Pilot Test Research Articles

Ultrasound education, competencies and expected future use among medical interns in Denmark: a national cross-sectional study

BackgroundPoint-of-care ultrasound is increasingly used across medical specialties, calling for timely and relevant ultrasound education in specialty training. To enable customizing such education, we aimed to explore medical interns’ received ultrasound education during medical school and internship, perceived scanning competencies, evaluation of received education, future expectations for using ultrasound, and tendencies for perceiving ultrasound competence.MethodsThis was a national cross-sectional study. We developed a questionnaire based on a theoretical conceptual model, individual interviews with medical interns and focus groups with medical students, followed by pilot testing. The questionnaire was distributed to all medical interns in Denmark (N = 1231). Data were summarized with descriptive statistics. Differences between universities and tendencies for perceiving ultrasound competence were analyzed with Fisher’s exact tests and modified Poisson regression, respectively.ResultsResponses from 420 (34.1%) interns were included. Although varying across medical schools, 95.7% received formal ultrasound training and 86.0% encountered ultrasound examinations through clinical rotation. During internship, 44.2% received formal training, while 68.5% had to pursue it independently. Ultrasound examinations during clinical work were observed by 73.2% and performed by 47.6%. Common ultrasound usage barriers were insufficient scanning routine, supervision, knowledge, confidence and mental surplus. Ultrasound competence gain from medical school and internship was reported by 75.2% and 55.3%, respectively, but mainly to lesser/some extent. Most desired more training, expected to use ultrasound in the future (71.0%) and considered it a core competence (73.0%). Perceived ultrasound competence was significantly associated with receiving practical (RR: 4.08) or both practical and theoretical education (RR: 4.34) in medical school, and practical training on patients (RR: 1.09), required number of performed scans (RR: 1.06), competence test(s) (RR: 1.07), and/or consulting books/encyclopedia (RR:1.07) during internship.ConclusionsUltrasound training is part of medical school curricula but varies in type and extent. While most encounter and many use ultrasound during internships, formal training is less integrated. Most desire more training and attitudes towards future ultrasound usage are positive. Filled curricula pose dilemmas for prioritization and several barriers prevail for using ultrasound, representing missed opportunities for competence development and maintenance. Training governance and scaffolding continuous learning may be needed.Trial registrationNone.

Adaptation of meaning-centered psychotherapy for healthcare providers to buffer work-induced distress and improve wellbeing.

Healthcare providers (HCPs) face high rates of distress, experienced as burnout, moral distress, compassion fatigue, and grief. HCPs are also experiencing a crisis in meaning whereby distress is associated with disconnection from meaning in work and, in turn, a lack of meaning in work can furtherperpetuate distress for HCPs. Although scalable systems-level solutions are needed to tackle multidimensional HCP distress, it is also necessary to address HCP suffering at individual, team, and institutional levels. Targeted interventions to alleviate HCP distress are limited. Meaning-centered psychotherapy (MCP), a brief, evidence-based, intervention first developed for persons with advanced cancer, holds promise to mitigate HCP distress. This study adapted MCP for HCPs through feedback from a multidisciplinary sample of clinicians trained in MCP and working in healthcare settings. A survey was distributed electronically between November and December 2023 to HCPs previously trained in MCP assessing quantitative and qualitative feedback on the appropriateness of MCP for HCPs, the relevance of MCP session topics and exercises, and implementation barriers and facilitators. Descriptive statistics on relevant participant ratings were calculated; a matrix analysis approach was used for qualitative data. Forty participants, primarily mental health providers, expressed that MCP principles were highly relevant for HCPs and offered key insights on appropriate intervention modifications, including the need for a primary focus on meaning in professional life, reduced interventionlength, and delivery in group format. Feedback informed critical adjustments to promote appropriateness and acceptability of MCP-HCP which is poised for pilot testing to determine its feasibility and preliminary efficacyfor HCPs.

