Assessment Process Research Articles

Integrating the lifelong exposure dimension of a chemical mixture into the risk assessment process. Application to trace elements

Lifelong, the general population is exposed to mixtures of chemicals. Most often, risk assessment is performed to estimate the probability of adverse effects in the population using external exposures to a single chemical and considering one route of exposure. To estimate whole exposure to a chemical, human biomonitoring studies are used to measure chemical concentrations in biological matrices. The limitations of these studies are that it is not possible to distinguish the sources or the routes of exposure. Moreover, only the concentrations of a limited number of chemicals are usually determined due to the associated cost. In this study, a methodology has been developed to estimate the internal exposures of the population to a mixture of trace elements (inorganic As, Cd, Pb and Hg) throughout lifetime. This methodology uses realistic lifetime exposure trajectories coupled to physiological based kinetic modeling, considering several sources of exposure. Then, the estimated biomarkers of exposure were compared to human biomonitoring data to estimate the robustness of the methodology. Finally, risk characterization was performed based on the simulated biomarkers of exposure considering an additive effect of chemicals. This methodology allows to determine the contribution of chemicals to the overall risk of renal effect.

SERS-lateral flow immunoassay based on AuNR@Ag@SiO2-AuNP assembly for ultra-sensitive detection of deoxynivalenol in grain

In view of the serious harm and widespread pollution caused by deoxynivalenol (DON), it is crucial to quantify its presence in the food safety assessment process. Here, we designed a core-shell-satellite nano assembly structure as a probe, composed of an anisotropic AuNR@Ag core, an ultra-thin SiO2 layer and a high surface coverage AuNPs satellites, which showed outstanding SERS activity and high stability. Anti-DON antibodies were modified on the surface of the prepared core-shell-satellite nano-assembly structure as SERS immunoprobe for DON specific detection using SERS-based lateral flow immunoassay (LFIA) with the advantages of simplicity, rapidity, and high sensitivity. Under optimal conditions, the detection limit for detecting DON using the SERS-LFIA method was 0.053 fg/mL, and the linear detection ranged from 0.1 fg/mL to 1 μg/mL. The SERS-LFIA strips based on AuNR@Ag@SiO2-AuNP nanostructures demonstrated the great potential for quick quantitative DON detection, providing a reference for trace detection of highly toxin mycotoxins.

Failure Mode Effect Analysis Use and Limitations in Medical Device Risk Management

This study aims to investigate the application of risk analysis techniques in the medical device industry and the techniques most utilised to address compliance with ISO 14971:2019 with a view to assessing the challenges of risk management. Failure Mode Effect Analysis (FMEA) and its limitations as a tool are also investigated, as well as the risk management competencies that may contribute to effective risk management implementation. Qualitative interviews were conducted with risk management experts to gain insights into current risk management practices and challenges. The study found that FMEA is the most utilised risk analysis tool by the medical device industry but does not meet all risk analysis requirements per ISO14971:2019. FMEA focuses on device functionality and risk of failure and does not account for safety risks during normal device usage. It is the first focussed study on FMEA limitations in the medical device risk assessment process, and the study can be utilised to inform regulatory policy and industry best practices. Benchmarking the pros and cons of FMEA as a tool can strengthen Risk management thinking and deployment. This study is also novel in relation to the analysis of risk analysis requirements per ISO 14971, as well as looking at risk management competency gaps in Medtech in terms of risk analysis.

Eight ways to support faculty with Entrustable Professional Activities.

