Practical Exam Research Articles

MANAJEMEN SARANA PRASARANA DALAM MENINGKATKAN KOMPETENSI SISWA SMK DI KOTA BANDUNG

The title of this research is ’’Management infrastructure to improve competency of vocational students in Bandung.’’ (case of study research qualitative in SMK Pasundan 1 and SMK Bina Warga Bandung) This research as background with the fact at field which indicate cause low score of vocational high school students in Bandung with the score of UNBK 7, 2 is the cause of factor less infrastructure at the school, management means of infrastructure do not complete have consequence isn’t develop even descend of student competence in the major or skill program in that school. Low in the student’s practice score, could reach low of student compatitative ability in Bandung, that impact from management infrastructure uncompleted. The research purpose for knowing illustration of planning, implementation, evaluation, problem and solve the problem faced in management infrastructure to increase students of vocational high school competence in Bandung. Study as base in this research consist of base philosopycal, the rule of Permindiknas number 40, 2008 period about standard infrastructure in SMA/MAK theories specialists about management and student of SMK competition too. The research method used is descriptive method with a qualitative approach. The objects of the research are SMK Pasundan 1 and SMK Bina Warga Bandung, data obtained through observation techniques, documentation studies, and interviews. The Research results that can be decomposed based on research objectives, including description of the results at two research sites, in terms of planning in accordance with the vision, mission, strategy, and school policies, the implementation of infrastructure management is in accordance with the expected planning although there are still mismatches in several aspects facilities especially the fulfillment of their respective vocational labs, the evaluation of the process of infrastructure management is carried out by the principal or vice-principal, while the assessment of student competencies is carried out by the teacher authentically including attitudes, knowledge and skills competencies including practice exams and theories known as competency test, with different results at the two study sites. the problems faced include the availability of incomplete vocational books, infrastructure in the form of vocational practice laboratories incomplete, hospitality practice tools that are still very minimal, including land and not too extensive, resulting in ineffective student learning activities, especially student practice development activities. The solution carried out by the school, the process of teaching and learning of students into two parts, namely the morning and afternoon, resulting in full day classes. Furthermore, carrying out the TEFA program or industrial class that is being echoed by the government, the next solution is to create a digital library, a literacy corner, there is an ebook that can be downloaded directly so that the area of ​​the land is not a problem for the development of increasing the competency of vocational students in Bandung.

Changing Policy for Inclusion: Peer-to-Peer Physical Exam Practice in Medical School

Issue: Across the United States, the majority of medical schools teach physical examination using some form of peer physical examination (PPE). The process of being physically exposed in the presence of colleagues can be uncomfortable and cause students distress for myriad reasons ranging from religious and cultural practices to body dysmorphia and previous trauma experiences. This is especially problematic in educational systems which offer no other options, or make PPE a requirement of the curriculum. Evidence: Across all U.S. medical schools, trainees spent a median of 59 hours teaching physical examination skills. Of this time, 30% is dedicated to PPE practice. Despite this prevalence, there are data that show some students find this uncomfortable, especially women. Literature on best practices around PPE highlights voluntary participation, informed consent, and an available alternative to learning physical xamination skills. These are not uniformly available in all learning environments. There are little data around the impact of PPE on students who have experienced or are experiencing sexual trauma. Authors have drawn conclusions about the potential for harm given the prevalence of sexual mistreatment in US higher education. Implications: Our medical school policy required students to participate in PPE practice, undressing for the exams wearing only shorts (and a sports bra for women) an and a hospital gown. Students who could not participate in this practice for reasons ranging from mobility to religious beliefs had to seek individual formal accommodations to be exempt, putting the onus of change on potentially vulnerable individuals. We evaluated the policy around PPE, and concluded that the school’s requirements could be harmful and isolating, as they required students to disclose their personal vulnerabilities while seeking exemptions from being examined by peers. At our institution, a group of students instead advocated for the school to review the policy and create a PPE procedure that was safer and more inclusive while supporting student learning. Our experience emphasized the potential for students to advocate for change, while also highlighting the need for greater research in the field of trauma-informed curricular design for medical education.