Collaborative design of a care pathway for pharmacy-based PrEP delivery in Nigeria: insights from stakeholder consultation

BackgroundHIV remains a significant public health problem, particularly in Africa, where two-thirds of global cases occur. Nigeria is among the three countries with the highest burden. Despite free access to pre- and post-exposure prophylaxis (PrEP and PEP) in Nigerian hospitals, stigma, distance, and restrictive clinic hours hinder uptake, especially among vulnerable populations. Building on the successful pilot implementation of pharmacy-based PrEP delivery in Kenya, we engaged Nigerian stakeholders in adapting the model, addressing user and provider concerns to ensure effective implementation in Nigeria.MethodsThe stakeholder meeting took place in Abuja, Nigeria, which is selected for its central location and accessibility to various stakeholders, particularly those involved in HIV prevention efforts. The participants were purposefully selected to ensure diverse representations, including youth who are potential PrEP users, pharmacy providers, regulators, and representatives from civil society organizations. The meeting utilized the Nominal Group Technique (NGT)—a structured method for facilitating group decision-making and prioritizing ideas—to adapt the Kenyan pharmacy-delivered PrEP model for implementation in the Nigerian context. Mock role play was conducted to help participants understand the care pathway. The discussions culminated in identifying challenges and viable strategies for implementing the model in Nigeria.ResultsThe one-day stakeholder meeting on 9 October 2024 was attended by 20 participants from various sectors involved in HIV prevention services. Stakeholders expressed enthusiasm for pharmacy-based PrEP delivery while acknowledging challenges associated with clinic-based services, such as stigma, limited hours, and long wait times. The key recommendations included training pharmacy providers, increasing awareness, ensuring confidentiality, establishing referral linkages, and integrating program data into the Health Management Information System (HMIS) as well as ensuring commodity availability and access. To enhance the success of the pilot study, stakeholders proposed engaging a research assistant, forming a monitoring team, and submitting the results to the Pharmacy Council of Nigeria (PCN) for review.ConclusionsThe identified challenges and strategies for implementing the model in Nigeria will inform the development of a refined pharmacy-delivered PrEP framework that is ready for pilot testing and potential scaling across the country.

Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS): pilot test of a school-based positive psychological intervention for adolescents

IntroductionThis study tested the feasibility and preliminary efficacy of Coping and Emotional Development for Adolescents to Reduce Stress (CEDARS) a positive psychological intervention (PPI), tailored for adolescents and administered in a classroom setting, in boosting CEDARS skill use and emotional well-being.MethodAdolescents (N = 102, 45% female) aged 13–15, in four physical education classes at the same school were randomly assigned by classroom to either receive the CEDARS intervention (n = 59) or engage in the usual class activities (n = 44). Participants completed self-report measures at three time points assessing use of intervention skills, positive and negative affect, depressive symptoms, and perceived stress.Results and conclusionGroups differed significantly on race with 57% of the intervention group compared to 75% of the control group identifying as Asian or Pacific Islander. Race-adjusted analyses revealed that both groups improved on intervention skill use, negative affect, depressive symptoms, and perceived stress. The group by time interaction was significant such that the CEDARS group increased skill use from pre- to post- intervention and this difference persisted at follow-up. Contrary to hypotheses, there were also significant group by time interactions indicating that the control group had a steeper decline in depression and perceived stress from pre- to post-intervention. Students reported high acceptability and feasibility and suggested key changes to increase engagement. The current study expands on the existing PPI literature focused on adolescents and highlights the need for larger and more diverse samples, as well as developmentally- and culturally-tailored interventions.

Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool.

Respiratory therapists (RTs) must apply competencies to address the health care needs of the public. Although all competencies are deemed essential, scholarly practice requires that professionals critically assess their practices, integrate evidence-based literature, and enhance the care they deliver to patients. Though scholarly practice is also associated with professional empowerment, role satisfaction, and improved patient care, it is rarely measured. The purpose of this study was to develop, pilot, and generate preliminary validity evidence of a tool designed to measure scholarly practice among RTs. We used DeVellis' nine-step scale development process and exploratory factor analysis to develop the tool. The results of a scoping review and qualitative study were used to generate an item pool and pilot test it with 81 RTs across Canada. The refined tool was tested on a larger sample (n = 832) and analyzed using exploratory factor analysis. Using principal axis factoring with Promax rotation, we retained 18 items across 4 factors, explaining 56.7% of the variance in the data (31.7%, 10.2%, 8.6%, 6.2%): (Factor 1) professional development and credibility, (Factor 2) elements supporting scholarly practice, (Factor 3) the perceived impact of scholarly activities on practice, and (Factor 4) scholarly practitioner identity and ability. Internal consistency of the final 18-item scale was suitable overall (Cronbach alpha = 0.879) and for each factor (F1 = 0.888; F2 = 0.774; F3 = 0.842; F4 = 0.746). Our results provide preliminary evidence for a scholarly practice tool that can encourage self-reflection and/or foster peer-based reflection. Using the tool with other health care professionals and conducting confirmatory factor analysis could generate additional validity evidence.

