaysia Sabah (UMS), a five-station MMI was piloted in 2019, featuring a mix of three examiner-driven stations (assessing professionalism, ethics, and motivation to study medicine), and two roleplayer-driven stations (assessing empathy and science communication specifically, and communication skills in general). Methods260 candidates were grouped into two separate geographical groups – urban and suburban/rural. Descriptive analysis, skewness and kurtosis were performed for normality assessment, whereas Cronbach's alpha, McDonald's omega, and Greatest lower bound assessed internal consistency. For validity measures, correlations were calculated between scores for separate stations, overall scores, urban and suburban/rural status. Also, exploratory factor analysis was performed on the five stations as validity measures. Difficulty and discrimination indices were calculated as quality measures. Qualitative analysis was performed on “red flag” comments detailing grossly unsuitable candidates. ResultsRoleplayer-driven stations yielded more red flags than examiner-driven stations. The three examiner-driven stations were significantly and moderately correlated (rho between 0.602 and 0.609, p < 0.001). The Empathy roleplayer-driven station was not correlated with two examiner-driven stations and only weakly correlated with the Ethics examiner-driven and the Science Communication roleplayer-driven station. Factor analysis suggests a three-factor model. The two roleplayer-driven stations stood as independent factors, and the three examiner-driven stations coalescing as one factor provided the best explanatory model. Quality measures suggest all five stations had suitable discriminatory properties (all >0.530), whereas the stations were distributed equally in difficulty index. ConclusionThe UMS MMI has identified specific skillsets that may be in short supply in our incoming medical students. Also, it illustrates the yawning gap between academic knowledge and ‘translational’ scientific knowledge and communication skills.

Affective Learning Outcomes Assessment as a Path to Online Dialogic Student Development

Meaning-centered education (Kovbasyuk &amp; Blessinger, 2013) suggests that students benefit from incorporating learning outcomes from non-cognitive domains. A radical idea in a world focused on standardization, this paradigm nevertheless holds great value for educators and students alike as we can never “find a behaviour or a state which is purely cognitive without affect nor a purely affective state without a cognitive element” (Piaget as cited in Clark &amp; Fiske, 1982, p.130). Infusing an online curriculum with weekly formative assessment activities allowed instructors to monitor students’ states of mind while reducing negative emotional effects on learning by incorporating that feedback. Extended analysis promoted a deeper understanding of the roles that emotions and attitudes play in achieving affective learning outcomes.

Traumatic Brain Injury Exposure Lowers Age of Cognitive Decline in AD and Non-AD Conditions.

We aimed to detect the possible accelerating role of previous traumatic brain injury (TBI) exposures on the onset of later cognitive decline assessed across different brain diseases. We analyzed data from the National Alzheimer's Coordinating Center (NACC), which provide information on history of TBI and longitudinal data on cognitive and non-cognitive domains for each available subject. At the time of this investigation, a total of 609 NACC subjects resulted to have a documented history of TBI. We compared subjects with and without a history of previous TBI (of any type) at the time of their first cognitive decline assessment, and termed them, respectively, TBI+ and TBI– subjects. Three hundred and sixty-one TBI+ subjects (229 male/132 female) and 248 TBI– subjects (156 male/92 female) were available. The analyses included TBI+ and TBI– subjects with a clinical diagnosis of Mild Cognitive Impairment, Alzheimer's disease, Dementia with Lewy bodies, Progressive supranuclear palsy, Corticobasal degeneration, Frontotemporal dementia, Vascular dementia, non-AD Impairment, and Parkinson's disease. The data showed that the mean age of TBI+ subjects was lower than TBI– subjects at the time of their first cognitive decline assessment (71.6 ± 11.2 vs. 74.8 ± 9.5 year; p < 0.001). Moreover, the earlier onset of cognitive decline in TBI+ vs. TBI– subjects was independent of sex, race, attained education, APOE genotype, and importantly, clinical diagnoses. As for specific cognitive aspects, MMSE, Trail Making Test part B and WAIS-R scores did not differ between TBI+ and TBI– subjects, whereas Trail Making Test part A (p = 0.013) and Boston Naming test (p = 0.008) did. In addition, data showed that neuropsychiatric symptoms [based on Neuropsychiatry Inventory (NPI)] were much more frequent in TBI+ vs. TBI– subjects, including AD and non-AD neurodegenerative conditions such as PD. These cross-sectional analyses outcomes from longitudinally-assessed cohorts of TBI+ subjects that is, subjects with TBI exposure before the onset of cognitive decline in the contest of different neurodegenerative disorders and associated pathogenetic mechanisms, are novel, and indicate that a previous TBI exposure may act as a significant “age-lowering” factor on the onset of cognitive decline in either AD and non-AD conditions independently of demographic factors, education, APOE genotype, and current or upcoming clinical conditions.