ChatGPT 3.5 fails to write appropriate multiple choice practice exam questions

Artificial intelligence (AI) may have a profound impact on traditional teaching in academic settings. Multiple concerns have been raised, especially related to using ChatGPT for creating de novo essays. However, AI programs such as ChatGPT may augment teaching techniques. In this article, we used ChatGPT 3.5 to create 60 multiple choice questions. Author written text was uploaded and ChatGPT asked to create multiple choice questions with an explanation for the correct answer and explanations for the incorrect answers. Unfortunately, ChatGPT only generated correct questions and answers with explanations in 32 % of the questions (19 out of 60). In many instances, ChatGPT failed to provide an explanation for the incorrect answers. An additional 25 % of the questions had answers that were either wrong or misleading. A grade of 32 % would be considered failing in most courses. Despite these issues, instructors may still find ChatGPT useful for creating practice exams with explanations—with the caveat that extensive editing may be required.

Pre-Lab Videos as a Supplemental Teaching Tool in First-Year Veterinary Gross Anatomy.

To adapt to an interactive generation of learners, video resources can provide information necessary for lab preparation, describe clinical correlations, and maximize dissection time. In this study, dissection summary videos with embedded quizzes were to be viewed by K-State first-year veterinary students prior to their canine anatomy lab sessions. Videos were created using an iPhone, edited via Camtasia editing software, and uploaded to the course Canvas page. Following the conclusion of the Fall 2022 semester, final course grade, practical exam scores (exam), pre-lab video (video) time interaction, pre-lab quiz (quiz) scores, and student perception data were analyzed. Positive, statistically significant correlations were found between number of videos viewed and certain exam scores, with the strongest correlation being for the lower quartile specifically. Significant correlations were also found between average exam score and total number of videos viewed throughout the semester, and final course grade and total time spent viewing all videos. Positive, statistically significant correlations were found between average quiz score and exam score. A thematic analysis of student comments revealed videos appeared to have been a beneficial part of the course, providing students with a valuable resource for preparation, study, and increased understanding and confidence. These findings indicate that providing videos as a supplemental resource is beneficial to veterinary student learning and well perceived. This study also suggests that video views can predict lower quartile student exam score. The correlations in this study are weak, but the statistical significance depicts a positive impact on student practical exam scores.

Neuroanatomy in virtual reality: Development and pedagogical evaluation of photogrammetry-based 3D brain models.

Anatomy studies are an essential part of medical training. The study of neuroanatomy in particular presents students with a unique challenge of three-dimensional spatial understanding. Virtual Reality (VR) has been suggested to address this challenge, yet the majority of previous reports have implemented computer-generated or imaging-based models rather than models of real brain specimens. Using photogrammetry of real human bodies and advanced editing software, we developed 3D models of a real human brain at different stages of dissection. Models were placed in a custom-built virtual laboratory, where students can walk around freely, explore, and manipulate (i.e., lift the models, rotate them for different viewpoints, etc.). Sixty participants were randomly assigned to one of three learning groups: VR, 3D printed models or read-only, and given 1 h to study the white matter tracts of the cerebrum, followed by theoretical and practical exams and a learning experience questionnaire. We show that following self-guided learning in virtual reality, students demonstrate a gain in spatial understanding and an increased satisfaction with the learning experience, compared with traditional learning approaches. We conclude that the models and virtual lab described in this work may enhance learning experience and improve learning outcomes.

Investigation of factors that influence the relationship between mental rotation ability and anatomy learning

Mental rotation is a cognitive process that involves the rotation of a mental representation of an object. This ability is important for medical students in studying anatomy as this subject requires the understanding of positional relations between organs. To find the effect of video learning of anatomy, training, gender, and type of practical exam on mental rotation ability. Also, to find correlation between mental rotation and anatomy scores. Two groups were recruited: group A studied practical anatomy online using videos due to the COVID-19 pandemic lockdown; group B studied anatomy labs on-campus on plastic models. Both groups underwent a mental rotation test. Group A took labs on-campus during their second year and this was considered a training course for their mental rotation ability. Both groups, then, took a second mental rotation test. Group A was finally given a practical anatomy exam using plastic models. Males scored higher than females, though not significantly. The intervention course produced no significant change in mental rotation score of group A.Mental rotation score was correlated more with the theoretical anatomy exams than the MCQ-based practical exam, for both groups. For group A, mental rotation was better correlated with the model-based than the MCQ-based practical exam, especially the post-training score. For students to take full advantage of their mental rotation ability, not only their practical anatomy sessions but their practical anatomy exams should be on anatomical specimens and not just videos or images.

