Practical Exam Research Articles

CONHECIMENTOS SOBRE RASTREIO E DIAGNÓSTICO PRECOCE DE CÂNCER DE COLO UTERINO ENTRE AS MULHERES QUE FREQUENTAM UM AMBULATÓRIO DE UM CENTRO UNIVERSITÁRIO NA CIDADE DE PORTO VELHO – RO - BRASIL

Cervical cancer (CCU) is one of the most common types among women, making early diagnosis essential for better prognoses. It is characterized by slow progression, but it is amenable to screening and rapid detection, which can lead to effective treatment and a promising prognosis. Human papiloma virus (HPV) infection, especially by subtypes 16 and 18, is a necessary but not sufficient condition for the development of cervical cancer. The oncotic cytology test (Pap smear) aims to detect precursor lesions of CCU. This study investigated the level of knowledge about cervical cancer screening and early diagnosis among women attending an outpatient clinic at a University Center in Porto Velho, RO. A qualitative and descriptive approach was used through questionnaires to assess understanding of the preventive exam (Pap smear), risk factors, and preventive practices. The results showed: (i) high adherence to the cervical cancer preventive exam among participants; (ii) non-use of condoms (70%); (iii) educational actions on the preventive exam (60%); (iv) structural and personal barriers limiting access to the preventive exam; (v) 56.7% of participants had information about HPV; (vi) 83.3% of participants reported knowledge of cervical cancer; (vii) lack of knowledge about the frequency of the preventive exam in 55% of participants; (viii) 88.3% believe that early diagnosis improves prognosis and treatment success. The results of this study may help to develop effective educational interventions that encourage the preventive exam, contributing to reducing incidence and mortality rates associated with CCU, and improving women’s health in the region.

Development of a Virtual Reality Training Tool Promoted at Skill Acquisition in Preparatory Clinical Education for Pharmacy Students and Verification of Its Educational Effectiveness: Preparation of Liquid Medications

In recent years, virtual reality (VR) technology has garnered attention as an educational tool. It is believed to be beneficial to utilize VR technology for the acquisition of pharmacist skills. Therefore, we developed a VR training tool aimed at acquiring skills in the preparation of pharmaceuticals in preparatory clinical education for pharmacy students. Additionally, we evaluated the effectiveness of the VR training tool by having beginners learn about the preparation of liquid medications through VR materials or existing texts (Tx) and assessing their learning outcomes in subsequent practical exams. The study included 12 participants in the VR group and 10 in the Tx group. For the items "smoothly and rhythmically performing a series of actions or operations," "aligning the meniscus with eye level during scale confirmation," "marking lines on the dispensing bottle," and "placing lines at the appropriate scale on the dispensing bottle," students in the VR group were significantly more capable in practical application. The time required to prepare the liquid medication was significantly shorter for students in the VR group, with over half of the Tx group students exceeding 10 min and terminating the task. According to the survey results, many students cited VR as a method for acquiring dispensing skills. Based on these results, our developed VR training tool for liquid formulation showed usefulness in teaching practical skills to beginners.

Evaluating Anatomy Education in Kastamonu Çatalzeytin Vocational Higher Schools through Student Feedbacks

Aims: The aim of this study is to assess the attitudes of students in Vocational Higher Schools by obtaining their opinions, regarding the Anatomy course. Methods: This study is a survey-based research aimed at evaluating the opinions of 639 students enrolled in different programs (Disability Care and Rehabilitation, Physiotherapy, and Elderly Care Programs) at Kastamonu University Çatalzeytin Vocational Higher School regarding the Anatomy course, which they have taken theoretically. The survey questionnaire consists of 29 questions related to the evaluation of theoretical classes and eight questions related to the evaluation of exams. The survey questions were created online, and the participating students were provided with a link to access the survey questionnaire. Results: When asked about the contribution of the Anatomy course content to their professional development, 60.5% of the students responded positively, while 18.2% responded negatively. In regards to the inclusion of practical classes alongside theoretical classes, 80.9% of the students responded positively, while 7.1% responded negatively. Regarding the evaluation of exams, 63.8% of the students responded positively to the question of including visual-based questions in theoretical exams, while 19.5% responded negatively. When asked about the inclusion of practical exams alongside theoretical exams, 50% responded positively, while 27.6% responded negatively. Conclusions: Based on the findings of this study, which incorporates the opinions of the students, it is emphasized that practical classes should be included alongside theoretical classes in Anatomy education. Furthermore, it is noted that reminder sessions would be beneficial in the following years due to the tendency of forgetting the content of the Anatomy course.