Competency Based Medical Education (CBME) is pushing the medical profession to be more accountable in our standards of assessment. This has led us to focus our efforts at the top of Miller's pyramid, where we aim to see what the trainee 'does' in the clinical environment. In Canadian Royal College specialty training, this has come in the form of workplace-based supervision of trainees performing Entrustable Professional Activities (EPAs). This is unfamiliar territory for many residents and faculty, and implementation of an additional assessment process into already busy clinical practice has been particularly challenging. Because EPA assessments serve as significant contributors in new programs of assessment, failure to collect high quality EPA assessments threaten the validity of this new system. Understanding the barriers to and enablers of EPA acquisition can inform faculty development initiatives to ensure success. Based on our previous work studying early experiences of EPA assessment acquisition in Emergency Medicine, we have identified eight key concepts to guide faculty development initiatives, namely: the rationale for CBME, the 'behind the scenes' of CBME, how to construct rich narrative comments, effective use of supervision scales, the tension of EPA assessments being both formative and summative, the importance of a shared responsibility between residents and faculty for EPA assessment completion, familiarity with the suite of EPAs, and tips and tricks for incorporating EPA assessment completion into busy clinical practice. These key concepts can be integrated into an overall faculty development strategy for building this now essential skill set.

The role of artificial intelligence measured preoperative kidney volume in predicting kidney function loss in elderly kidney donors: a multicenter cohort study.

The increasing use of kidneys from elderly donors raises concerns due to age-related nephron loss. Combined with nephrectomy, this loss of nephrons markedly increases the risk of developing chronic kidney disease (CKD). This study aimed to investigate the prognostic value of preoperative kidney cortex volume in predicting the loss of kidney function in elderly donors, by developing an artificial intelligence (AI)-based model for precise kidney volume measurement and applying it to living kidney donors. A multicenter retrospective cohort study using data from living donors who underwent donor nephrectomy between January 2010 and December 2020 was conducted. An AI segmentation model was developed and validated to measure kidney cortex volume from pre-donation computer tomographic (CT) images. The association between measured preoperative kidney volumes and post-nephrectomy renal function was analyzed through a generalized additive model. A total of 1074 living kidney donors were included in the study. Validation of the developed kidney cortex volume model showed a Dice similarity coefficient of 0.97 and a Hausdorff distance of 0.76mm. The measured cortex volumes exhibited an age-related decrease, which correlated with declining kidney function. Elderly donors showed greater decreases in estimated glomerular filtration rates (eGFR) post-donation compared to young donors ( P =0.041). Larger preoperative remnant kidney cortex volume was associated with significantly less decline of eGFR post-donation than those with smaller preoperative remnant kidney cortex volume ( P <0.001). This study highlights the critical role of preoperative kidney cortex volume in the donor assessment process, particularly for elderly donors. The fully automated model for measuring kidney cortex volume provides a valuable tool for predicting post-donation renal function and holds promise for enhancing donor evaluation and safety.

The global conservation status of plants growing on cliffs and rocky outcrops

Ecosystems that occur on cliffs and rocky outcrops are home to many plants that are specially adapted to harsh environmental conditions. These habitats are seeing increased pressure from development, recreational use, and invasive species, calling for a thorough evaluation of the endangerment of the taxa inhabiting them. However, the conservation status of these taxa is not well understood preventing effective conservation prioritization and action. In this study, we examine the conservation status of vascular plant taxa associated with these ecosystems, using the International Union for Conservation of Nature (IUCN) Red List of Threatened Species assessments, and compare these to their taxonomic status (families and genera) and range (realm, country, occupancy). We have assembled data highlighting regions where cliff and rocky outcrop taxa most frequently occur (Madagascar, Brazil, Spain) and found that plants growing in these habitats may be more endangered than expected given global plant endangerment, however, risk patterns do vary. Certain groups find refuge in cliffs or rocky outcrops environments (Euphorbiaceae, 18% less endangered), while others may be facing increased risk (Cactaceae, 19% more endangered). We have also found that taxa occurring in habitats with low mean elevation or narrow elevational ranges are more endangered. To assist future research, we have developed a dashboard summarizing available data that also allows for interactive analyses based on user-defined goals. We see the need for additional research on cliff and rocky outcrop plants to enhance the Red List assessment process and support overall plant conservation efforts.

