Evaluation Of Proficiency Research Articles

Central Line Proficiency Test Outcomes after Simulation Training versus Traditional Training to Competence.

Studies have shown the importance of simulation-based training on the outcomes of central venous catheter (CVC) insertion by trainees. To compare the performance of internal medicine trainees who underwent standardized simulation training of CVC insertion with that of internal medicine trainees who had traditional CVC training and were already deemed competent to perform the procedure during a proficiency evaluation using a training mannequin. Trainees who perform CVC insertion were enrolled in the institutional Central Line Workshop, which includes both an online and an experiential simulation component. The training is followed by a certification station proficiency assessment. Residents and fellows previously certified competent to perform CVC placement without supervision completed the online module, but they could opt out of the experiential component and proceed directly to the evaluation. Forty-eight trainees participated in the study. Twenty-one (44%), 15 (31%), 6 (13%), 1 (2%), 2 (4%), and 3 (6%) were in postgraduate year 1 (PGY1), PGY2, PGY3, PGY4, PGY5, and PGY6, respectively. Twenty-nine completed the hands-on instruction, 28 (97%) of whom successfully passed the simulation-based assessment on their first attempt. Nineteen trainees previously credentialed to perform CVC placement without supervision opted out of the simulation-based experiential training. Of these, five (26%) failed in their first attempt (P = 0.02 vs. trainees who completed the simulation training). Standardized simulation-based training can improve CVC insertion proficiency, even among trainees with previous experience sufficient to have been deemed competent in the procedure. Improved performance at simulation-based testing may translate to improved outcomes of CVC placement by trainees.

The Acquisition of Orthographic Knowledge: Evidence from the Lexicality Effects on N400.

This study aimed to understand how reading ability shapes the lexicality effects on N400. Fifty-three typical developing children from the second to the sixth grades were asked to perform the pronounceability judgment task on a set of Chinese real characters (RC), pseudocharacters (PC) and non-characters (NC), as ERPs were recorded. The cluster-based permutation analysis revealed that children with low- to medium-reading ability showed greater negativity to NCs than to RCs and PCs in frontal sites from 300 to 450 ms, while children with high ability group showed a greater positivity to NCs than both RCs and PCs at central to posterior sites. Furthermore, the linear mixed model (LMM) analysis was applied to investigate the relationship between lexicality effects on N400 and reading-related behavioral assessments on a set of standardized tests (including character recognition, vocabulary size, phonological awareness, and working memory). The results found that in children with lower reading ability, the N400 elicited by NCs becomes more negative in the frontal sites. For children with higher reading ability, the N400 elicited by NCs became more positive than that elicited by RCs or PCs in the posterior sites. These findings demonstrate the developmental changes in the lexicality effects on N400 as children become more advanced readers and suggested that the lexicality effects on N400 can serve as neural markers for the evaluation of orthographic proficiency in reading development.

Abstract P3-09-05: Clinical outcome of patients with advanced triple negative breast cancer with germline and somatic variants in homologous recombination gene

Abstract P3-09-05: Clinical outcome of patients with advanced triple negative breast cancer with germline and somatic variants in homologous recombination gene

Analyzing Fine Motion Considering Individual Habit for Appearance-Based Proficiency Evaluation

Analyzing Fine Motion Considering Individual Habit for Appearance-Based Proficiency Evaluation

Effective Intervention across Socioeconomic Classes for Improvement in Language Outcomes

Students in higher education bring with them a difference of linguistic abilities that is often due to the difference in socioeconomic status and early schooling. The lack of linguistic capacity hampers academic pace and introduces discrepancies in performance of learners. This paper examines the persistence of socioeconomic differences being translated in educational institutes and their influence on language outcomes and it investigates the role of effective intervention through an action research model by Zuber-Skerritt (1992) called CRASP. It is an experimental study based on a sample of 300 engineering students which examines initial and final evaluation of language proficiency through intervention. The tools used to gather data include demographics, language test of writing and speaking skills and sequential assessment. The results showed that intervention is helpful for enhancing language proficiency nonetheless; the improvement rate is nearly negligible and requires a long-term plan to impact early disadvantage of exposure.

Nephrologist-Initiated Peritoneal Dialysis Catheter Insertion Programme: A New Paradigm Shift.