Video chat exams in an online general education linguistics course

Video chat exams are a potential solution in online, general education introductory linguistics courses that seek to promote academic integrity, differentiate instruction, center student language and rhetorical practices, and offer multiple assessment modalities. Instructors who try video chat exams will want to clearly communicate expectations, offer practice exams, take steps to mitigate bias, and be sure this strategy aligns with their student learning outcomes as well as logistical concerns, like class size.

Undergraduate musculoskeletal ultrasound training based on current national guidelines—a prospective controlled study on transferability

IntroductionMusculoskeletal ultrasound (MSUS) is integral to routine clinical diagnostics for musculoskeletal and joint disorders. This study aims to establish and validate a sonography course tailored to undergraduate medical students acquiring MSUS-specific skills at a German university.MethodsA blended learning training concept, comprising 24 instruction sessions of 45 min each, was designed based on the current national guidelines of the German Society for Ultrasound in Medicine (DEGUM). This program was integrated into the clinical phase of the undergraduate students’ medical education. The self-perceived improvement in competency and the effectiveness of the course design were evaluated using a a 7-point Likert scale questionnaire. Objective learning success was evaluated via a written test and a “Direct Observation of Practical Skills” practical exam. Control groups included medical students without MSUS training (control group 1) and doctors who had completed DEGUM-certified basic MSUS courses (control group 2). Both control groups completed the written test, while control group 2 also took the practical final exam. The study involved 146 participants: 56 were allocated to the study group, 44 to control group 1, and 46 to control group 2.ResultsThe study group rated their skills significantly higher after the course (p < 0.01). Participants expressed high satisfaction with the course design, the teaching materials, and the teachers. The study group's performance on the final written test was comparable to those of control group 2 (p = 0.06) and significantly superior to control group 1 (p < 0.001). Additionally, the study group’s performance on the practical final exam was not significantly different from control group 2 (p = 0.28), with both groups achieving scores exceeding 80%.ConclusionBoth subjective and objective measures of learning suggest that an MSUS course designed for postgraduates can be effectively adapted for undergraduate medical students. Incorporating MSUS training into the clinical curriculum is recommended to enhance future medical professionals' educational experience and practical skills.

Cadaveric Prosections Prepared by Qualified Instructional Staff Were More Efficient and Effective Teaching Modalities for Veterinary Gross Anatomy than In-Class Dissections by Students.

Veterinary programs traditionally teach gross anatomy by having students perform regional dissections on animal cadavers. Dissection is effective but also costly, time consuming, and intimidating for students. These factors, along with reduced contact hours devoted to gross anatomy, warrant investigation of more time-efficient teaching modalities. We sought to determine whether learning anatomy from instructor-prosected cadavers is a suitable alternative to in-class cadaveric dissections. Veterinary students completed nine units of regional gross anatomy over three courses. For each unit, students were randomly assigned to study the region on instructor-prosected cadavers (i.e., prosection students, n = 25) or perform their own dissection of the region in small groups (i.e., dissection students, n = 25). Prosection students spent on average 18 minutes/week less (p < .05) in class than dissection students. Despite comparable amounts of time spent studying outside of class each week, prosection students outperformed (p < .05) dissection students on 56% of the practical unit exams and 44% of the overall unit exams, whereas dissection students outperformed (p < .05) prosection students on only a single unit exam. Prosection students also performed better (p < .05) on subsequent quizzes administered to assess knowledge retention. Survey responses indicated that students were more confident in the accuracy of prosections and valued the efficiency they provided. Although they found value in performing dissections and were generally satisfied with the knowledge they gained, many students reported feeling timid toward dissecting, which diminished the experience. Together, these findings demonstrate that expertly prosected cadavers were more time-efficient than in-class cadaveric dissections and were generally more effective for learning gross veterinary anatomy.