Do Interviews Influence Admission Decisions? An Empirical Analysis From an Institution.

The admission interview is regarded as one of the most significant moments in the process of applying to medical school, but there is limited empirical evidence that supports this claim. Previous analyses have offered what is largely anecdotal evidence of the interview's importance while also suggesting that there is ample opportunity for ethnic and gender bias to impact interview scores. We also asked what medical schools can learn from comparing the attributes of matriculants and those applicants who rejected offers of acceptance. This study investigated the association between interview performance and admission committee decisions for applicants applying to the School of Medicine of the USU. The study cohort included all candidates who were invited for an on-site interview at the USU in 2014, 2015, and 2016 (n = 1825). Seventeen percent of the variance of the outcome variables-admission committee decisions to accept, place on the alternate list, or reject an applicant-can be explained by considering interview scores alone. Applicant age, race, ethnicity, and gender did not significantly impact interview overall ratings. Matriculants to the USU had similar interview ratings and distribution of gender, race, and ethnicity when compared to those applicants who rejected offers of acceptance. Matriculants were more likely to have previous military experience. Our analysis provides some justification for the importance of the interview in the admission process. Applicant demographics (age, race, gender, and ethnicity) were not associated with interview scores. Differences between matriculants to the USU and those who rejected offers of acceptance are small, indicating that the USU continues to build a class body that excels in both cognitive and noncognitive domains.

Fostering leadership competence and satisfaction in nursing undergraduates through a student-led conference: A quasi-experimental pre-post study

BackgroundNumerous benefits have been reported for student-led conferences, such as increased leadership. This competence has been recognized as important for nurses so as to ensure the provision of safe and high-quality care in complex environments. However, research has yet to examine empirically the impact of student-led conferences on students' leadership behaviours. ObjectivesTo examine the impact that participation in a student-led conference had on the self-perceived leadership competence of nursing undergraduates. DesignQuasi-experimental single group pre-post intervention study. SettingFaculty of Medicine and Health Sciences at the Universitat Internacional de Catalunya. Participants31 students enrolled in two elective modules offered during the final year (fourth year) of a nursing degree programme. MethodsPre-post assessment of self-perceived leadership behaviours among nursing students involved in planning and organizing a scientific conference. In addition to carrying out the tasks of organizing the Conference, all students participated as co-authors of an oral communication, thus being able to develop both cognitive and non-cognitive domains. Leadership was measured using ES_SALI scale, the Spanish version of the Self-Assessment Leadership Instrument. ResultsInvolvement in the student-led conference led to a statistically significant increase in self-perceived leadership competence among nursing undergraduates (p < .001). Both the total ES_SALI score and scores on each of its four dimensions (Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills) increased significantly, and the percentage change was above 8% in all cases (p < .01). The greatest increase (10.99%) corresponded to the ‘Impact and influence’ dimension of leadership. ConclusionsThe results suggest that student-led conferences are an effective way of helping nursing undergraduates to develop their leadership competence.

Who is an effective clinical teacher from the perspectives of medical students and residents?