PSYCHOMOTRICITY FOSTERING PRESCHOOL PUPILS’ LONG-TERM LEARNING

The present research analyses whether an intervention based on employing a grounded psychomotor methodology favours meaningful learning and long-term memorization of curricular content in the same way as an expository methodology would. A comparative analysis between the effects of one methodological intervention and another is performed. The study is carried out with two natural groups of preschool pupils (5-6 years old). The acquisition of content following each of the four sessions programmed for both methodologies, and its memorization in three time frames of 24 hours, 7 days, and 31 days, is evaluated. To evaluate learning and memorization of content, a verbal recognition test and a verbal memorization test are used. The study shows that during the grounded psychomotor intervention, as a methodology that uses meaningful motor skills experienced in an interdisciplinary framework, preschoolers improved their learning. The analysis of the methodological effect was significant despite having found significant differences between groups. Memorization over short (24h), medium-term (7 days) and long-term (31 days) periods of time presents similar values ​​between both methodologies, showing an important recall capacity in both methodologies. In memorization, there are also significant differences according to the group and methodology. The study considers that significant motor interventions experienced as strategic didactic elements are worth considering as a strategy to improve content learning in an educational context at the preschool stage. This study enables us to consider the need to establish mechanisms for preschoolers to control emotional intensity when using psychomotor tasks and delivering intentionally directed curriculum content. A comprehensive examination of the research allows us to contend that although the formative assessment process, which is a byproduct of the learning process itself, has contributed to high memorization results over time, teaching-learning dialogic and constructivist methodologies can be held responsible for very low levels of forgetting.

A Clinical Consult to Explain the Biofeedback Process

Clinical IssuePsychophysiological assessments and biofeedback-based interventions for chronic for chronic pain can be highly effective. The purpose of this clinical consultation was to provide an overview of the psychophysiological assessment process and present a primer on biofeedback for chronic pain. The biofeedback process was presented by a biofeedback content expert, with photos and diagrams. Practice RecommendationsNurses advocate for non-pharmacological pain interventions. However, biofeedback is a practice that has been overlooked and underutilized in nursing. This clinical consultation is meant to educate clinical nurses on psychophysiological assessment and biofeedback for chronic pain.

Development of Essential Thinking Test Instrument using the Presseisen Taxonomy on Ecosystem Material for Grade X High School Students

The test instrument is a measuring tool in the assessment process used to obtain information in the form of data on student learning outcomes, both cognitive aspects and thinking skills. The use of test instrument to measure students' thinking skills is still rarely used. This study aims to develop an essential thinking test instrument using the Presseisen taxonomy on valid and reliable ecosystem material. This research uses the Research Development (RD) method with the 3D modified development model combined with the test development stages consisting of 6 stages. Data collection in this research was carried with interviews, tests, and test instrument validation sheets. The analysis included content validity analysis, interrater reliability, and Rasch model analysis. The results showed that all items were valid based on content validity. Interrater reliability has a value of 0.783 with a good category. All items are declared fit, but item number 7 contains bias so it needs to be discarded. Cronbach's alpha has a value of 0.68 in the enough category, person reliability has a value of 0.50 in the weak category, and item reliability has a value of 0.99 in the excellent category. The item difficulty level group consists of 2 very difficult questions, 4 difficult questions, 2 easy questions, and 2 very easy questions. Based on the result of the research, it can be concluded that there are 9 items that are declared valid and reliable for use.