The impact of Indonesia's decentralized education on vocational skills and economic improvement of students

This research aims to evaluate the impact of education decentralization through the local curriculum in improving senior secondary school students' vocational and economic skills. This research uses a mixed methods approach with a sequential exploratory design. This design applied a qualitative approach followed by a quantitative approach. Data collection with the qualitative approach used in-depth interviews, while the quantitative approach used questionnaires and documentation of practical exam results. The participants in the qualitative approach were the vice principal and the traditional cookery subject teacher. The sample in the quantitative approach was students who took traditional cookery subjects. Qualitative data analysis used the Miles and Huberman formula, namely data display, data reduction, and conclusions, while quantitative data analysis used descriptive quantitative and MANOVA. The results showed that the impact of decentralization through the local content curriculum on improving students' vocational and economic skills was in the "good" category. The impact of decentralizing education through the local curriculum can reduce the dropout rate of poor students. MANOVA results showed no difference in the impact of the local curriculum on vocational skills across the six schools. However, there is a significant difference in the impact of the local curriculum on students' economic improvement in the six schools.

Experience of training and certification in pediatric disciplines of students majoring in 222 “medicine” specialty

Certification of graduates of the Faculty of Medicine 2 of the National Medical University (NMU) in pediatric disciplines was conducted by the Department of Pediatrics 2 at the objective structured practical (clinical) exam 2 (OSP(C)E-2) station “Initial and resuscitation care to a newborn child” on the basis of the Educational and Scientific Center of Medical Simulations of the NMU. The methodology that we introduced in 2022 in the Medical Education journal was presented and approved at the methodical meeting of the heads of departments of pediatrics of higher education institutions of Ukraine during the Sidelnikov readings. The data of an anonymous survey of graduates demonstrated that most respondents (93.4 % of domestic and 91.9 % of foreign ones) were satisfied with the volume of the station and its practical orientation. The students noted that during preparation to exam, this particular model of the station allows them to master, when using mannequins, manipulations according to the algorithm of initial and resuscitation care to a newborn child, which can be useful under various circumstances in wartime conditions. Out of 338 students of the Faculty of Medicine 2, 303 (89.6 %) passed the OSP(C)E-2 exam with an “excellent” grade, 32 (9.4 %) with a “good” grade, and 3 (0.9 %) with a “satisfactory” grade. The issue of optimality and adequacy of assessing only the skills in initial and resuscitation care to a newborn child at the OSP(C)E-2 exam remained deba­table among teachers. This corresponds to the opinion of 8.1 % of domestic and 6.6 % of foreign students who believe that for perfection and objectivity of pediatric skills assessment, it would be desirable to introduce one more pediatric station for the OSP(C)E-2 exam with the involvement of a virtual a patient of a different age. Experience of certification in pediatric disciplines of higher education graduates majoring in 222 “medicine” specialty at the Bogomolets National Medical University, both teachers and students, testified to its effectiveness and objectivity in assessing the special competencies of graduates in providing resuscitation care to a newborn child.

332 The effect of practical exam on the skill retention of basic life support skills among fifth-year medical students

332 The effect of practical exam on the skill retention of basic life support skills among fifth-year medical students

Intraoperative Ultrasonography in Neurosurgery: Experience of an Institution

Abstract Objective Intraoperative ultrasound (IOUS) is an imaging method that can be used in various neurosurgical procedures. It assists in the removal of brain tumors, hematomas, in the insertion of ventricular catheters, and in spinal and peripheral nerve surgeries. The original studies using IOUS were performed with devices that produced lower-quality images, generating little interest in their use. The introduction of ultrasound devices that yielded higher-quality images associated with a relative low cost and ease of use rendered IOUS attractive. Thus, we started using it in multiple neurosurgical procedures, studying its practicality, efficacy and limitations. Materials and methods A retrospective case study on the use of IOUS in neurosurgery from August 2014 to December 2020 at a single institution, evaluating its practicality, efficacy and limitations. Results A total of 127 IOUS scans were performed in 112 patients aged 19 to 83 (mean: 53.8) years: 106 scans of the brain, 4 of the spinal cord, and 2 of the peripheral nerves. Brain tumors were the majority, with 86 cases (67.8%). The IOUS was unsatisfactory in 9 cases (7.1%), and there were no cases of infection related to the IOUS. Conclusion The IOUS is a dynamic, safe, and practical exam. It can be performed in a few minutes and repeated several times during the surgical procedure. It enables surgeons to observe the pulsation of tissues and vessels, the displacement of lumps in liquid collections, and to monitor the drainage of cysts and collections, in vivid, interactive and real-time images.