The success rate of peritoneal dialysis (PD) catheter insertion is known to vary among different operators and may be influenced by many factors such as patient and various situational factors. Traditionally, surgeons have inserted Tenckhoff catheters by mini-laparotomy or an open technique. However, with recent advances in endoscopic instrumentation and video capabilities, peritoneoscope Tenckhoff catheter insertion has become a viable approach in interventional nephrologist-initiated PD access programmes. Nephrologist-initiated peritoneoscopic PD access programs have had a positive impact on PD penetration. The technique has been associated with a better primary success rate, superior catheter survival, less postoperative pain, shorter hospital stay, and shorter catheter break-in time compared with the conventional surgical technique. The role of interventional nephrologists in peritoneoscope Tenckhoff catheter placement is still perceived to be a relatively new advance, investigational by some, and many nephrologists and surgeons alike remain sceptical of the value of this recent option. Crucial questions often raised are how many procedures one needs to perform before being considered competent and who should be credentialed to perform the procedure or supervise trainees performing it. The evaluation of technical proficiency in a specific operation is difficult and complex. Cumulative summation (CUSUM) analysis is one option for tracking the success and failure of technical skill and examining trends over time. Key Messages: The author's facility has had good outcomes with a nephrologist-initiated peritoneoscopic PD access programme. Quality control of PD catheter insertion can be performed using CUSUM charting to monitor for primary catheter dysfunction, primary leak, and primary peritonitis.

A study on the validity of measurement of MLU in Proficiency Evaluation of Korean

A study on the validity of measurement of MLU in Proficiency Evaluation of Korean

The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

Abstract English is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

Approximation of Floor Amplification Factors for Seismic Protection of Non-Structural Elements

Objectives: Countries with proficient seismic evaluation techniques have efficiently managed to minimize the losses due to failure of the structure, thereby protecting the lives and non-structural systems. In India, there is no provision for seismic protection of non-structural elements. The contents of the buildings, attachments/accessories attached on various floors of the buildings, services and utilities in the buildings fall under the category of non-structural elements. Methods/ Statistical Analysis: By using non-linear time history analysis on seven building models exposed to fifteen earthquake records, accelerations at each floor, for the case study models was found. The amplification factors, computed using the accelerations, were compared with IITK-GSDMA guidelines. Findings: From the results of time history analyses, it was concluded that the floor amplification factor suggested by IITK-GSDMA needs revision. Application/Improvements: The proposed formulae for the amplification factors can be used in lieu of the IITK-GSDMA formulae in order to achieve more representative results.

Clinical nutrition in primary care: An evaluation of resident physicians' attitudes and self-perceived proficiency

There is little information regarding the impact of clinical nutrition training among medical residents. We aimed to evaluate the attitudes, self-perceived proficiency and knowledge of Swiss residents regarding clinical nutrition. Cross-sectional study conducted between June and September 2014 in two medical education facilities located in Lausanne, Switzerland. Attitudes, self-perceived proficiency and knowledge regarding clinical nutrition were assessed by questionnaire. Of the 88 internal medicine residents queried, 44 (50% response rate, 25 women, mean age 34±4 years) answered the questionnaire. Three quarters of the residents were trained in Switzerland and one third reported receiving some training in clinical nutrition. Seven out of ten (70.5%) residents agreed that all doctors should know how to provide nutrition-based assessment, no matter what their specialty. Conversely, only one out of ten (11.4%) felt that physicians were adequately trained. No differences were found between genders or country of training regarding the answers provided. Residents in Lausanne perceive clinical nutrition in primary care as a priority but lack the confidence and training to effectively use clinical nutrition in their daily practice.

Using Video-Stimulated Recall to Enhance Preservice-Teacher Reflection

ABSTRACTTeacher-education programs are under increasing pressure to demonstrate the effectiveness of their graduates at a time in which many states have adopted a new generation of formal teacher-evaluation systems. Despite the current emphasis on the evaluation of teacher proficiency, the opportunity to reflect upon practice remains a vital aspect of teacher education. This exploratory study investigates the potential that video-stimulated recall (VSR) holds for promoting preservice-teacher reflection in conjunction with a state-mandated evaluation instrument. Results indicate that VSR holds promise for improving specific and growth-oriented reflection though there is potential for more.

Evaluation of proficiency in using different inhaler devices among intern doctors.

Context:Doctors may have deficiencies in the ability to use different inhalers, which in turn, can result in improper technique by the patients and poorly controlled asthma and chronic obstructive pulmonary disease (COPD).Aims:To evaluate intern doctors’ proficiency in using various inhaler devices.Materials and Methods:Seventy interns were evaluated for their proficiency in using pressurized metered dose inhaler (pMDI), pMDI with spacer, rotahaler, turbuhaler, and nebulizer. A structured assessment sheet was scored for identification and preparation of device, administration, coordination, and skill of explanation on a scale of 0–5. Common errors such as failure to shake pMDI before use, inability to identify the empty device, inadequate breath holding, and failure to advise gargles after use were recorded.Results:pMDI and pMDI with spacer were identified correctly by 89% and 79% of interns. Over 90% could identify rotahaler and nebulizer whereas only 9% could identify turbuhaler. 79% and 60% could prepare pMDI and pMDI with spacer appropriately. Nebulizer preparation was performed correctly by 79% and almost all interns could not prepare turbuhaler. Only one intern administered turbuhaler correctly. About half of the participants knew the correct co-ordination for pMDI and pMDI with spacer. Two interns showed proper co-ordination in using turbuhaler. None could provide correct explanation for turbuhaler usage; whereas 76% and 70% did it for nebulizer and rotahaler, respectively. Only 43% of interns remembered to shake pMDI before use.Conclusions:Proficiency in using different inhaler devices amongst interns is poor. It is essential to provide adequate training for inhaler devices usage to medical graduates for proper management of asthma and COPD patients by those future primary care physicians and specialists.