The Relationship Between Soft Skills And Daily Performance Values Of Problem Based Learning Of Students Of The Faculty Of Medicine, Swadaya University Gunung Jati

Soft skills are an important attribute in medical practice. PBL is one of the learning methods used by the UGJ Faculty of Medicine, where the assessment process and rubric have adapted soft skills. It is important to know whether there is a relationship between soft skills and the daily PBL performance scores of FK UGJ students. Knowing the relationship between soft skills and the daily PBL performance value of FK UGJ students. This study uses descriptive studies, including analytical observational research, primary data in the form of questionnaires, and secondary data in the form of an archive of PBL performance values. 95.4% (228) of the 239 respondents had sufficient problem-solving soft skills, 97.9% (234) of the 239 respondents had sufficient initiative soft skills, 94.6% (226) of the 239 respondents had sufficient soft skills of integrity, 92.1% (220) of the 239 respondents had sufficient communication soft skills, 88.3% (211) of the 239 respondents had sufficient teamwork soft skills. PBL performance values show quite wide variations. Most students score between 35.0 - 40.0. The results of the research show that there is a significant relationship between the five aspects of soft skills and the daily PBL performance scores of FK UGJ students. There is a significant relationship between the five aspects of soft skills and the daily PBL performance scores of FK UGJ students

Where’s the fun in that? Building an authentic, inclusive, serious-yet-playful learning development framework

At the University of the West of Scotland, one of the ways in which first year students engage in exploring academic, personal, and professional literacies is through an embedded and contextualised credit-bearing module that runs alongside subject specific study. The module offers students opportunities to explore aspects of identity, values, and motivations as part of long, thin, scaffolded engagement running over two terms, and provides a mutable space for student-led discussion on a breadth of aspects of longitudinal transition support, becoming, as well, a space to engage with learning development principles and practices. In so doing, learning experiences within the module are at once guided and exploratory, presenting a risky safe space (Boyd, Wilson and Smith, 2023) for students to use in their transition towards increased autonomy and confidence. This session considered how the flexibility of the learning and teaching spaces created in the module (physical and virtual) allows for both reinforcement of formal structures/ requirements such as assessment processes (the serious part) as well as the freedom to negotiate personalised, aspirational, agentic, experimental learning experiences (more playfully intended). The session shared examples of classroom activities and presented learner feedback. Delegates were invited to share reflection on their own experiences of designing and delivering similar experiences and contribute to a fuller understanding of the value of maintaining balance within the serious-play spectrum.

Patterns of referral to interprofessional services among frail older adults presenting to emergency departments in Canada.

Geriatric Emergency Department (ED) Guidelines recommend optimizing transitions of care for older patients with complex needs. In this study, we investigated referral patterns to interprofessional services, including occupational therapy, physiotherapy, dietician, social work, home care, and specialized geriatric services, among older adults presenting to the ED with high-risk characteristics. We recruited community-dwelling older adults presenting to 10 EDs across Ontario, Quebec, and Newfoundland, Canada, from April 2017 to July 2018. To observe processes of care in the ED, we deployed a two-stage high-risk case-finding and focused comprehensive assessment process based on the interRAI ED-Screener and ED Contact Assessment to identify and characterize older adults at high risk. We analyzed the secondary data using descriptive statistics and logistic regression. We screened 5265 individuals with the ED Screener, further assessed 1479 with the ED Contact Assessment, and analyzed data from a subset of 1055 community-dwelling older adults assessed with the ED Contact Assessment. Participants in our study sample had a mean age of 83 years, 58% were female, and many had a complex burden of cognitive and functional impairment and social needs. Over half of this high-needs sample were referred to general home care services (62.7%), occupational therapy (59.3%), and physiotherapy services (55.2%), while 16% were referred to specialized geriatric services. We also found a significant positive association between interprofessional referrals and the Assessment Urgency Algorithm and Institutional Risk Scale. The most important determinants of referral to interprofessional services were hospital province, functional, clinical, and social burden and support measures. The referral patterns identified suggest that patient needs and risk intensity did not always guide referral patterns in the Canadian EDs investigated. We suggest that EDs critically examine the appropriateness of their documentation and referral systems for supporting person-centered care provision.

