Objective Assessment Of Knowledge Research Articles

Pilot Evaluation of Generation Rx Ambassadors Virtual Training to Prepare Students for Medication Safety Outreach

Objective. To describe the creation of a virtual training program (Generation Rx Ambassadors) and evaluate a pilot offering's impact on knowledge and perceived abilities in delivering medication safety outreach through the Generation Rx program.Methods. Generation Rx (GenRx) is a prevention education program used by student pharmacists to teach safe medication practices in the community. An asynchronous virtual course, called Generation Rx Ambassadors (Ambassadors), was developed to train facilitators on best practices for GenRx delivery. The training was piloted in a mixed student cohort and evaluated using a preprogram/postprogram survey assessing participants' objective knowledge gains and self-perceived abilities to appropriately deliver GenRx education.Results. Fifty-two health sciences undergraduate and graduate students as well as Doctor of Pharmacy (PharmD) students completed the pilot offering of Ambassadors. Regardless of degree status or discipline, participants demonstrated significant knowledge gains for all outcomes except defining medication misuse behaviors (for which there was initial strong mastery). Prior to Ambassadors training, many participants indicated a perceived ability to effectively deliver GenRx education; however, corresponding objective knowledge assessment did not support this belief. Training through the Ambassadors program appropriately aligned participants' perceived abilities with actual content knowledge for most program learning outcomes.Conclusion. These pilot findings suggest that Ambassadors is an effective training tool on best practices for GenRx delivery. More generally, this work reiterates a need to formally train student pharmacists ahead of community outreach activities, particularly in the prevention education arena. Future evaluation will focus on replicating this study with an expanded cohort size and assessing participants' ability to deliver GenRx education in community-based settings.

Level of knowledge in the field of nutritional support among nurse anesthetists

Introduction. Every second patient in intensive care has a low nutritional status. Since one of the duties of a nurse is to fulfill doctor's orders, providing and maintaining nutritional support also falls on the shoulders of nursing staff. Therefore, the level of nutritional support knowledge among health workers should be sufficiently high. In our opinion, each health worker must understand the need, indications and contraindications for the medical procedures and manipulations, their complications and the ways to prevent them in order to effectively provide health care. The aim of this study is to determine the level of knowledge in the field of nutritional support among nurses who completed a certified nurse-anesthetist program in one of the Moscow medical vocational institutions.
 
 Materials and methods. Authors conducted an analytical cross-sectional study with an anonymous questionnaire. Nurses who took an advanced training were firstly asked to fill out a questionnaire reflecting a subjective assessment of their own knowledge of nutritional support, and then they were asked to answer test questions for an objective assessment of knowledge. Score of 80% and above was considered as a sufficient level of knowledge.
 
 Results. A total of 53 questionnaires were completed. The average knowledge score was 40%. Two participants achieved the target of 80% correct test responses. There was no significant difference between the level of knowledge of nutritional support and work experience. At the same time, 45% of the respondents considered their level of knowledge to be insufficient and 80% of the participants identified the importance and necessity of knowledge.
 
 Conclusion. Nursing staff has an insufficient knowledge of nutritional support regardless of age and work experience. However, authors revealed the interest, importance and desire of nurses to improve their knowledge in nutritional support of patients. In this regard, it is necessary to organize the regular training of healthcare personnel in order to reduce the gap in knowledge.

Professional Training of Emerging Fuel and Energy Industry Professionals Based on Factor Analysis

The development of mathematical competencies and the ability to apply mathematical modeling is one of the key aspects of training engineering experts. The study showed a statistically significant increase in the objective assessment of knowledge in the experimental group compared to the control one (8.12 – 7.56 points on a 10-point scale in the experimental group and 5.15 – 6.68 points in the control one). The largest possible standard deviation in the study is 0.72, which indicates the statistical significance of the results obtained. The proposed methodology differs from the most commonly used design and modular methods in integrity and consistency.