Introduction: Almost all published literature on effective clinical teachers were from western countries and only two compared medical students with residents. Hence, this study aims to explore the perceived characteristics of effective clinical teachers among medical students compared to residents graduating from an Asian medical school, and specifically whether there are differences between cognitive and non-cognitive domain skills, to inform faculty development. Methods: This qualitative study was conducted at the National University Health System (NUHS), Singapore involving six final year medical students at the National University of Singapore, and six residents from the NUHS Residency programme. Analysis of the semi-structured one-on-one interviews was done using a 3-step approach based on principles of Grounded Theory. Results: There are differences in the perceptions of effective clinical teachers between medical students and residents. Medical students valued a more didactic spoon-feeding type of teacher in their earlier clinical years. However final year medical students and residents valued feedback and role-modelling at clinical practice. The top two characteristics of approachability and passion for teaching are in the non-cognitive domains. These seem foundational and lead to the acquisition of effective teaching skills such as the ability to simplify complex concepts and creating a conducive learning environment. Being exam-oriented is a new characteristic not identified before in “Western-dominated” publications. Conclusion: The results of this study will help to inform educators of the differences in a learner’s needs at different stages of their clinical development and to potentially adapt their teaching styles.

Medical School Admissions: A Review of Global Practices, Predictive Validity, and Practice Points for Africa

Background: Processes for selection of candidates into medical schools vary globally. Knowledge of the predictive validity of a selection method is important for policy revision.&#x0D; Aim: To survey the practices used by medical schools to select students and their predictive validity.&#x0D; Methods: Search terms developed from the research problem were used to search Google Scholar, PubMed, and Educational Resources Information Centre (ERIC). These were “medical school,” “predictive validity,” “success,” “academic achievement” “admission criteria,” and “student selection.” Retrieved articles were screened for relevance and sorted according to countries ofpublication. Authors narratively reviewed the articles from each country and collated the findings. Best practices were recommended for African-based medical schools.&#x0D; Results: Articles retrieved from 14 countries were included in the review. USA, Canada, UK, Australia, and New Zealand operate centralized medical school admission programs and administer nationwide admission tests. These tests cover cognitive and non-cognitive domains. The validity of these tests in predicting medical school success were extensively studied and reported. Other countries do not operate centralized medical school admission programs. Most of these rely on cognitive excellence to select students. Few reports are available on the validity of selection practices in Africa. Most rely on cognitive excellence which highly predicted academic success during preclinical studies. Predictivity decreased during clinical phases and non-cognitive variables became better predictors of success.&#x0D; Conclusion: Medical school admission processes should consider cognitive and non-cognitive factors. With non-cognitive factors, candidates with right attitudes are selected. African countries should align their practices to that of Western countries.

Medical School Admissions: A Review of Global Practices, Predictive Validity, and Practice Points for Africa.

Background: Processes for selection of candidates into medical schools vary globally. Knowledge of the predictive validity of a selection method is important for policy revision.&#x0D; Aim: To survey the practices used by medical schools to select students and their predictive validity.&#x0D; Methods: Search terms developed from the research problem were used to search Google Scholar, PubMed, and Educational Resources Information Centre (ERIC). These were “medical school,” “predictive validity,” “success,” “academic achievement” “admission criteria,” and “student selection.” Retrieved articles were screened for relevance and sorted according to countries of publication. Authors narratively reviewed the articles from each country and collated the findings. Best practices were recommended for African-based medical schools.&#x0D; Results: Articles retrieved from 14 countries were included in the review. USA, Canada, UK, Australia, and New Zealand operate centralized medical school admission programs and administer nation-wide admission tests. These tests cover cognitive and non-cognitive domains. The validity of these tests in predicting medical school success were extensively studied and reported. Other countries do not operate centralized medical school admission programs. Most of these rely on cognitive excellence to select students. Few reports are available on the validity of selection practices in Africa. Most rely on cognitive excellence which highly predicted academic success during preclinical studies. Predictivity decreased during clinical phases and non-cognitive variables became better predictors of success.&#x0D; Conclusion: Medical school admission processes should consider cognitive and non-cognitive factors. With non-cognitive factors, candidates with right attitudes are selected. African countries should align their practices to that of Western countries.