Nutrition-focused Physical Exam Knowledge, Practice, and Barriers to Use in Louisiana (WIC) Dietitians

Nutrition-focused Physical Exam Knowledge, Practice, and Barriers to Use in Louisiana (WIC) Dietitians

EXPLORING ONLINE LEARNERS’ PERSPECTIVES IN RELATION TO PROCTORED EXAMS

This study targets to investigate the opinions and perceptions of the online and distance learners regarding to online proctored exams. A qualitative case study was employed to explore views of the participants related to the online proctored exam practice. The data were collected from 69 undergraduate distance learners via an online form. A content analysis approach were employed to analyze the data. As a result of the content analysis three themes namely, satisfaction, dissatisfaction, and exam administration emerged. The findings indicated that while online and distance learners were satisfied with the online proctored exams as they are secure, convenient, accessible, and reliable they also dissatisfied because of the technical problems and surveillance. Furthermore, the results also revealed that the administration of the online proctored exams needs to be reviewed. It is hoped that the findings will pave the way for future applications and research on the design and implementation of online proctored exams. Implications and future research suggestions are discussed.

Self-assessment skills of undergraduate students in operative dentistry: Preclinical performance and gender.

Self-assessment is key to improving the quality of work performed by dental professionals. The ability to accurately self-assess has been found to correlate with better clinical performance, making it an important skill for students to master during their dental education. Furthermore, studies conducted in dental schools across the world have shown that lower-performing students tend to overestimate their abilities compared to their peers. This study aimed to evaluate the self-assessment skills of dental students in pre-clinical operative dentistry and to investigate the impact of gender on these skills. Third-year undergraduate dental students (N = 335) took 2 pre-clinical practical exams: class II composite preparation and restoration. Students self-assessed each assignment using a standardized rubric, and 6 calibrated faculty members graded all procedures blindly and independently. The difference between students' self-assessment scores (S) and mean faculty grades (F) reflected the students' self-assessment skills and was referred to as the Student-Faculty (S-F) gap. A positive S-F gap indicates that students overestimate their work, while a negative S-F gap indicates that students underestimate their work. Data was stratified by gender and by faculty-determined student performance, and then statistically analyzed. The study demonstrated a statistically significant difference between faculty grades and students' self-assessment scores. Positive S-F gaps were observed across all procedures, indicating overestimation, with a mean S-F gap of 11.4 ±9.9%. A negative correlation was found between faculty grades and S-F gaps. Higher-performing students showed smaller S-F gaps (4.8 ±5.3%) compared to lower-performing students (21.2 ±9.68%). Furthermore, male students showed significantly higher S-F gaps (14.0 ±10.3%) compared to females (9.7 ±9.4%). Overestimation was more prevalent among lower-performing and male students compared to higher-performing and female students. Future investigations should consider exploring effective interventions and educational strategies aimed at improving students' self-awareness and their ability to accurately assess their performance.

A Mixed Methods Study on Character Traits of Nursing Students and Faculty Influencing a 100% Passing Rate in the Nursing Licensure Exam in the Philippines.

This study explores the character traits contributing to the 100% passing rate of nursing graduates in the Nursing Licensure Examination (NLE) in the Philippines over the past decade. Understanding these traits provides insights into the factors driving academic and professional success in nursing. Employing a convergent parallel mixed methods design, this study combined quantitative and qualitative approaches. Data were collected through electronic surveys from 222 nursing alumni and 39 faculty members, focusing on character traits and behaviors linked to NLE success. The quantitative data were analyzed using Statistical Product and Service Solutions (SPSS, version 29; IBM SPSS Statistics for Windows, Armonk, NY) for descriptive statistics and factor analysis. Additionally, in-depth interviews with 21 alumni and 15 faculty members provided qualitative insights. Data saturation was reached with 11 faculty and 13 alumni, ensuring comprehensive coverage of the participants' experiences. Quantitative results from factor analysis showed that spirituality, love of learning, honesty, and kindness are among the qualities that are necessary for success in NLE. These character traits have a significant impact on both career readiness and academic performance. Qualitative results revealed the importance of resilience, faculty support, and peer relationships in fostering these attributes. It became evident that building a healthy learning environment required the support of peers and professors and that resilience was necessary to manage the stress of tests. Both datasets emphasized the need for a strong character and academic achievement in conjunction with long-term success. The study highlights that obtaining a high NLE passing rate is mostly dependent on academic knowledge in addition to character attributes. Character education techniques such as role-playing, reflective writing, and service-learning can be incorporated into nursing curricula to improve attributes such as empathy and resilience. Continuous faculty development and structured mentorship are also crucial. Character development must be incorporated into academic learning in nursing education. Focusing on qualities such as empathy, resilience, and ethical judgment, along with implementing character education tactics such as service-learning and reflective writing, are crucial to prepare graduates to succeed in professional practice and board exams. A comprehensive approach that blends character development with academic achievement produces skilled and compassionate healthcare professionals.