Smart generation of code tracing questions for assessment in introductory programming

AbstractTeaching programming is a challenging activity nowadays, especially in introductory programming courses, which are typically massively attended. Writing functional programs is a cognitive skill, which many students, novices in programming, find it difficult to master. It is equally challenging to assess this ability of students. Research has shown that students need to learn how to read and understand, before they can learn to write programs. Code tracing questions are a suitable way to assess the knowledge of semantics of programming constructs (understanding what programs do). However, when designing these types of questions, teachers need to be aware of the complexity of the code and must always try to create questions with code snippets of same or similar complexity, especially when preparing different versions of the same test (for large student groups). In this paper we propose a new model for smart automatic generation of code tracing questions. The model uses a suitable source code metric to measure the code complexity, and to enable generation of questions containing code snippets of consistent complexity. We also introduce CodeCPP: a newly developed Moodle plugin, which is an implementation of the proposed model. The evaluation of CodeCPP, through a year‐long use of the system in teaching programming as well as feedback from selected teachers with many years of experience in teaching programming courses, shows positive and promising results. The system utilization confirms that the application of the proposed model enables a fair and objective knowledge assessment. Furthermore, the feedback provided by teachers and students is highly positive.

Comparison of Russian and Kazakhstan proctoring systems

The article analyzes the problems faced by teachers in the context of the forced transition to distance learning in connection with the COVID-19 pandemic, when interaction with students was carried out only using information technologies. There are problems of organizing and conducting exams in remote access: the difficulties of identifying students, the use of proctoring technologies. The main problem of distance learning is objective assessment of knowledge. Online proctoring systems are one way to discourage student academic fraud. The article discusses the possibilities and problems of using the online proctoring system for online knowledge control. The possibility and feasibility of using proctoring technology in remote monitoring of the progress of university students, as a tool for personal identification are analyzed. Varieties of the proctoring procedure, classification of technologies based on the products of ProctorEdu, Examus, Oqylyq, Aero, Oes are considered, as well as the advantages and disadvantages of the proctoring system. The article notes that the Kazakhstani proctoring systems Oqylyq, Aero, Oes are not inferior to the Russian proctoring systems ProctorEdu, Examus. On the basis of the analysis of proctoring systems, the validity of its application was confirmed from the point of view of efficiency in terms of such indicators as the reliability of identity verification, reduction of time and material costs.

Musculoskeletal anatomy knowledge in Australian chiropractors.

Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P<0.01] butnot significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P=0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance.

Development and validation of a questionnaire to assess knowledge in patients with Atrial Fibrillation

Abstract Funding Acknowledgements Type of funding sources: None. OnBehalf Centre for Heart Rhythm Disorders Background Education is critical to empower individuals to self-monitor and manage their condition. Significant variability exists in the provision of education for atrial fibrillation (AF), whilst individual patient factors including health literacy and education level attainment may impact on knowledge levels. Objective assessment of knowledge may help to target education to areas of need, and result in improved patient outcomes. Objective To describe the development and validation of a knowledge questionnaire for AF. Methods A multidisciplinary expert team of healthcare professionals developed the questionnaire, in conjunction with consumers, with question content based upon areas deemed most critical to AF and related self-management. The multiple choice questionnaire consists of 20 items, each worth 5 points, to give a total score out of 100. The questionnaire assesses five domains specific to AF: general knowledge, complications, medications, risk factors and action. The questionnaire was developed in English. The questionnaire was tested on 10 randomly selected patients with AF for face validity and 19 healthcare professionals for content validity. The final version was completed by 454 individuals with AF. Exploratory factor analysis was used to determine construct validity with factor loadings of 0.40 and above considered acceptable. Reliability was assessed using Cronbach’s alpha, with a value greater than 0.7 acceptable. Results Face and content validity were considered acceptable, after minor changes to wording. The cohort of 454 individuals with AF had a mean age of 66.9 ± 12 years and 43% were female. Mean (SD) total score was 57.7 ± 15.8. Exploratory factor analysis was undertaken using the principal components method. This resulted in a Kaiser–Meyer–Olkin Measure of Sampling Adequacy of .64 and a Bartlett"s Test of Sphericity being significant at 0.00. Seven factors were selected and analysed using principal component analysis with varimax rotation. All items loaded on one of the seven factors. Internal consistency demonstrated a Cronbach’s alpha of 0.65. Conclusion The Atrial Fibrillation Knowledge Questionnaire is a valid measure to assess knowledge in individuals with AF.