Understanding university English instructors’ assessment literacy: a formative assessment perspective

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary settings. This study examined Chinese university English instructors’ assessment literacy by investigating what three participants knew, thought about, and how they applied formative assessment. A knowledge-conception-practice framework was applied to explore assessment literacy in the four formative assessment processes (i.e., design, use, interpretation, and communication) to engage student learning. Individual interviews, classroom observations, and supplementary documents were adopted as instruments for data collection. Through iterative and comparative thematic analysis, findings revealed that notwithstanding variations, all three instructors possessed basic formative assessment knowledge and were willing to design and conduct formative assessment-related activities for students’ learning engagement and enhancement. However, they held product-oriented rather than process-oriented mindsets when designing, using, interpreting, and communicating formative assessment. They also lacked sufficient assessment knowledge and strategies to effectively engage students in self-regulated learning through learner-centered task design, success criteria, and process-oriented feedback. Lastly, the study discussed theoretical and pedagogical implications regarding how to conceptualize and develop English instructors’ formative assessment literacy in mainland China and beyond.

Enhancing accuracy and efficiency in upper extremity disability assessments: development and testing of a desktop application.

This study aimed to validate a software application (app) developed by the authors to streamline and enhance the accuracy of disability assessments, specifically for musculoskeletal system disabilities in the upper extremities. A software was developed under a TÜBİTAK-funded project to aid in the disability assessment process. This tool, designed for Windows operating systems and developed in Visual Basic (VB.NET), was tested using archive data from 50 patients, focusing on upper extremity physical evaluations. Statistical analysis, including the Shapiro-Wilk and Independent t-test/Mann-Whitney U-tests, was conducted using IBM SPSS Statistics to compare the app-assisted and manual assessment methods regarding time and rating'. Significant time-saving was observed with the app-assisted method, which was 328.3 seconds faster on average than the manual method. The average rating difference between the 2 methods was minor (0.40 points, 0.92% difference) and not statistically significant (P=.931). The app-assisted method showed efficiency in disability assessment with comparable accuracy to the manual methods. This application was developed for physicians who examine patients with musculoskeletal system disabilities in the upper extremities for the Health Board. Our results show that the application reduces the average evaluation time by 5 minutes while maintaining accuracy comparable to the manual method. It could be a helpful tool for physicians in a clinical setting. Level IV, Diagnostic Study.

The operating principles in an EIA process

The Environmental Impact Assessment, often known as the EIA, is an essential process that is designed to evaluate the potential environmental repercussions of proposed projects before they are put into action. An examination of the key operational principles of the EIA process is presented in this article, with an emphasis placed on the significance of these concepts in promoting sustainable development. Purposiveness, rigor, practicability, cost-effectiveness, and public participation are some of the topics that are discussed. The Environmental Impact Assessment (EIA) process ensures that environmental considerations are included into decision-making by adopting these principles, which in turn reduces the risk of adverse consequences on the environment. The purpose of this article is to examine the role that legal and institutional frameworks play in facilitating effective Environmental Impact Assessments (EIAs) and to assess case studies that highlight how these frameworks are actually put into practice. Throughout the course of the article, topics such as the relevance of Social Impact Assessment, the need of environmental audits, and the development of new technologies in Environmental Impact Assessment are discussed. The purpose of this article is to underline the need of adhering to the fundamental operational principles of Environmental Impact Assessment (EIA) in order to achieve environmentally responsible and sustainable development. This is accomplished via a comprehensive literature review and analysis.

The use of video recordings in the formative assessment process of Taksims

In this research, I aimed to evaluate the effectiveness of using video recordings in the process of formative assessment of taksims performed within the maqams covered in a Turkish music theory course. Taksim entails a performance aligned with the melodic movement features of a given maqam, adhering to its rules, yet allowing for improvised expression without a rhythmic structure. Maqam can be defined as the creation of musical phrases with a number of special rules by using certain sounds. Taksim studies are carried out in Turkish Music Conservatories, generally in the third and fourth grades, for the practice of the maqams taught in Turkish music theory courses. In this study, participating students recorded taksims in specific maqams. I, also as the instructor, reviewed the taksims performed in the video recordings and engaged in discussions with the students to clarify any ambiguous aspects. In my study, I employed observation, retrospective verbal protocol analysis, and interviews. I analyzed data using the content analysis approach on ATLAS.ti software. From my investigation, I deduced that analyzing videos during the formative assessment stage proved beneficial in identifying errors and enhancing skills such as error recognition, intonation, musicality, melody creation, motivation, and confidence.