Educational Effect of Practical Examination on Basic Cardiopulmonary Resuscitation Self-Learning

Simplification of basic cardiopulmonary resuscitation (CPR) enables easy production of videos for training, and non-face-to-face training can be provided via internet. The participants of this study were 89 university students who took basic CPR class in 2020. We utilized teaching materials that is a 50-minute teaching material for standard adult CPR, comprised of a 25-minute power point slide show and a 25-minute video. All participants completed self-learning via Google Classroom (Alphabet Inc., Mountain View, USA). The participants took compression-only (C-O) practical examination consisting of 180 chest compressions after 5-minute C-O CPR using Resusci Anne SkillReporter (Laerdal Medical, Stavanger, Norway). The collected data were analyzed at an ⍺=.05 using the SPSS 20.0 for Windows (IBM Inc, New York, USA). Changes in willingness, knowledge, performance, and attitude toward CPR before and after the practical exam were analyzed using t-tests. Willingness to perform CPR increased from 1.78 to 2.02, showing a statistically significant change (p=.040). The knowledge score increased from 3.12 to 3.56 and performance score increased from 2.87 to 3.36. The attitude score increased from 3.39 to 3.69, and all these changes were statistically significant (p&lt;.001; p&lt;.001; p&lt;.001). The practical exam on self-learning of basic CPR was effective on improving willingness, knowledge, performance, and attitudes of non-healthcare providers.

Exam reform: an opportunity for the redistribution of academic power.

Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

EFL Learners' Belief in English Only Instruction: A promising or ineffective approach at the tertiary level in Iraq

Learning English has increased its popularity exponentially thanks to global needs in numerous fields. Accordingly, various means of instruction have been adopted to master English. English-only instruction, the alternative to code-switching, is one of them that urges educators and learners to communicate through English. Although many studies have examined the effectiveness of English-only instruction, a gap has been observed in the literature regarding students’ opinions at a tertiary level in the Iraq context. To this aim, 50 students who studied at TISHK International University’s Language Preparatory School in the 2022–2023 Academic Year were chosen via snowball sampling. Participants evaluated English-only instruction in terms of the overall program, instructors, and administration. The primary instrument used to collect data was a survey. Collected data, analyzed by SPSS 26 and NVivo, respectively, unearthed that English-only instruction received favorable feedback in terms of holistic English mastery, creativity, motivation, and time management. However, some communication barriers, thereby having low learning rates were cited by a few students as weaknesses of chosen instruction. Likewise, the instructors’ efforts to teach English through Web 2.0 tools, practice exams, real-life examples, and principles of student centered approach were appreciated without leaving any room for hesitation. Similarly, the administrators’ initiatives to guide, form, monitor, examine and take appropriate action to promote the quality of education with an English-only policy received positive feedback. The findings of this study may have certain implications for stakeholders who are interested in the implementation of English-only instruction at their institutions on a global scale.

Implementation of Competency-Based Curriculum in Improving the Quality of Education in Schools

The aim of this research is to evaluate Curriculum Effectiveness: Understanding the extent to which a competency-based curriculum can improve the quality of education by measuring student learning outcomes, level of mastery of material, and students' ability to apply the knowledge and skills they learn. This research uses qualitative/quantitative methods with a descriptive approach. Some of the instruments used in this research are student portfolios, practical exams, formative assessments. The researcher's data collection techniques used interviews, questionnaires, classroom observations, classroom observations, document analysis, exams and assessments, focus group discussions, and reflective notes. This research shows that the implementation of Competency-Based Curriculum (KBK) in the context of school education requires the active involvement of teachers in preparing more contextual learning that is oriented towards skills development. Students are expected to become successful, honest, disciplined, and responsible individuals. However, the quality of education in Indonesia still requires many improvements, including the implementation of appropriate policies as an alternative solution to educational problems. Relevant KBK programs with initiatives for training education personnel include participation in various places, development of family planning organizations, and utilizing the education process to address educational gaps. The importance of administrative support, resource availability, and continuous evaluation and assessment are key to the successful implementation of KBK. Parental and community involvement are also crucial in supporting the implementation of KBK, which ultimately positively impacts the quality of education, student motivation, and alignment with local needs.