Social media in undergraduate medical education: A systematic review.

There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high-quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self-reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher-quality study is required to identify longer-term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.

Course on Educational Web-Content Accessibility: Analysis of Online Learning Results

Purpose of research . The paper deals with the analysis of the learning outcomes of non-degree students in the first online course in the Russian Federation on the development of accessible educational webcontent. Analysis of the problems of online education shows that open online courses are inaccessible for people with disabilities, education online platforms do not comply with the principles of accessibility, lecturers do not have experience in teaching methods of using distance learning technologies in e-learning for the people with disabilities, web developers have little knowledge of web accessibility guidelines and policies. Thus, the development of curricula and courses on the basics of web accessibility and universal design for e-learning stakeholders belongs to current didactic tasks. Materials and methods . The study analyzed the learning outcomes in a free course “Web accessibility in e-learning” (Stepik platform) in the period from 10 February to 11 November 2020 (491 participants). Statistical data of Stepik used for analysis and included: date of enrollment in the course; the results of tasks’ passing and the content of the students’ answers; the results of each student’s progress in steps, modules and final testing; the number of views, correct and incorrect decisions for each step; indexes of complexity and discriminatory power (distinctiveness) of tasks for each step. Data processing (sorting, filtering and grouping by attributes, calculating weighing coefficients and mean values) and graphical presentation of the results are performed in Microsoft Excel®. The analysis of the starting survey results was carried out in the program IBM SPSS Statistics 23 by methods of descriptive statistics (construction of frequency tables and cross tables). Results. Analysis of the course enrollment showed weak user activity. 212 (43.2%) enrolled students successfully completed the course. Most of the students missed the optional types of work. At the same time, on average, users have successfully completed the current and final testing. Difficulty value indexes (0.51 ± 0.18) and discriminatory power indexes (0.35 ± 0.17) of the tests indicate that the test tasks have a moderate level of complexity. A comparative analysis of the discriminative indexes for different types of tests showed that case-tests have a greater discriminative power (0.41 ± 0.15) than classical tests (0.26 ± 0.09) with similar difficulty value indexes. According to self-assessment data, students made significant progress in the formation of accessible educational web-content (by 55.2%), which is consistent with the data of an objective assessment of knowledge, skills and abilities during the final testing. Conclusion . An analysis of the activity and learning outcomes in the course “Web accessibility in e-learning” showed that target category of students do not always realize the need for development of professional competencies to create accessible educational web-content. The biggest problems are associated with attracting the audience to the course and insufficient self-discipline due to the lack of motivation of students. Under these circumstances, an optional approach to learning the basics of web accessibility is not enough. Technologies for the development of accessible educational web-content should be taught as a compulsory subject at all stages of lifelong education for specialists involved in the organization of e-learning

Knowledge and perceived ability to deal with physical comorbidities in substance use disorders: Does participation in continuing medical education help?

Background: Despite the magnitude and impact of co-occurring physical and substance use disorders (SUDs) and evidence of effectiveness of integrated care, the training for management of comorbidities has been neglected. Our objective was to examine the effectiveness of 1-day continuing medical education (CME) in this area on participants' perceived and objective knowledge and skills. Materials and Methods: It was a cross-sectional study of CMEs conducted in a tertiary care center with a pre-post assessment design. Assessment included rating perceived knowledge and skill on a five-point scale and objective multiple-choice questions. Subjective feedback on qualitative aspects of the CME was taken. Out of total 154 participants, 69 completed pre-post assignments that included interactive lectures through multimodal presentations and problem-based learning. Pre-post comparisons were done by paired t-test and Wilcoxon signed-rank test. Results: Pre-CME assessment showed low mean scores (4.04 [1.75]) in objective (assessment to be added) and limited perceived knowledge and ability. However, objective knowledge assessment showed a significant improvement (P

Knowledge and Attitudes of Student Pharmacists Regarding Polypharmacy and Deprescribing: A Cross-Sectional Study.