ZApprO versus ZÄPrO: Ergebnisse einer ersten Vergleichsstudie

ZusammenfassungHintergrundMehr als 60 Jahre nach dem Erlass der ersten Approbationsordnung für Zahnärzte (ZÄPrO) trat im Jahr 2020 eine neue Approbationsordnung für Zahnärzte und Zahnärztinnen (ZApprO) in Kraft. Ziele dieser Untersuchung waren die Evaluation und ein Vergleich der auf den unterschiedlichen gesetzlichen Grundlagen basierenden Lehrveranstaltungen „Kurs der Technischen Propädeutik“ (TPK) und „Zahnmedizinische Propädeutik mit Schwerpunkt Dentale Technologie“ (ZPDT).MethodenNach Abschluss der Veranstaltungen wurden folgende Parameter untersucht: (1.) theoretisches und praktisches Wissen, (2.) reguläre fachbereichsinterne Evaluation durch die Lernenden, (3.) spezielle Evaluation der Lernbedingungen aus Sicht der Lernenden und (4.) aus Sicht der Lehrenden. Die theoretischen und praktischen Prüfungen und die Fragebögen wurden hinsichtlich ihrer teststatistischen Kenngrößen (Schwierigkeit, Trennschärfe, interne Konsistenz) analysiert. Gruppenvergleiche zwischen TPK und ZPDT erfolgten durch t‑Tests für unabhängige Gruppen.ErgebnisseLediglich bei der Evaluation zur Erfassung der speziellen Lernbedingungen aus Sicht der Lernenden konnten signifikante Unterschiede festgestellt werden, wobei die theoretische und praktische Wissensvermittlung im TPK niedriger als im ZPDT bewertet wurde.DiskussionDie vergleichbaren Ergebnisse der Wissensüberprüfungen und der regulären Evaluation, trianguliert mit der umfangreichen Evaluation durch Lernende und Lehrende, ermöglichten eine umfassende Beurteilung beider Veranstaltungen. Die ermittelten signifikanten Unterschiede eröffnen Möglichkeiten zur Optimierung des neu implementierten ZPDT-Kurses.

Landscape of board certification preparation in pharmacy residency programs

AbstractIntroductionBoard certification among pharmacists is increasing in prevalence, accompanying expanded practice opportunities and exam availability to broader specialty areas. Residency training is one common prerequisite for board certification. Although there are documented benefits, board certification preparation (BCP) has yet to be evaluated among the American Society of Health System Pharmacists (ASHP)‐accredited residency programs.ObjectivesThe objectives of this study were to determine the status of BCP among ASHP‐accredited residency programs and corresponding attitudes of residency program directors (RPDs) regarding BCP.MethodsThis study is a mixed methods cross‐sectional survey of RPDs from United States (US) states. Eligible RPDs were identified through the ASHP residency directory. A 33‐item survey was developed in REDCap® and distributed via email. Those with missing or invalid emails were excluded. The survey was open for 6 weeks and responses were anonymous. Descriptive statistics were applied for data evaluation.ResultsOf the 1601 RPDs emailed, 360 survey responses were received, a 23.3% response rate when excluding invalid email addresses. Among the survey respondents, 313 (86.9%) were board certified. Respondents served as RPDs of Postgraduate Year One (PGY1) (175, 48.6%) or Postgraduate Year Two (PGY2) (177, 49.2%) programs. Structured BCP was offered by 33 (9.2%) programs and 49 (13.6%) financially support residents' BCP. Among programs that offer structured preparation, 12 (36.4%) use institution‐specific materials. Among programs that do not currently offer BCP, 142 (57.3%) indicated they were “somewhat” or “very” interested in implementation, identifying the top barriers as cost and time.ConclusionsA small proportion of programs offer structured BCP, although interest appears high among RPDs to consider implementation. The likelihood of implementation would presumably increase if associated barriers were addressed. Further qualitative evaluation may assist interested programs in efficient, cost‐effective implementation of BCP through institution‐specific or commercially available products.

