Assessment Process Research Articles

Cats are not small dogs: assessment and stabilisation of emergency presentation

Cats are a common emergency presentation in practice, with a wide range of presenting conditions ranging from trauma caused by road traffic accidents or falling from height, to acute medical conditions or ingestion of toxins. When dealing with feline patients, it is important to remember that cats are not small dogs and therefore, the approach to their assessment and stabilisation must take this into account. Cats have unique behaviour and physiology. They are great pretenders and will often mask clinical signs until they are near-critical. As their response to disease differs to that of dogs, when they are presented to a veterinary clinic they often show non-textbook clinical signs. This, in conjunction with the fact their response to medical therapy can also differ from canine patients, can make them particularly challenging to manage in an emergency. The assessment process should be holistic, and all physical examination findings should be viewed in association with each other.

Snow Resource Reutilization: Design of Snow Collection and Compression Equipment Based on Functional Analysis Method

High-latitude regions of the Earth are rich in natural snow resources; however, owing to their negative impact on daily life, they have not been effectively utilized for a long time and are instead viewed as obstacles that require substantial resources for clearance. This waste of resources contradicts the principles of sustainable development. With the rapid development of the ice and snow industry, the social and economic value of snow resources is gradually becoming apparent. Therefore, to promote sustainable social and economic development, this study explores new methods for processing snow resources to achieve their recycling and high-value transformation. This study employs the functional analysis method to analyze and solve the functions of the design system, utilizing the Analytic Hierarchy Process (AHP) and fuzzy comprehensive evaluation for the objective assessment and selection of schemes. The obtained relative optimal principles are utilized to guide the parameter setting and innovative design of the scheme in terms of functional structure. After the final scheme is output, its feasibility is verified through finite element simulation. Ultimately, to address the issue of snow resource clearing and recycling, this study designs a product scheme capable of collecting and compressing snow on road surfaces, proposing the use of snow in the form of standardized compressed snow blocks for large-scale snow sculpture construction and other fields. This method significantly reduces the cost of snow sculpture production, enhances efficiency, realizes the comprehensive utilization and high-value transformation of snow resources, and provides a reference for the sustainable development of the low-altitude ice and snow tourism industry.

EPortfolios: A 360-Degree Approach to Assessment in Teacher Education

ePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.

When words are your scalpel, what and how information is exchanged may be differently salient to assessors.

Variable assessments of learner performances can occur when different assessors determine different elements to be differently important or salient. How assessors determine the importance of performance elements has historically been thought to occur idiosyncratically and thus be amenable to assessor training interventions. More recently, a main source of variation found among assessors was two underlying factors that were differently emphasised: medical expertise and interpersonal skills. This gave legitimacy to the theory that different interpretations of the same performance may represent multiple truths. A faculty development activity introducing assessors to entrustable professional activities in which they estimated a learner's level of readiness for entrustment provided an opportunity to qualitatively explore assessor variation in the context of an interaction and in a setting in which interpersonal skills are highly valued. Using a constructivist grounded theory approach, we explored variation in assessment processes among a group of palliative medicine assessors who completed a simulated direct observation and assessment of the same learner interaction. Despite identifying similar learner strengths and areas for improvement, the estimated level of readiness for entrustment varied substantially among assessors. Those who estimated the learner as not yet ready for entrustment seemed to prioritise what information was exchanged and viewed missed information as performance gaps. Those who estimated the learner as ready for entrustment seemed to prioritise how information was exchanged and viewed the same missed information as personal style differences or appropriate clinical judgement. When presented with a summary, assessors expressed surprise and concern about the variation. A main source of variation among our assessors was the differential salience of performance elements that align with medical expertise and interpersonal skills. These data support the theory that when assessing an interaction, differential salience for these two factors may be an important and perhaps inevitable source of assessor variation.

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.