Antecedents For the Adoption of Telemedicine in India: Scale development and validation

Background: Telemedicine is increasingly recognized as a promising solution to healthcare challenges in India, particularly in remote areas. However, the country's vast population and geographic diversity present significant obstacles to providing accessible and high-quality healthcare services to all citizens. By leveraging technology, telemedicine has the potential to bridge this gap and enable remote delivery of medical services. Objective: This study aims to develop and validate a scale that assesses the factors influencing the adoption of telemedicine in the Indian context. Understanding these factors is crucial for identifying key drivers and barriers to telemedicine adoption in India. Design: Quantitative methods were employed for scale development. The instrument development process involved several stages: factor identification, item generation, pre-testing, pilot testing, and scale validation. A structured questionnaire was administered to healthcare professionals, industry experts, and patients who have used or intend to use telemedicine. Setting: Confirmatory factor analysis and subsequent tests, such as reliability and validity tests were conducted to establish the internal consistency of the scales. These statistical analyses aimed to identify underlying factors and ensure accurate measurement of latent variables that affect the adoption of telemedicine. Results: The study established a robust scale to assess the five key factors, which are the vital explanatory variables in telemedicine adoption in India. These meticulously validated scales, encompassing technology, government policy, user attitudes, societal demand, and healthcare professional perspectives, demonstrate high reliability and validity in understanding the adoption dynamics of telemedicine in the context of India. Conclusion: This research offers a validated scale for assessing telemedicine adoption in India, crucial for healthcare service providers, policy makers, and researchers in this field. It enables informed decisions in implementing telemedicine, addressing unique challenges and opportunities, and significantly contributing to optimizing healthcare delivery across India's diverse socio-economic and geographical landscape.

Developing and Testing a Two-Part Intervention: Enhancing Dementia Instruction and Tool in Home Hospice Care.

Family care partners (FCP) of persons living with dementia provide extensive care and experience significant stress. Hospice nurses and social workers seldom receive training to help FCP. This article describes the development and pilot testing of Enhancing Dementia Instruction and Tool in Home Hospice Care (EDITH-HC). This intervention provides 1) instructional videos for clinicians about dementia-specific end-of-life care and 2) a worksheet for clinicians and FCP to complete together to identify and address FCP stressors and concerns. EDITH-HC development involved co-developing and revising draft intervention materials based on two rounds of structured input from FCP (n = 10), hospice nurses and social workers (n = 5), and research/content experts (n = 4); and a single-arm pilot test of the intervention to assess initial feasibility and acceptability (n = 13). Initial pilot testing indicates the intervention is feasible and acceptable. A larger randomized pilot study to determine feasibility and acceptability is underway.

Rubric development and validation for assessing educational robotics skills

The current study describes the process of development and validation of a rubric for assessing educational robotics skills among middle school students. A multiphase method has been followed, including a literature study, expert consultation, content validation, pilot testing, reliability analysis, and construct validation. The resulting dual-category rubric designing and programming skills were further elaborated by specific criteria and performance levels. Content validation identified seven key criteria: stability and durability, motors, innovation, code organization, dependability and reliability, movement and rotation, and innovative use of sensors. The results of inter-rater reliability analysis for all criteria indicated good agreement, with Krippendorff’s alpha ranging from 0.941 to 1.000. Additionally, construct validation using exploratory factor analysis confirmed a two-factor structure that aligns with the intended domains of design and programming skills, explaining 67.4% of the total variance. The rubric was consistent with learning/teaching theories such as Bloom’s taxonomy, constructivist learning theory, and self-determination theory. This rubric fulfills the existing need for a specific assessment tool in educational robotics and supports educational practices through very detailed feedback to students on their performance. This adds much to educational assessment and education in robotics and enhances teaching and learning outcomes for STEAM education in various settings.

Engaging survivor and oncologist stakeholders to develop a patient-reported outcome assessment to use as a component of survivorship care.