Pharmacists play a key role in deprescribing medications. Incorporation of this concept into pharmacy school curricula is important in ensuring that graduates can address the complex needs of an aging population. The aims of this study were to assess if and how student pharmacists were exposed to deprescribing within their curriculum, to assess students’ perceptions regarding their attitudes, ability and confidence in deprescribing, and to assess if reported curricular exposure to this topic resulted in improved perceptions or objective knowledge assessment scores. An electronic survey was distributed to third- and fourth-year pharmacy students at 132 schools of pharmacy. The survey included three sections including: (i) demographics and questions on their exposure to deprescribing and other experiences within their curriculum; (ii) questions regarding their attitudes, ability, and confidence regarding deprescribing on a 5-point Likert-scale; (iii) a knowledge assessment on polypharmacy and deprescribing in the form of 12 multiple-choice questions. Likert-scale questions were analyzed as scales utilizing the mean score for items measuring student perceptions regarding deprescribing attitudes, ability, and confidence. Comparisons were made on each variable between students with and without curricular exposure to deprescribing using t-tests. Ninety-one responses were included in the analysis. Only 59.3% of respondents reported exposure to deprescribing in their didactic coursework. The mean scores on the polypharmacy and deprescribing knowledge assessments were 61.0% and 64.5%, respectively. Those with exposure to deprescribing concepts within their curriculum were more likely to agree that their school’s curriculum prepared them to deprescribe in clinical practice (t(89) = −2.26, p = 0.03). Pharmacy schools should evaluate their curricula and consider the addition of specific deprescribing objectives and outcome measures for didactic and experiential training.

Preeclampsia knowledge among postpartum women treated for preeclampsia and eclampsia at Korle Bu Teaching Hospital in Accra, Ghana

BackgroundPreeclampsia/eclampsia is a major cause of maternal morbidity and mortality worldwide, yet patients’ perspectives about their diagnosis are not well understood. Our study examines patient knowledge among women with preeclampsia/eclampsia in a large urban hospital in Ghana.MethodsPostpartum women diagnosed with preeclampsia or eclampsia were asked to complete a survey 2–5 days after delivery that assessed demographic information, key obstetric factors, and questions regarding provider counseling. Provider counseling on diagnosis, causes, complications, and future health effects of preeclampsia/eclampsia was quantified on a 4-point scale (‘Counseling Composite Score’). Participants also completed an objective knowledge assessment regarding preeclampsia/eclampsia, scored from 0 to 22 points (‘Preeclampsia/Eclampsia Knowledge Score’ (PEKS)). Linear regression was used to identify predictors of knowledge score.ResultsA total of 150 participants were recruited, 88.7% (133) with preeclampsia and 11.3% (17) with eclampsia. Participants had a median age of 32 years, median parity of 2, and mean number of 5.4 antenatal visits. Approximately half of participants reported primary education as their highest level of education. While 74% of women reported having a complication during pregnancy, only 32% of participants with preeclampsia were able to correctly identify their diagnosis, and no participants diagnosed with eclampsia could correctly identify their diagnosis. Thirty-one percent of participants reported receiving no counseling from providers, and only 11% received counseling in all four categories. Even when counseled, 40–50% of participants reported incomplete understanding. Out of 22 possible points on a cumulative knowledge assessment scale, participants had a mean score of 12.9 ± 0.38. Adjusting for age, parity, and the number of antenatal visits, higher scores on the knowledge assessment are associated with more provider counseling (β 1.4, SE 0.3, p < 0.001) and higher level of education (β 1.3, SE 0.48, p = 0.008).ConclusionsCounseling by healthcare providers is associated with higher performance on a knowledge assessment about preeclampsia/eclampsia. Patient knowledge about preeclampsia/eclampsia is important for efforts to encourage informed healthcare decisions, promote early antenatal care, and improve self-recognition of warning signs—ultimately improving morbidity and reducing mortality.