Performance evaluation of concurrent supply chain resilience strategies

Despite the growing research on supply chain resilience (SCR) strategies, a comprehensive performance assessment for implementing multiple strategies simultaneously, considering both positive and negative synergistic effects, is still lacking. Given the complex nature of resilience, it is important for any such assessment to incorporate a multi-dimensional view of resilient behavior. To help address this gap in the literature, we propose an extended slack-based super-efficiency data envelopment analysis for evaluating the performance of SCR strategies when they might be utilized concurrently. The new approach characterizes resilience performance by considering the cost of implementing a set of resilience strategies (resilience cost) as an input to the assessment process, and by considering (1) the resulting cost of the disruption, (2) the impact on the service level, and (3) the associated recovery time as outputs. Taken together, these metrics allow for assessing the combined performance of each candidate set of resilience strategies under their synergistic effects. This new and comprehensive approach for resilience assessment is carefully incorporated into a framework that ranks different subsets of relevant strategies for any given supply chain, according to their relative effectiveness across a variety of different disruption scenarios. The proposed decision framework is able to help decision-makers identify the best ensemble of resilience strategies available. A real-world case study is used to illustrate the significant potential of the framework, and a number of important managerial insights are provided to help decision-makers more effectively analyze and implement their own optimal subsets of SCR strategies, particularly in the presence of network quality or budgetary constraints. Theoretical implications include advancing the understanding of multi-strategy interactions in SCR, while practical implications focus on guiding SC managers in selecting and implementing the most effective resilience strategies under various conditions.

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.

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.

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

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.

Optimization and Application of Comprehensive Environmental-Economic Evaluation Indicator System in Sustainable Development Policies of Chinese Manufacturing Industry

This paper focuses on optimizing the comprehensive environmental-economic evaluation index system to enhance the sustainable development policy of China’s manufacturing industry. The current indicator system, while useful, has notable shortcomings that limit its effectiveness. To address these issues, the paper proposes the inclusion of crucial indicators such as green productivity, carbon footprint, and water footprint, which are essential for providing a more holistic evaluation. These additions aim to capture better the environmental impacts and resource efficiency within the manufacturing sector. The paper also discusses the challenges in data acquisition, emphasizing the need for a standardized national environmental data platform. Such a platform would facilitate the collection of accurate, reliable, and accessible data, thereby improving the precision of evaluations. To further refine the assessment process, dynamic evaluation models, like the system dynamics model, are introduced. These models are designed to provide a more nuanced understanding of the environmental impacts over time, allowing for more responsive and adaptive policy-making. The optimized indicator system is expected to have significant applications in policy formulation, enterprise management, and social oversight. By providing a scientific basis for decision-making, it will play a critical role in advancing the sustainable development of China’s manufacturing industry, ensuring that environmental considerations are fully integrated into economic planning and industrial practices.

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.

Training of Online Assessment for Elementary School Teachers: Perception and Learning Outcomes

Online assessment has developed massively since the practice of online learning, but its practice in elementary schools has not been widely explored. The study aimed to investigate the perception of satisfaction and its influence in improving the elementary school teachers knowledge from online assessment training. This study involved 37 elementary school teachers from 5 public and private schools in Malang City and was carried out in a pre-test and post-test design. The training was carried out face-to-face and online mentoring for 32 hours. The measuring instrument used triangulation of pre-test post-test data, observation and online questionnaires. Data analysis used descriptive statistics and gain score analysis using Cohen-D. The results showed a positive perception from the training participants who explained that the training could encourage and improve understanding of the urgency of teacher professional development programs. There was a significant increase in understanding based on Cohen-D test data of 1.19. The findings of this study are expected to contribute to strengthening the theory of elementary school teacher professional development programs and encouraging more massive use of technology in the learning assessment process in elementary schools.

The use of myocardial perfusion scintigraphy to screen for asymptomatic coronary artery disease prior to kidney transplantation

Abstract Background and Objectives Advanced chronic kidney disease (CKD) is associated with an increased risk of cardiovascular disease (CVD), including significant asymptomatic coronary artery disease (CAD) [1], compared to the general general public. Additionally, CVD is the leading cause of mortality in kidney transplant recipients [2]. Given the relative scarcity of available organs, individuals are commonly screened for CAD with non-invasive cardiac testing such as Myocardial Perfusion Scintigraphy (MPS). However, the benefits of screening for asymptomatic CAD are unproven and in the absence of an established screening protocol, investigations vary centre to centre and can result in uncertain interpretation of results and unnecessary delays in transplantation. The objective of this study was to assess the benefits of asymptomatic CVD screening of potential kidney transplant recipients, and its impact on transplantation outcomes. Methods This retrospective analysis included all MPS requested by the transplant team during patients’ assessment process between 2015 and 2023. Any resultant coronary angiograms (CA) were reviewed for evidence of significant CAD. Transplant decisions were reviewed to assess the impact of CVD screening on individuals’ transplant status. Results 689 individuals underwent MPS. Of these, 90% required no further cardiovascular investigations. 6% (42 individuals) had subsequent CA. <1% (5) required percutaneous intervention (PCI) whilst the rest (37) were deemed to have no significant CAD. A further 4% (29) required coronary angiography at a later date (>2 years after their MPS), with similar rates of PCI (1%). All three outcome groups (negative MPS, CA referral, CA in the future) had similar rates of diabetes (40%) and previous diagnoses of CAD (14%). The average wait for CA was 283 days post-MPS. Transplant decisions took a further 286 days after CA, which in combination with the delays associated with CA resulted in average delays of 1.5 years. Conclusions The use of MPS to screen for significant asymptomatic CAD identifies only a small proportion of individuals requiring intervention prior to kidney transplantation and significantly delays transplant decisions. These results suggest transplant centres should review their use of CVD screening prior to listing.