Incorporating patient-reported outcomes (PROs) into survivorship care may improve the comprehensiveness of follow-up. The objective was to engage stakeholders to develop a PRO assessment of survivors' symptoms and concerns for use during breast cancer follow-up. We convened patient and oncologist stakeholder advisory groups to develop an initial PRO assessment including survivorship domains of importance, measurement instruments, and clinically significant thresholds, and revise the assessment based on feedback from community focus groups and two rounds of iterative pilot testing with survivors. Stakeholders identified key domains and measurement instruments, including recurrence symptoms, treatment side effects, adherence, mental health, and sexual health. Ninety-four survivors completed the PRO assessment in the initial pilot test (median age 62years, median 2years from diagnosis). Most (89/93) reported questions were easy to understand. The level of missingness was low. The most common threshold-level symptoms/concerns were hot flashes (46%), fatigue (35%), back pain (31%), joint pain (31%), and anxiety (30%). The PRO assessment was revised to clarify symptom causality and desire to discuss with a provider. In a follow-up pilot study with 20 survivors, the most common symptoms were chest/breast discomfort (50%) and anxiety (25%). We leveraged stakeholder input to develop a comprehensive PRO assessment to use to assess breast cancer survivors' well-being. Our PRO assessment is acceptable to survivors. Future research will focus on the integration of the PRO assessment into clinical care.

Determination of technological indicators of flotation enrichment, in the process of pilot tests of flotation machine Jameson Cell L500

В статье рассматриваются современные методы и оборудование, применяемые для повышения эффективности процессов обогащения на горнодобывающих предприятиях. Особое внимание уделено внедрению технологий, которые способствуют улучшению производственных показателей, в частности, процесса флотации. Работа посвящена анализу факторов и условий проведения опытно-промышленных испытаний на флотомашине Jameson Cell L500 на металлургическом заводе. Основной задачей тестирования пилотной установки является повышение извлечения золота в концентрат при сохранении качества готового продукта на различных этапах флотационного цикла завода. Также рассматриваются перспективы дальнейших исследований в этой области, которые могут привести к оптимизации процессов и улучшению результатов обогащения Мақалада тау-кен кәсіпорындарында байыту процестерінің тиімділігін арттыру үшін қолданылатын заманауи әдістер мен жабдықтар қарастырылады. Өндірістік көрсеткіштерді, атап айтқанда флотация процесін жақсартуға ықпал ететін технологияларды енгізуге ерекше назар аударылады. Тәжірбиелер, металлургиялық зауытында, Jameson Cell флотомашинасында тәжірибелік-өнеркәсіптік сынақтар жүргізудің факторлары мен шарттарын талдауға арналған. Пилоттық қондырғыны сынаудың негізгі міндеті, зауыттың флотациялық циклінің әртүрлі кезеңдерінде дайын өнімнің сапасын сақтай отырып, концентратта алтынның сапасын арттыру болып табылады The article deals with modern methods and equipment used to improve the efficiency of beneficiation processes at mining enterprises. Special attention is paid to the introduction of technologies that contribute to the improvement of production performance, in particular the flotation process. The work is devoted to the analysis of factors and conditions of pilot testing on the Jameson Cell flotation machine at the metallurgical plant. The main task of testing the pilot plant is to increase the extraction of gold into concentrate while maintaining the quality of the finished product at various stages of the flotation cycle of the plant

Online assessment in young children: Challenges and considerations.

In the years following the COVID-19 pandemic, online assessment has emerged as an increasingly popular method for testing children. This review aims to review key advantages and disadvantages of online assessment in young children, specifically in the area of literacy and mathematics assessment. We first consider the recent history of online assessment and give evidence from our own experiences with online assessments in both Cebu, Philippines and Hong Kong. We then discuss the benefits of conducting assessments online. One of the key strengths of online assessments is the efficient use of resources, such as ease of staff training, increased participation and decreased costs for both participants and researchers. Difficulties related to testing environment, parental interference and exclusion of certain populations are also highlighted as focal challenges that must be considered when designing and implementing online assessment. The reliability and validity of online assessments are then specifically discussed in relation to the question of how to best ensure that online measures function as intended, stressing the importance of establishing separate norms for the various administration modes. Notably, online assessments delivered via phone screen must have separate norms than those delivered on a computer screen, as device differences may account for differences in performance. Finally, we present broader considerations for designing online assessments with young children. This includes practical tips for pilot testing, user interface design, data confidentiality and automatic scoring, both to enhance the efficiency of future online assessments and increase participation. Specifically, online assessments for children must account for their developing attentional abilities, meaning assessments should be brief, engaging and contain clear task instructions. The implementation of these considerations will support the development of more reliable, valid and inclusive assessments which will allow researchers and practitioners to support equitable and feasible online testing moving forward.