The effect of education with case-based scenario simulation on interns' proficiency in cardiopulmonary resuscitation

Introduction: this research examines the impact of case-based scenario simulation instruction on intern physicians' proficiency in cardiopulmonary resuscitation (CPR). Objectives: to compare the effectiveness of conventional teaching methods versus case-based scenario simulation techniques on the CPR skills of intern doctors. Method: the study involved 62 intern doctors at The First Affiliated Hospital of Guangxi University of Chinese Medicine, divided into two groups of 31: control and observation. The instruction period lasted three months, with the control group receiving conventional teaching and the observation group using case-based scenario simulations. Post-instruction, the groups were assessed on course content, the impact of training, and satisfaction levels. Results: the observation group showed significantly better performance in theoretical knowledge, scenario simulation, and practical exams compared to the control group. The passing rates for chest compression, electric defibrillation exams, total mastery of theoretical knowledge, and overall practical competence were all higher in the observation group. Additionally, the overall satisfaction rate and evaluation of the teaching effect were significantly greater in the observation group. Conclusions: case-based scenario simulation teaching positively influences the CPR skills of intern doctors and is an effective method to improve teaching outcomes and trainee satisfaction

A Novel, Mutually Beneficial Student-Faculty Partnership to Develop Real-Time Formative Assessments Aligning with the Preclinical Undergraduate Medical Curriculum.

A shortage of curriculum-aligned formative multiple-choice questions (FMCQs) remains despite their known learning benefits in preclinical medical education due to limitations on teaching faculty time and other reasons. In response, students often use extramural resources such as commercial or collaborative question banks; however, these options are often expensive and cannot be aligned with the content of each school's unique curriculum. In addition, students need feedback on their learning in a manner that parallels the format of summative assessments. In this pilot, the authors aimed to enhance student learning by creating an intramural formative practice resource that was developed as the curriculum unfolded under the direction of the faculty leading the concurrently running curricular units. The authors developed a workflow known as Professor-Reviewed Exam Practice (PREP) in 2023. PREP partnered preclinical medical students and faculty to create vignette-style, single best response FMCQs with feedback for every lecture and self-guided learning module in multiple preclinical blocks of The Ohio State University College of Medicine undergraduate medical curriculum. PREP established a sustainable, student-led, faculty-guided workflow that created high-quality, curriculum-aligned FMCQs for student use in the preclinical medical curriculum over a 14-month period. Usage rates were high across multiple preclinical blocks, reflecting high student demand for FMCQs of this nature and their value as a study aid. Survey data showed faculty agreed that their time commitment and role in the PREP workflow was appropriate. Future work will evaluate the benefits of PREP to students by exploring the potential impact of PREP FMCQs on summative assessment performance and if writing FMCQs confers benefits to PREP team members. Faculty survey indicated that performance data from PREP FMCQs could be used to tailor upcoming teaching and learning methods, which is an area for future inquiry.

Integration of ChatGPT in IMG Study Strategies: An Exploratory Study of User Experiences and Perceptions

Introduction: IMGs face extensive challenges when preparing to enter a foreign workforce, such as adapting to new learning systems and studying without guidance, which can be alleviated by using AI tools like ChatGPT to supplement their studies by explaining concepts, generating questions, and providing personalized feedback. Aims: To explore International Medical Graduate’s (IMG) experiences with ChatGPT by integrating it into their study strategies for the United States Medical License exam (USMLE) preparation. Methods: This prospective study comprises 305 International Medical Graduates (IMGs) actively preparing for the United States Medical License exam (USMLE) . Data collection included qualitative semi structured interviews and Quantitative surveys via Google Forms. Quantitative data was analyzed with the help of SPSS version 27 for descriptive statistics and inferential analysis. Results: A total of 305 participant reported diverse sources through which they gained awareness about ChatGPT where Social media (31.15%) and online search platforms (28.52%) were primary sources .Word of mouth (18.69%), blogs (8.85%), friends (9.51%), and news outlets (3.28%) also contributed. Nearly half of the participants (49.5%) actively preparing for USMLE predominantly used it for concept clarification and practice question sessions (31.15%) , exam preparation and content clarification (28.52%) and summarization of study materials (18.69%). 49.5% found it helpful for preparation, others expressed dissent. Satisfaction ratings averaged at 3.7, indicating moderate satisfaction Participants willingness to recommend ChatGPT averaged at 7.2, showcasing a generally positive inclination. Participants highlighted ChatGPT's usefulness for various study-related activities. Recommendations for improvement included refining responses for accuracy and addressing concerns about plagiarism and reliability .Some participants did not observe noticeable improvements in their USMLE performance despite using ChatGPT. Conclusion: Participants reported that ChatGPT was beneficial for concept clarification and practice questions, though concerns about accuracy and potential plagiarism were noted. The study concludes that while ChatGPT holds significant promise as a supplementary study tool, users should verify information for accuracy and combine its use with traditional study methods to enhance comprehensive understanding. Incorporating ChatGPT into medical curricula as a supplementary tool, with proper training on responsible use, could further maximize its benefits.