Reliability and acceptability of the multiple mini-interview for selection of residents in cardiology.

Introduction: The multiple mini-interview (MMI) model can be useful to evaluate non-cognitive domains and guide the selection process in medical residency programs. The aim of this study was to evaluate the reliability and acceptability of the MMI model for the selection of residents in a cardiology residency programMethods: We conducted an observational and prospective study. It was performed in a tertiary-care center specialized in cardiology and included candidates for the cardiology residency program in March 2018. Ten stations were developed to evaluate different non-cognitive domains. Reliability was evaluated by the generalizability G coefficient. Candidates and interviewers were surveyed to evaluate the acceptability of the MMI model.Results: Nine faculty members were trained and 22 candidates were evaluated. The G study showed a relative G coefficient between 0.56 and 0.73, according to the design. 91% of the candidates stated that they preferred MMI over other types of interviews as a selection method for admission to the residency program, and all the interviewers considered they had enough time to evaluate the candidates and their strengths as future residentsConclusion: The MMI is a reliable model to evaluate candidates for a residency program in cardiology with high acceptability among residents and observers

CCCDTD5 recommendations on early non cognitive markers of dementia: A Canadian consensus.

IntroductionCognitive impairment is the hallmark of Alzheimer's disease (AD) and related dementias. However, motor decline has been recently described as a prodromal state that can help to detect at‐risk individuals. Similarly, sensory changes, sleep and behavior disturbances, and frailty have been associated with higher risk of developing dementia. These clinical findings, together with the recognition that AD pathology precedes the diagnosis by many years, raises the possibility that non‐cognitive changes may be early and non‐invasive markers for AD or, even more provocatively, that treating non‐cognitive aspects may help to prevent or treat AD and related dementias.MethodsA subcommittee of the Canadian Consensus Conference on Diagnosis and Treatment of Dementia reviewed areas of emerging evidence for non‐cognitive markers of dementia. We examined the literature for five non‐cognitive domains associated with future dementia: motor, sensory (hearing, vision, olfaction), neuro‐behavioral, frailty, and sleep. The Grading of Recommendations Assessment, Development, and Evaluation system was used to assign the strength of the evidence and quality of the recommendations. We provide recommendations to primary care clinics and to specialized memory clinics, answering the following main questions: (1) What are the non‐cognitive and functional changes associated with risk of developing dementia? and (2) What is the evidence that sensory, motor, behavioral, sleep, and frailty markers can serve as potential predictors of dementia?ResultsEvidence supported that gait speed, dual‐task gait speed, grip strength, frailty, neuropsychiatric symptoms, sleep measures, and hearing loss are predictors of dementia. There was insufficient evidence for recommending assessing olfactory and vision impairments as a predictor of dementia.ConclusionsNon‐cognitive markers can assist in identifying people at risk for cognitive decline or dementia. These non‐cognitive markers may represent prodromal symptoms and several of them are potentially amenable to treatment that might delay the onset of cognitive decline.

A Multiple-Mini Interview (MMI) for Emergency Medicine Residency Admissions: A Brief Report and Qualitative Analysis.

A multiple-mini interview (MMI) is a type of structured interview, which may assess many non-cognitive domains in residency applicants. There are few studies on MMI during the emergency medicine (EM) residency admissions process in the United States. We sought to determine the strengths, weaknesses, and acceptability of a pilot MMI for EM residency admissions. We piloted a five-station MMI with nine residency applicants. Following the MMI, we surveyed all participants, using 15 open- and closed-ended questions. Using grounded theory analysis, we coded the responses to the post-intervention survey to uncover the strengths and weaknesses of the MMI for EM residency admissions. All nine students completed the survey. A positive theme that emerged from the survey was that the MMI was a positive, unexpected experience (all respondents, n=9). Candidates felt they were able to showcase unique talents, which would not be observed during a traditional interview (n=3). A negative theme that emerged from the survey was that the experience was intimidating (n=3). Candidates felt that the MMI left out important aspects of a typical interview day (n=3); such as, time for the candidate to become more familiar with the program. An MMI may be a positive experience for candidates, but may also induce more anxiety. The MMI may omit an important piece of the interview day: an opportunity for the applicants to familiarize themselves with the residency program.