Development of a Brief, Positively Framed Care Team Experience Measure.

Measures that quantify clinician fulfillment and engagement with work (clinician experience measures) have the potential to improve the quality, effectiveness, and enjoyment of patient care. Many existing measures of clinician fulfillment and engagement with work are relatively long and potentially burdensome, negatively framed, or address personal well-being. A measure with a small number of items that address positive attributes to which a team aspires may be a more useful measure to guide organizational improvement efforts. In a series of cross-sectional studies we asked: (1) Can we develop a brief, positively framed, and team-oriented care team experience measure (CTEM)? (2) How does the CTEM perform relative to the Team Climate Inventory (TCI)? In a first step, the clinical leadership group of a nascent multispecialty group practice curated 21 items, some from existing engagement and burnout measures and others based on suggestions from clinical leaders. After pilot testing and interviews with specific clinicians, these items were then administered to all clinicians in the practice, and 44% (120 of 274) participated. Factor analysis identified three groups of items (factors). In a second step, 43% (493 of 1135) of patient-facing employees (75% [368] of whom were women and 45% [222] of whom were ages 42 to 61 years) of a statewide musculoskeletal specialty practice rated 12 items (two from each of the factors identified in the first stage and six new items recommended by administrative leaders) and completed the TCI. Participants were then randomly allocated to a learning cohort (70% [343 participants]), in which we performed factor analysis and item response theory to develop a new CTEM and validation cohort (30% [150 participants]) to test the consistency of the findings. The best-performing items in terms of factor loadings (the degree to which an individual item represents an identified factor or "theme"; we chose a minimum of 0.4 as items above this threshold are generally regarded as stable), item discrimination (ability to measure different experiences among participants), item difficulty (the ability of an item to contribute to variation in scores), and model fit (the degree to which the estimates of the statistical model align with the observed data) were selected to form a new three-item CTEM. The CTEM was subsequently evaluated for internal consistency (Cronbach alpha, which measures the extent to which different subsets of the included items would provide the same measurement), floor and ceiling effects (the percentage of the lowest and highest possible scores, with high percentages indicating that information is lost because of the inability of a tool to measure the extremes of variation), and correlation with the TCI. Factor analysis identified two groups of items representing "effectiveness" (nine items, including "I am proud of the work we do") and "collaboration" (three items, including "Our team encourages everyone's input before making changes"). The best-performing items of "effectiveness" (two items) and "collaboration" (one item) were selected to form the three-item CTEM, which had good internal consistency (Cronbach α = 0.77; > 0.7 generally considered acceptable); a notable ceiling (37%; higher than desired, common with experience measures, and-in our opinion-acceptable for routine use given the trade-off of limited participant burden) and limited floor effect (1.3%); strong correlation with the TCI (Spearman ρ 0.77 [95% confidence interval 0.70 to 0.85]), which supports convergent validity (part of construct validity, meaning correlation with measures of related concepts); and similar correlations with participant characteristics compared with the TCI, supporting construct and criterion validity (association with real-world outcomes). A small number of positively framed, team-oriented questions (the CTEM) can quantify clinician and care team experience and provide a practical and feasible method for health organizations to monitor and improve the experience of their clinicians. Routine measurement of organizational climate at regular intervals using a brief, user-friendly, team-oriented measure might help organizations improve their culture and help their clinicians feel appreciated and engaged.