THE EXPERT SYSTEM OF CONTROL AND KNOWLEDGE ASSESSMENT

The article deals with the problem of objective knowledge assessment using expert automated systems for monitoring and evaluating knowledge. The expert systems of control and knowledge estimation are usually developed on the basis of different approaches to constructing a question and answer on test. The analysis of existing testing methods made it possible to conclude that questions with selective and selectively constructed types of answer do not always allow objectively assessing the knowledge of trainees, which reduces the stimulating effect of pedagogical evaluation on cognitive activity of trainees, and the quality of the learning process as a whole. The article proposes a method of knowledge estimation, which is based on a new approach to constructing a question and answer that allows a freely designed form of a test response. Such answer is analyzed by a set of criteria for its formation based on the developed algorithms for the criteria for assessing their quality. This makes it possible to apply the obtained results to solve the scientific problem of objective knowledge assessment using testing. The proposed approach gives an opportunity to expand the functions of tests, thereby increasing the approximation degree of the estimation for the test to the level of the real knowledge of students. The purpose of the article is to justify the effectiveness and develop the expert system of control and knowledge assessment. The article is addressed to a wide range of researchers and experts in the field of education and information technologies.

Development of a Set of Criteria for Analysing Trainee Answers in Expert Control Systems and Assessment of Knowledge

Introduction. The article deals with the problem of objective knowledge assessment using expert automated systems for monitoring and evaluating knowledge. The relevance of this study is determined by qualitatively improving the monitoring and evaluation of knowledge using a testing method. The purpose of the work was to develop a set of criteria for analysing a test response along with an objective approach to their assessment. Materials and Methods. The study was conducted on the basis of the system analysis and B. Bloom’s method tracking learning outcomes, as well as the method widely used in the study of the quality of studies on the assessment of educational achievement of students: Program for International Student Assessment. In order to study the problem, 102 teachers and 357 students of two universities – Karaganda State Technical University and Karaganda State University named after E.A. Buketov – in Karaganda, Kazakhstan were interviewed and their responses observed. Results. The results of the work are of interest to the scientific and pedagogical community, as well as practicing teachers. The article proposes a new approach to constructing a test question to allow a response in a freely-constructed form. Such an answer can be analysed by a set of criteria for its formation based on the developed algorithms for a criterial assessment of their quality. This makes it possible to apply the obtained results to solve the scientific problem of objective k nowledge assessment using testing. Discussion and Conclusion. The completed study has expanded the representation of the possibilities of using the expert systems for monitoring and evaluating knowledge and increasing the objectivity of knowledge acquired during learning processes. The received results represent the practical importance for teachers involved in the development of expert control systems and assessment of knowledge. The prospect of further study consists in improving the testing method by expanding the set of criteria for assessing knowledge.

Assessment of the Impact of an Interprofessional Curriculum on Radiation Therapy Knowledge in Radiation Oncology Nursing Staff