Vulnerability Assessment for Naval Ships against Air-Explosive Impulses: Modified Damage-Extent Method Incorporating Structural Capacity

Abstract This study introduces an enhanced damage-extent method that incorporates the structural load-bearing capacity of the hull to assess the vulnerability of naval ships to explosive loads. This vulnerability assessment predicts the area of damage to the hull structure and calculates the probability of onboard equipment experiencing functional losses due to the explosive load, thus allowing various design alternatives to be evaluated. The proposed methodology improves upon traditional damage-volume-based approaches, such as damage-radius and ellipsoid methods, by considering the hull's structural stiffness and intrinsic damage resistance. It integrates the hull's structural resistance to the load, enhancing the damage assessment process for both the hull and equipment. This approach facilitates damage prediction for different hull designs by comparing the allowable impulse with the explosive pressure. In assessing the functionality loss and vulnerability of the equipment within the damaged hull, the network of equipment functions is considered. An anti-ship cruise missile with a sea-skimming trajectory is investigated as the explosive charge, with procedures established to simulate its trajectory and impact location on the hull. Hundreds of potential internal and external explosion points are generated, predicting the explosive pressure at each location. The shock wave, including incident overpressure, reflection pressure, and quasi-static gas pressure, is converted into impulses, taking into account the configuration of hull compartments to accurately predict these pressures and equivalent impulse. The resulting impulse is compared with the intrinsic damage capacity of each compartment's structure to assess potential damage. System network and fault tree analysis evaluate the loss of function and vulnerability of equipment within the damaged hull. Finally, the proposed capacity-based damage extent method demonstrates more accurate damage assessment compared to traditional methods, overcoming the limitations of damage-radius and ellipsoid approaches by considering hull strength

Evolving Roles of Post-Pandemic EFL Teachers and Students: Student Learning and Assessment

The COVID-19 pandemic has had substantial and persistent impacts on pedagogical methodologies and student assessment practices. This study provides an overview of language educators’ perceptions of the post-pandemic era, synthesizing the factors that undermine the effectiveness of student learning and assessment in online and face-to-face classrooms. Additionally, it offers insight into the potential opportunities and challenges associated with teaching and learning in the future. For this purpose, views of 15 English language teachers affiliated in a school of foreign languages were obtained through an online survey. The participants provided answers to the questions by comparing their practices before, during, and after the pandemic. Data collected were subjected to content analysis. Findings revealed that the sudden transition to online education brought many challenges and uncertainties that affected mostly assessment processes and interactions negatively, which caused serious concerns in students’ actual performance and fairness of the scores.

Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

Changing institutional culture to change student outcomes: Grant funding, change management, and student success at small institutions

AbstractThrough the lens of change management theory, this article focuses on transforming institutional culture at small institutions through grant opportunities. Federal discretionary grants, such as the Department of Education's Title III, Strengthening Institution Program (SIP), provide financial resources for new initiatives to improve student outcomes. Cultural shifts can be challenging at small institutions, where deep traditions and institutional inertia can create barriers to positive change. Initiative fatigue also can emerge, as staff and faculty carry multiple roles with limited resources while balancing increased grant reporting and recordkeeping requirements. Through an iterative assessment process resourced with grant funding, transformational cultural shifts can be leveraged while meeting grant objectives and establishing lasting change that will strengthen the institution and produce stronger student outcomes.