Students’ Evaluation of The Academic Performance Through Interactive Multimedia Integration in A State College

This study, conducted at a Polytechnic State College in Camarines Sur, evaluates the effectiveness of interactive multimedia integration in enhancing students’ academic performance. This study employed a quantitative method using a quasi-experimental design. It evolves pilot testing with pre-tests and post-tests for two sections of BS Nursing students. Section A (control group) consisted of 51 students, while Section B (experimental group) had 47 students. Statistical tools, including independent sample t-tests and analysis of variance (ANOVA), were used to analyze and interpret the data. The results revealed that the experimental group had a post-test mean score of 68.51, compared to the control group's 55.85. Statistical analysis confirmed a significant improvement in post-test scores for both groups, with the experimental group showing a greater mean difference of -16.29, indicating enhanced learning gains. Correlational analysis showed no significant relationship between pre-and post-test scores in Pair 1 (experimental group, r = 0.032, p = 0.822). In contrast, Pair 2 (control group) exhibited a statistically significant but weak negative correlation (r = -0.309, p = 0.035). Despite these differences, both groups demonstrated above-average performance before and after the intervention. The findings suggest that integrating multimedia technologies fosters an interactive and engaging learning environment, leading to a statistically significant improvement in academic performance. This highlights the potential of multimedia as a valuable tool for enhancing the quality and effectiveness of instruction in classroom settings.

Propiedades psicométricas y validación de la escala GADA para medir el Grado de Conciencia de Género en Adolescentes

Introduction. In contrast to the wide range of possibilities for measuring gender awareness, there are fewer validated instruments with a broad, global and holistic vision in relation to gender and far from the adult-centred perspective. For this reason, a scale that measures the Degree of Gender Awareness in Adolescents is created, validated and developed: GADA (Gender Awareness Degree in Adolescents). Method. GADA has been developed after a pilot test and an expert judgment process and has been validated through factor analysis based on the latest statistical advances in the social sciences following post-Little Jiffy psychometrics. The FACTOR program has been used to obtain two factors, the personal and the social, with a constructionist vision of gender. The population belongs to 10 secondary education institutes in Córdoba (Spain) with a sample of 510 students (55% women and 45% men) between 14 and 16 years old. Results. The scale shows high reliability and internal consistency, with Cronbach's Omega and alpha coefficient being .84 and optimal goodness adjustments (GFI =.992, CFI =.992, NNFI =.987, RMSEA [95% CI] =.032 (.0101-.0378) and RMCR =.0404). Furthermore, sex is an invariant variable. Discussion or Conclusion: The GADA Scale is a reliable instrument with a global and comprehensive vision of gender and feminism with relevant issues for adolescence that addresses gender awareness with educational applications.

Questioning gender identity in adolescent population research: Development and pilot testing of the gender identity questions for adolescents.

Questioning gender identity in adolescent population research: Development and pilot testing of the gender identity questions for adolescents.

Protocol for COACH, an evidence-based intervention for improved head impact safety in youth American football developed using a community-engaged approach.

Subconcussive, repetitive head impacts sustained in collision sports may negatively affect brain health. American football practices are controlled environments amenable to intervention. Engaging community members is essential for successful development, implementation, and sustainability of viable interventions. The objective of this study is to develop and pilot test an evidence-based intervention to reduce head impact exposure in youth American football (i.e., football), using a community-engaged approach. This manuscript describes the co-design of the intervention and associated implementation plan and the study protocol for evaluating the effectiveness and feasibility of the intervention and implementation plan. In the first part of this study, focus groups with parents and coaches, and individual interviews with organizational leaders associated with two teams at the middle school level were conducted. An anonymous survey assessing beliefs and perceptions of non-concussive head impacts was given to parents, coaches, and organizational leaders within the local youth football league. Following the football season, qualitative and quantitative data describing determinants of head acceleration events in football were shared with 12 stakeholders of coaches, league and school administrators, parents, an athletic trainer, and local university player development director. Together, we co-designed COACH (COmmunities Aligned to reduce Concussion and Head impact exposure) and implementation plan using a strategic planning approach. The preliminary effectiveness and feasibility were assessed in the second part of this study. Youth football players participating on the teams in year 1 (control teams) were fitted with mouthpiece-based head kinematic sensors which measure head acceleration events (HAEs). HAEs were collected and quantified during team activities. Preliminary effectiveness of the intervention to reduce HAEs was measured among two new teams pilot testing COACH with mouthpiece-based sensors, while simultaneously monitoring implementation of the intervention. We report our study design and evaluation, and opportunities and challenges with our approach. The results will inform a future full-scale pragmatic trial to assess the implementation and effectiveness of the intervention program. NCT04908930.