Assessment of learning styles using VARK model in first year undergraduate medical students

In the assimilation and processing of information, students favor different choices. Fleming described the VARK learning style model that includes a questionnaire which enables us to recognize a person’s sensory modality preference in learning. It categorizes the learning styles into four: visual (V), aural (A), read/write (R), and kinesthetic (K).1) To assess the learning styles of first year MBBS students of a Private Medical College in Kerala and find out prevalence of unimodal and multimodal learners. 2) To find association between scores of students in anatomy, biochemistry and physiology and their VARK categories. 3) To determine the association between gender and VARK categories.A cross-sectional self-administered questionnaire survey was conducted among first year undergraduate medical students in a private medical college in Kerala. VARK questionnaire, consists of 16 multiple choice questions, was distributed to the participants after obtaining written consent. Scores of their internal assessment were also collected. The data was analyzed and the learning styles were presented as percentages. Chi-square test, Mann-Whitney U test, and Kruskal-Wallis tests were used to find the association between learning styles and gender, and the scores in internal assessment. The total number of students enrolled for the study was100. Age ranged from 17 to 22 years and females constituted 62%. It was observed that 84% students were unimodal, out of which Kinesthetic (45.2%) was the most preferred. There were 12 bimodal and 4 trimodal learners. No association between learning styles and gender as well as between learning styles and academic performance based on written and practical exams of Anatomy, Physiology and Biochemistry were found. We found there were notable differences between males and females in unimodal kinesthetic and auditory learners in certain scores.The present study reported that unimodal learners were more frequent than bimodal and trimodal learners. There were no quadrimodal learners. The preferred method of learning amongst unimodal learners was the kinesthetic style. We found no association between gender and the preferred learning style. The study also found that there was no association between academic performance (scores) and their learning styles.

Empowering Future Chemists: IChO and IUPAC Work together to Inspire New Chemistry Vocations

Abstract The 55th edition of the International Chemistry Olympiad (IChO) was held from 16-25 July 2023 in Zurich, Switzerland. The alpine country hosted the competition for the first time, bringing together 350 students from 89 different countries. Despite the competitive spirit, the friendship among all participants was the main characteristic of this international event. The IChO is an annual competition for some of the most talented secondary school chemistry students. Participating countries send a team of four students who compete in two separate exams, a practical laboratory exam and a written theoretical exam. The mission of the IChO is to promote friendly relations between young people from different countries, encouraging cooperation and international understanding. Indeed, the IChO 2023 had a very fitting motto: “Let’s find solutions together!”

Assessment of Artificial Intelligence Performance on the Otolaryngology Residency In-Service Exam.

This study seeks to determine the potential use and reliability of a large language learning model for answering questions in a sub-specialized area of medicine, specifically practice exam questions in otolaryngology-head and neck surgery and assess its current efficacy for surgical trainees and learners. All available questions from a public, paid-access question bank were manually input through ChatGPT. Outputs from ChatGPT were compared against the benchmark of the answers and explanations from the question bank. Questions were assessed in 2 domains: accuracy and comprehensiveness of explanations. Overall, our study demonstrates a ChatGPT correct answer rate of 53% and a correct explanation rate of 54%. We find that with increasing difficulty of questions there is a decreasing rate of answer and explanation accuracy. Currently, artificial intelligence-driven learning platforms are not robust enough to be reliable medical education resources to assist learners in sub-specialty specific patient decision making scenarios.

ОЦЕНКА СТУДЕНТАМИ ПЕРВОГО ОПЫТА ПРОВЕДЕНИЯ ОБЪ- ЕКТИВНОГО СТРУКТУРИРОВАННОГО КЛИНИЧЕСКОГО ЭКЗАМЕНА В МЕДИЦИНСКОМ ВУЗЕ

This article discusses the result of a survey of 47 graduate students of the S. Tentishev Asian Medical Institute (AzMI) following the result of an Objective Structured Clinical Examination (OSCE) which manner of assessing the clinical skills of all students. The final practical exam was taken sequentially every day to all students for three days, in each group of discipline (Therapy and Pediatrics, Surgery, Obstetrics and Gynecology). Fifteen OSCE stations were developed in accordance with the competencies that should be formed as a result of teaching the disciplines of Therapeutical, Surgical and Obstetric & Gynecological cycle in the speciality of "Medicine". An overwhelming number of students rated the OSCE as an honest, transparent, reliable and less stressful method for assessing the clinical competencies of medical students. The OSCE can be used in combination with other traditional methods to assess the development of students' practical skills.