Prior educational initiatives for radiation oncology nursing staff have been shown to improve self-reported confidence in managing common clinical scenarios. We sought to use an objective knowledge assessment to quantify the impact of an interprofessional curriculum on radiation therapy knowledge among radiation oncology nursing staff. We also sought to determine barriers preventing the successful implementation of this curriculum. Nursing staff from a single radiation oncology department participated in this study. A curriculum of nine 30-minute lectures was designed and administered to nurses twice monthly. Lectures were devised by radiation oncology residents and faculty as well as radiation therapists, medical physicists, and an expert in quality improvement methodology. Lecture topics included the management of commonly treated cancers, the basics of radiation planning and delivery, and special cases in radiation therapy. A standardized 18-item multiple choice question knowledge assessment was completed by participants pre- and post-curriculum. The objective knowledge assessment was adapted from a previously validated tool used to assess medical student knowledge of radiation oncology as well as prior nursing licensing exam questions. Pre- and post-curriculum total scores were compared using a paired sample t-test. Nurses received continuing education credits for participation. A total of 10 nursing staff participated. The interval between the pre- and post-curriculum assessments was 5.5 months. Post-test data was not available for a nurse who left the department mid-curriculum, and pre-test data was not available for 2 nurses (1 new hiree, 1 did not complete), leaving 7 nurses to be included in the analysis (response rate 70.0%). The majority of nurses (85.7%) attended at least 4 of 9 lectures. Mean scores on the knowledge assessment were 71.4% ± 11.3% pre-curriculum and 80.2% ± 9.0% post-curriculum (p=0.07). When the participant who attended less than 4 lectures was excluded from analysis, mean scores were 71.3% ± 12.4% pre-curriculum and 82.4% ± 7.4% post-curriculum (p=0.03). When total scores were broken into subdomains, mean scores pre- and post-curriculum were as follows: “Commonly treated cancers” 72.8% vs. 76.2%, “Radiation planning and delivery” 78.5% vs. 83.3%, and “Special cases in radiation therapy” 61.9% vs. 81.0%. This study suggests a formalized interprofessional education curriculum may objectively improve knowledge of radiation therapy among radiation oncology nursing staff. However, difficulties with attendance and typical staff turnover may serve as barriers to successful implementation. Future collaboration with other institutions to confirm the effectiveness of this approach and appreciation of barriers impacting successful uptake of nursing educational initiatives are warranted.

Non-oncologist physician knowledge of radiation therapy at an urban community hospital.

10534 Background: Appropriate referral for radiation therapy (RT) is crucial for cancer care. Previous work suggests that many non-radiation oncologists who care for cancer patients are uncomfortable referring for RT. We surveyed physicians in a community hospital in Bronx, New York to assess their training in RT and understanding of RT. Methods: Invitations to complete an online questionnaire were sent to all faculty and resident physicians at St. Barnabas Hospital. The questionnaire asked about previous training in oncology, RT knowledge self-rating and an objective knowledge assessment of RT indications and effectiveness. Statistical analysis used Pearson chi-square and Fisher’s exact test for categorical variables and Student’s t-test and ANOVA for interval variables. Results: 247 participants received the invitation email, and 87 responded (35% response rate). Among responders, 19 were attending physicians (22%) and 66 (76%) were residents (2 failed to disclose). 51 respondents (59%) were from Internal Medicine (IM) and 20 (24%) from Emergency Medicine. 72% of respondents reported caring for &gt; 5 cancer patients in the past month, but 45% (37% of IM respondents) never refer patients for RT. 71% of respondents stated they received no formal radiation oncology training in medical school, and 47% reported no oncology training at all. Pluralities believed themselves to be “somewhat knowledgeable” about RT indications (49%), benefits (53%), and side effects (55%). Objective assessment mean score was 6.2/12 (median 7) for all respondents. IM respondents scored higher than others (mean 7.7 vs 3.5; p &lt; 0.001), but only 28% of IM respondents (0% of others) scored 10/12 or higher. Scores did not differ between attending and resident physicians (p = 0.75), resident PGY level (p = 0.43), or receiving oncology training in medical school (p = 0.54). Factors cited by &gt; 50% as affecting RT referral decisions either “somewhat” or “a lot” were: type of cancer, patient wishes, family wishes, poor functional status, and life expectancy. Conclusions: Many physicians are unaware of RT effectiveness or indications, which may affect referral patterns. Previous oncology training was not associated with higher knowledge scores.