Examining the role of post-event processing in test anxiety—Pilot testing in three student samples

This work investigates the occurrence of post-event processing (PEP) in the context of test anxiety; PEP involves rumination and self-critical thinking following an event and commonly observed in social anxiety. Three short-term longitudinal studies in student samples examined whether PEP occurs after exams and how it is associated with test anxiety. University students (N = 35 in Study 1, N = 146 in Study 2, and N = 37 in Study 3) completed measures of trait and state test anxiety before an actual exam; PEP related to the exam was assessed at various time points afterward. Results revealed that PEP occurred to a meaningful extent after exam situations. Overall, it was positively associated with trait and state test anxiety, although some variations in the relations were found across the three studies. These findings underscore the relevance of PEP in the context of test anxiety, as PEP might contribute to maintaining test anxiety in the long term. Implications for future studies are discussed.

코로나19 전파경로 논쟁에 대한 문제기반학습 프로그램 개발

This study develops a problem-based learning program focused on a relatively recent scientific debate related to the transmission pathways of COVID-19. The program spans seven weeks and has been refined through an expert review and pilot testing. Students engaged in the pilot study were able to gather diverse scientific information, assess its credibility, critically analyze the content of research papers, and identify the origins of conflicting claims, demonstrating the capability to make informed decisions. The results of this pilot test suggest that the problem-based learning program is suitable for developing science literacy. This program would foster confidence in non-science majors to critically evaluate scientific information and equip them with the skills to approach future scientific challenges in a more proactive and rational manner.

Chinese ELF Teachers’ Emotional Self-Efficacy, Job Satisfaction, and Self-Regulation

This study aimed to investigate the relationship among emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers to propose a professional development plan for teachers to enhance college English teaching and learning. A descriptive quantitative method was employed with 385 Chinese EFL teachers through an online survey questionnaire. To ensure the reliability of the questionnaire, a pilot test was conducted, and indicated the reliability of the whole questionnaire. The findings of this research indicated an overall favorable attitude towards emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers. In terms of emotional self-regulation, reflective of the respondents’ emotional regulation self-efficacy was strongly agreed by the respondents showing the strong confidence in their ability to control and regulate their emotions effectively. Teachers experienced a profound feeling of achievement and satisfaction in their roles, which was slightly higher than satisfaction with social support and autonomy. In the assessment of self-regulation, teachers’ self-monitoring was accepted of self-regulation. This suggested that educators diligently monitor and evaluate their instructional techniques and results. In addition, there are highly significant correlations among the three variables Additionally, a professional development plan is proposed to enhance Chinese EFL teachers’ professional development. Recommendations are forwarded concerning the school stakeholders to help EFL teachers enhance their profession.

English Learning Anxiety, Learner Engagement, And Intervention Strategies Among Chinese Undergraduates

This study determined the relationships among English learning anxiety, learner engagement, and intervention strategies to propose a language learning program to improve the teaching quality and learning effect among Chinese undergraduates. The research employed a descriptive quantitative method and selected 477 undergraduates from a Chinese university to participate in an online questionnaire survey. The research conducted a pilot test to ensure reliability. The findings indicated that women were more inclined to participate in the survey and the respondents decreased with higher grades. Liberal arts students had the highest participation due to the higher proportion of female students in liberal arts, science, and engineering. The results showed a positive and supportive attitude towards English learning anxiety, learner engagement, and intervention strategies among Chinese EFL undergraduates. Regarding English learning anxiety, it is found that anxiety in communication is higher than anxiety in the negative evaluation and English classroom, which implies that the language learner has anxiety in English learning, especially in communication. Cognitive and emotional engagement are more important than behavioral engagement. The findings suggest that cognitive and emotional engagement promotes English learning effectiveness far beyond behavioral engagement. Concerning intervention strategies, respondents considered classroom intervention to be more important than behavioral intervention and cognitive intervention. It was found that the higher the English learning anxiety, the lower the learning engagement; the higher the English learning anxiety, the higher the intervention strategies; and the higher the learner engagement, the lower the intervention strategies. Therefore, the study offered recommendations to various stakeholders. This includes policymakers, curriculum designers, college language teachers and learners. A language learning program has been proposed to strengthen language teaching and learning among Chinese undergraduates.