Head and neck exam practices of dental professionals.

Periodic examination of the head and neck includes screening for oral cancer, which is largely performed in dental offices by vigilant oral healthcare providers. The aim of this study was to assess practice patterns among Virginia dentists in performing head and neck exams and the referral rates of biopsies after completion of head and neck exams. We hypothesized that not all dentists perform head and neck exams and there is a difference between dentists who refer patients for a biopsy and those that perform biopsies. General dentists and dental specialists who are members of the Virginia Dental Association were invited to participate in a cross-sectional survey study through REDCap to self-report their head and neck exam protocols. A total of 224 providers completed the survey. The majority of respondents were general dentists with more than 20 years in practice, who practice in a private setting, and see more than 10 patients in a day. All respondents stated they perform intraoral examinations, but 10 respondents stated they do not perform extraoral examinations. Nearly a third of respondents reported doing their own biopsies. Although only 8.5% of oral healthcare providers in Virginia responded to our survey, respondents are following the 2017 ADA good practice statement by providing their patients with head and neck exams to screen for oral cancer. Additional education pertaining to extraoral anatomy, malignant transformation of oral potentially malignant disorders, and pathology procedures may be helpful to clinicians.

Perceived Stress and Perceived Lack of Control of Student Teachers in Field Practice Placements in Schools during the COVID-19 Pandemic: Validity of the PSS-10 Adapted to the Field Practice Context

Field practice placements contribute substantially to students’ gradual attainment and final mastery of the skills of the teaching profession. The aim of this study was to adapt the Danish consensus translation of the PSS-10 to assess perceived stress during field practice placements of varying durations and to investigate its validity for use with student teachers in field practice during the COVID-19 pandemic. Data were collected upon completion of 6 weeks of a field placement at one of three levels (N = 359), and grades from the field practice exam were obtained. To resolve any issues with differential item functioning and lack of item independence, graphical loglinear Rasch models were used. Criterion validity was investigated in relation to the level of field practice and subsequent grades. The results showed that items 10 and 4 had to be eliminated; both subscales had locally dependent items, and one item in the perceived lack of control subscale functioned differentially relative to the level of field practice placement. Criteria expectations were confirmed, though not all were significant. The psychometric properties of the adapted PSS-10 were in line with previous findings on the original PSS-10 subscales. Score levels can be used as benchmarks in post-COVID-19 studies of student teachers’ field-practice-related perceived stress.

Assessment of Readiness of Students to Pass the Practical Skills Exam of the Second Stage of Primary Accreditation of Specialists with Higher Medical Education in the Specialty "Pediatrics" (Station "Emergency Medical Care")

One of the key stages in the primary accreditation of students of medical universities in the specialty "Pediatrics" is the stage of passing practical skills at accreditation stations, which is aimed at assessing the development of competencies corresponding to labor functions, determined by the professional standard of a district pediatrician. One of these stations is the station "Emergency Medical Care", during the development of which the accredited person must develop the skills for providing emergency medical care in an outpatient setting

Association of student performance between dental anatomy waxing and preclinical operative dentistry

Spatial perception and psychomotor skills are critical components to clinical dentistry. However, measures within the dental school curricula have not been sufficiently studied and evaluated for their effectiveness in predicting preclinical performance. The objective of this study was to examine whether students’ waxing skills are associated with preclinical operative performance. This study included 65 students from two class years at the Harvard School of Dental Medicine. Regression analysis was utilized to assess associations between waxing scores and operative exam scores. Waxing scores were found to be positively correlated with all operative practical exam scores and significantly associated with the class III resin composite restoration (coefficient, 0.42; P = 0.02) and the combined operative exam scores (coefficient, 0.33; P = 0.04). Wax-up assessments could serve as a predictor for preclinical performance and identify students who would benefit from additional assistance to help foster a more inclusive learning environment.