Experience of and Attitudes toward Research among Pharmaceutical Sciences and PharmD Students in Saudi Arabia

PurposeThe aim of this study was to investigate attitudes toward, experience of, and perceived barriers to conducting research among Pharmaceutical Sciences and Doctor of Pharmacy (PharmD) students in pharmacy colleges in Saudi Arabia. MethodsWe conducted a cross-sectional study using a validated questionnaire distributed electronically between July and August 2016 to a convenient sample of Pharmaceutical Sciences and PharmD students in Riyadh, Saudi Arabia. The questionnaire consisted of four sections: demographic information, and perceptions, experience, and knowledge of conducting research. ResultsOf the 245 respondents, most (73.5%) agreed that research is important. Sixty percent agreed that conducting research should be mandatory for PharmD students. However, the majority disagreed that research experience should be a criterion for acceptance on a residency program. Of the PharmD students, 73.8% believed that research projects would improve their ability to work and think independently, whereas only 58% of Pharmaceutical Sciences students agreed (p = 0.03). More PharmD students than Pharmaceutical Sciences students believed that they would learn from research experience (65.2% vs. 40.7% [p = 0.00]) and publishing or presenting research work (61.6% vs. 39.5% [p = 0.26]). The students’ major motivations to perform research were that it is a mandatory requirement of the curriculum (43.7%), is a positive addition to one’s résumé (22.4%), and facilitates acceptance to a residency program (18.8%). Lack of time and training courses were the most commonly cited barriers to conducting research. Regarding knowledge about performing research, PharmD students had a slightly better average score than Pharmaceutical Sciences students (38.6 vs. 37.28 [p = 0.49]) in an objective assessment of knowledge. ConclusionOverall, PharmD and Pharmaceutical Sciences students share a positive perception of the importance of research. However, their general knowledge about conducting research is low; thus, more training on time management and research processes is recommended.

Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6months after receiving the curriculum. One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7%). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9% vs 80.2%, P<.01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values<.01). Post-scores for students rotating de novo at ROECSG institutions (n=30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n=55) (77.3% vs 68.8%, P=.01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6months after curriculum exposure (70.5% vs 65.6%, P=.11). Objective evaluation of a structured didactic curriculum for the radiationoncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completedclerkships at non-ROECSG institutions. These results support including a structureddidactic curriculum as a standard component of the radiation oncology clerkship.

Relation of the Readiness for Hospital Discharge after Myocardial Infarction Scale to socio-demographic and clinical factors. An observational study

Introduction: The aim of the study was to analyse the relationship between the Readiness for Hospital Discharge after Myocardial Infarction Scale (RHD MIS) scores and socio-demographic and clinical factors in patients after acute myocardial infarction (AMI) treated with percutaneous coronary angioplasty. Material and methods: The study was conducted as a single-centre, prospective, cohort, 6-month observa-tion, including 213 patients: 59 women and 154 men aged 30–91 years (average age of 62,91 ± 11.26 years). Results: Patients’ economic status was found to have a significant impact on the readiness for discharge measured by RHD-MIS general score. Among all three investigated RHD-MIS subscales, objective assessment of knowledge was influenced by gender (p = 0.012) and place of residence (p = 0.025). There was a linear trend for increase of knowledge along with increase in education level (p = 0.030). The only factor influencing patients’ expectations was their economic status (p value for heterogeneity: 0.014). A linear correlation between growing of patients’ expectations and worsening of their economic status (p = 0.008) was observed. Conclusion: Readiness to discharge should be routinely assessed in all patients hospitalized with myo-cardial infarction. The result of this assessment should be used to identify patients requiring additional education. Further research is prompted to determine the cut-off values of RHD-MIS results qualifying patients for additional educational interventions.

Knowledge Assessment Seven Point Scale

One of the most important components of the educational system is the assessment of knowledge. Nowadays there are an extreme variety of scales and slowness of the process of forming uniform world assessment standards. The model unit of measuring the quantity and quality of knowledge around the world is still missing. Today, different countries of the world use absolutely different scales of knowledge assessment in the following points: 3, 4, 5, 6, 7, 10, 11, 12, 15, 20, 30 and 100 points. There is still no generally accepted objective knowledge assessment scale across the globe to be most convenient for the examiner. A universal system of objective assessment of knowledge of pupils, students and teachers is extremely necessary in the XXI century. This is an obligatory condition for the high-quality education and upbringing of the younger generation.