Assessing noncognitive domains of respiratory therapy applicants: Messick's framework appraisal of the multiple mini-interview.

Educators who assess incoming applicants into a health professional training program are looking for a wide array of cognitive and noncognitive skills that best predict success in the program and as a future practicing professional. While aptitude tests generally measure cognitive skills, noncognitive constructs are more difficult to measure appropriately. The traditional method of measuring noncognitive constructs has been the panel interview. Panel interviews have been described as inconsistent in measuring noncognitive domains and consistently reported as unreliable and susceptible to bias. An alternate interview method used in many health professions schools is the multiple mini-interview (MMI) that was specifically designed to assess noncognitive domains in health professions education. This paper discusses the purpose of using the MMI, how the MMI is conducted, specific domains of focus for the MMI, and the feasibility of creating an MMI. Finally, the paper uses Messick’s framework on validity to guide the consideration of the MMI.

School readiness of maltreated children: Timing, type, and chronicity of maltreatment

IntroductionChildren who have been maltreated during early childhood may experience a difficult transition into schooling, due to maladaptive development of the abilities that are important for positive school adaptation. An understanding of how different dimensions of maltreatment relate to children’s school readiness is important for informing appropriate supports for maltreated&#x0D; Objectives and ApproachIn this study, the Australian Early Development Census scores of 19,203 children were linked to information on child maltreatment allegations (substantiated and unsubstantiated), including the type of alleged maltreatment, the timing of the allegation (infancy-toddlerhood or preschool), and the total number of allegations (chronicity).&#x0D; ResultsChildren with a maltreatment allegation had increased odds of poor school readiness in cognitive and non-cognitive domains. Substantiated maltreatment was associated with poor social and emotional development in children, regardless of maltreatment type, timing, or chronicity. For children with unsubstantiated maltreatment allegations, developmental outcomes according to the type of alleged maltreatment were more heterogeneous; however, these children were also at risk of poor school readiness irrespective of the timing and/or chronicity of the alleged maltreatment.&#x0D; Conclusion/ImplicationsThe findings suggest that all children with maltreatment allegations are at risk for poor school readiness; these children may benefit from additional support to increase the chance of a successful school transition. Interventions should commence prior to the start of school to mitigate early developmental difficulties.

Predictive Validity of Family Medicine Resident's Performance at Induction with Their Future Performance During Residency.

To determine the predictive validity of induction assessment scores of family medicine residency program for performance in final year of residency. Psychometric (predictive-validity) study. The Aga Khan University Hospital, Karachi, from 2008 to 2014. All family medicine residents were evaluated. Family Medicine Residency induction assessment scores were used as independent predictor variables, whereas resident assessment scores during the final year residency program were used as dependent or outcome variables. Data was analyzed using SPSS version 19. Linear regression was used to determine predictive validity of induction scores as independent variables with outcome variables at 95% confidence level. There were 33 residents. MBBS scores accounted for 30.1% of variance in final year Objective Structured Clinical Exam (OSCE) scores; whereas, induction written test accounted for 37.1% of variance in final year written test. Induction communication skill scores did not correlate with in-training communication skill scores or with the final year OSCE scores. Induction professionalism scores accounted for 13.7% of the variation in final year OSCE scores, but not with in-training continuous professionalism scores. Induction knowledge scores have acceptable predictive value for future knowledge and its application. Other valid and reliable assessment methods, such as multiple mini-interviews, should be explored for assessment of noncognitive domains at induction.