Medical students' perspective on the United States Medical Licensing Examination (USMLE) Step 1 transition to Pass/Fail

Background The transition of the United States Medical Licensing Exam: Step 1 to Pass/Fail (P/F), from scored, caused uncertainty about students’ preparedness and wellbeing related to the exam. Comparison of study behavior and results, before and after the P/F transition can provide insights for the medical curriculum and student support. The aim of this study is to evaluate students’ perceptions of their efforts in Step 1 preparation, as compared to cohort performances to determine the impact of the transition of Step 1 to P/F on medical students. Methods Data from four cohorts of second-year medical students (Class of 2022–25, N = 204) were collected from their dedicated Step 1 self-study block. Student study regiments, aggregate practice test results, Step 1 pass rates and post-block self-reported surveys were analyzed qualitatively to compare student effort and outcomes for scores and P/F cohorts. Results Analysis of practice exam averages across the four student cohorts demonstrates a potentially slower and less rigorous start to Step 1 self-studying during the dedicated preparation block for the cohorts that took the P/F Step 1 exam format as compared to the previous cohorts that prepared for a scored Step 1 exam. Similarly, self-reported study regiments decreased in the median number of hours/day and number of weeks of study for the cohorts with P/F Step 1 exam. There was also a slight shift in the type of study resources used, between the two groups, with the scored group using more traditional board preparation resources. Conclusions The P/F transition of the Step 1 exam may lead to reduced student preparedness and may require adjustments in the resources and support provided by institutions.

Bridging the Gap: Specialized Training Programs for Infection Prevention Specialists Increase Certification Success

Background: The role of the infection preventionist (IP) is complex and encompasses a range of responsibilities requiring extensive knowledge in infection control practices, data analysis, surveillance, performance improvement and collaboration with multidisciplinary teams. Infection prevention certification (CIC) by the certification Board of Infection Control (CBIC) is a standardized marker of knowledge and competencies required for practice in the field. In a 2020 survey of IPs, less than half were certified or planned to become certified. Of those that do take the certification exam, less than three quarters pass on their initial exam attempt. Methods: From 2017 to 2023, fifty-two new IPs were enrolled in a competency-based training program which combined didactic and applied learning on core IP job functions, and a structured mentoring program. The initial didactic phase consisted of evidence-based learning modules with validation of competency through post-training testing and practical demonstration. Education was provided by an advanced practice IP via remote webinars, which included discussion of questions, skills coaching, and review of post-tests. Novice IPs were partnered with at least two preceptors: one advanced practice lead preceptor guided the novice IPs through assigned education modules and oversaw program management and training benchmarks. A second, near-peer preceptor or mentor collaborated with the novice IP in the facility setting. Initial training focused on facility operations, surveillance, rounding and other facility specific activities. Facility mentors were responsible for combining education module topics with practical application of skills. Mentors guided novice IPs through National Healthcare Surveillance network (NHSN) surveillance training and validated surveillance and infection coding until the novice IP had an interrater reliability validation assessing surveillance competency. After the initial training phase, the novice IPs began preparation for certification. This phase included additional training modules aligned with the CBIC certification content outline and practice exams. Results: All 52 novice IPs completed the training program and attempted the CIC examination. The initial pass rate for the certification exam among IPs in the supervised training and mentorship program was 98.1% (n=51). This is 33% higher than the initial pass rate published by CBIC, which was 73.9% (Figure 1). Conclusions: Organizing evidence-based guidelines into topic-specific modules builds a foundation of infection prevention and control knowledge, which is enhanced through remote instruction and direct application of skills under a preceptor’s supervision. This method allows IPs to be introduced to concepts covered in the board certification exam upon hire and support certification with improved outcome

Evaluating the evaluators: a comparative study of AI and Teacher Assessments in Higher Education

This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually-based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.