Evaluation of a public health workplace staff psychosocial risk assessment and wellbeing initiative

Abstract Adverse psychosocial work environments can have a detrimental effect on staff wellbeing causing chronic stress leading to burnout. Despite legislation mandating regular risk assessments, only one third of workplaces assess psychosocial risks. A 2020 European report identified one of the main barriers being a reluctance to talk openly about psychosocial issues. This paper describes an evaluation of a staff psychosocial risk assessment and wellbeing initiative in a Public Health Department in Ireland. The initiative commenced in October 2022 during a period of major health service organisational change. Informed by positive organisational psychology conceptual frameworks, guided by the European Psychosocial risk assessment framework (PRIMA-EF) and utilising the HSE Work Positive (CI) survey tool it was possible to constructively identify and categorise psychosocial risks across the Public Health team. In the evaluation, a mixed methods approach was used based on Donabedian’s structures, processes and outcomes overarching framework and Nielsen’s Model of Process Evaluation Framework. The first three iterative quality improvement cycles of the intervention were reviewed. The evaluation demonstrated that all of Nielson’s three indicators for a successful organisational level staff wellbeing intervention had been met: there was evidence of improvement in both working conditions and staff wellbeing; iterative quality improvement cycles including appreciative inquiry staff collaborative engagement ensured staff views and key learning was captured; new organisational structures within the Department enabled the sustainability of this process. The evaluation indicates that the staff psychosocial risk assessment process is beneficial for staff wellbeing and that the methods used are appropriate. The resources used in this process continue to be readily available within the health service organisation. The evaluation supports continuation of this process in its present form. Key messages • This evaluation supports staff psychosocial risk assessment and mitigation processes and provides a framework for healthcare managers to implement such processes and comply with legislation. • This evaluation indicates that effective and sustainable collaborative staff engagement can be achieved using a positive focus which builds on team strengths and harnesses collective wisdom.

Health Impact Assessment in Personalized Prevention: three applications on pharmacogenomic testing

Abstract Background In recent years, literature on the efficacy of genetic and genomic tests has expanded, yet the impact of personalized prevention programs that include such tests remains understudied. Our study aims to test the use of the Health Impact Assessment (HIA) framework, traditionally applied in non-health policy evaluation, to assess the impacts of personalized prevention policies. Methods We selected a policy mandating dihydropyrimidine dehydrogenase (DPYD) genetic test use before prescribing fluoropyrimidine for colorectal cancer (CRC) patients. Three HIAs are being conducted in Italy, Portugal, and Finland to assess the applicability across different contexts. The assessment involves literature review, comparative risk modeling, and stakeholder interviews. Three national steering committees, comprising representatives from key interest groups and experts, will evaluate evidence to gauge policy impacts and offer recommendations. Results The potential impacts identified include CRC patients’ outcomes, economic, organizational, patient experience, clinician workload, and equity. Preliminary results show a consensus in literature and national guidelines on the ability of the DPYD test to reduce adverse events and enhance the quality of life of CRC patients. However, the assessment reveals context-specific effects regarding equity, influenced by the prevalence of ethnic groups and variations in access to health services across regions. Differences also emerged on organizational aspects like the availability of resources such as laboratories and personnel. A lack of literature was observed on patient acceptability and clinician attitudes towards the test. Conclusions The use of HIA in personalized prevention might assist in identifying policy impacts often overlooked through the involvement of key interest groups in the assessment process. Such effort can further emphasize the significance of evaluating these programs while considering the geographical context. Key messages • Our study innovatively applies the Health Impact Assessment framework to evaluate personalized prevention programs in pharmacogenomic, addressing a critical research gap. • Preliminary findings underscore the importance of considering geographical factors in public health policy evaluation, highlighting nuanced context-specific effects.