Strategies for evaluation of students proficiency in practical skills in NCE (Technical) building technology education

This study was conducted to identify strategies for evaluation of students’ proficiency in practical skills in NCE (technical) Building Technology Education. Questionnaire was the instrument used in collecting data from respondent. The population for the study comprises of all Technical Teachers in the School of Technical Education, Federal College of Education (Technical), Potiskum. There was no sampling employed for this study due to small size of the population. The data obtained were analyzed through the use of means and standard deviation. The study findings revealed that non-availability of practical materials, in adequate training facilities, and the limited time allocated to practical activities are some of the problems often encountered in the evaluation of students’ proficiency in practical skills. It also shows that pre-determination of objectives, preparation of checklist, assessing students’ safety considerations, and assessing students independence in handling practical task, assessing students ability in following the proper steps of procedure, assessing the overall quality of the completed task were some of the strategies that could be adopted for the effective evaluation of students proficiency in practical skills. Based on the finding, conclusion was drawn and it was recommended that two third of a subject involving practical should be allocated to practical, government should make training facilities and materials adequate to technical teachers training institutions, safety education should be emphasized in the teaching and learning of practical skills, Technology Teacher Education should be kept abreast on the new trends of evaluation procedures through continue professional development (CPD). Key words: Strategies, students’ proficiency, practical skills, vocational and technical education.

2015 ACC/AHA/HRS Advanced Training Statement on Clinical Cardiac Electrophysiology (A Revision of the ACC/AHA 2006 Update of the Clinical Competence Statement on Invasive Electrophysiology Studies, Catheter Ablation, and Cardioversion).

Preamble 1523 1. Introduction 1524 2. General Standards 1526 3. Training Components 1526 4. Training Requirements 1528 5. Evaluation of Proficiency 1542 6. Maintenance of Competency 1543 References 1543 Appendix 1. Author Relationships with Industry and Other Entities (Relevant) 1545 Appendix 2. Reviewer Relationships with Industry and Other Entities (Relevant) 1548 Appendix 3. Abbreviations 1551 Since the 1995 publication of its Core Cardiovascular Training Statement (COCATS), the American College of Cardiology (ACC) has played a central role in defining …

Letter to the Editor: “High-Fidelity Meets Athletic Training Education: An Innovative Collaborative Teaching Project”

Letter to the Editor: “High-Fidelity Meets Athletic Training Education: An Innovative Collaborative Teaching Project”

V8-03 STEP-BY-STEP TECHNIQUE FOR ROBOTIC INTRACORPOREAL BOWEL ANASTOMOSIS AND DEVELOPMENT OF A SIMULATION TRAINING MODEL

You have accessJournal of UrologyBladder Oncology/Testis/Transplantation/Trauma1 Apr 2015V8-03 STEP-BY-STEP TECHNIQUE FOR ROBOTIC INTRACORPOREAL BOWEL ANASTOMOSIS AND DEVELOPMENT OF A SIMULATION TRAINING MODEL Friedrich-Carl von Rundstedt, Selcuk Silay, Monty Aghazadeh, and Alvin Goh Friedrich-Carl von RundstedtFriedrich-Carl von Rundstedt More articles by this author , Selcuk SilaySelcuk Silay More articles by this author , Monty AghazadehMonty Aghazadeh More articles by this author , and Alvin GohAlvin Goh More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2015.02.2127AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Our group has previously reported on the development and validation of an inanimate robotic skills simulator. There is an increased utility of robotic cystectomy in the treatment of bladder cancer. The performance of a completely intracorporeal urinary diversion requires an effective technique for an intracorporeal bowel anastomosis. We present a surgical approach that has deconstructed the procedure to 4 essential steps. Our goal was to create a novel training model for the intracorporeal bowel anastomosis in robotic surgery (BARS). METHODS The BARS technique consists of the following steps: division of the bowel with a stapler (1), incision and opening of the bowel limbs at the antimesenterial angle (2), insertion of the stapler into the two bowel limbs for the side-to-side anastomosis (3), transverse closure of the anastomosis with the stapler (4). For the simulation surgeons with varying levels of experience were instructed about BARS in a short educational video. The simulation setup included an abdominal trainer with porcine bowel as well as a bedside surgeon who operated the stapling device. All participants performed the required steps for the intracorporeal bowel anastomosis under standardized conditions. Face and content validity were derived from participants' rating of the tasks on a 5-point Likert scale. RESULTS A total of 14 participants completed all four tasks of the BARS simulation. 2 experts and 10 trainees in robotic surgery completed the online-based survey that we shared with all participants for the evaluation of the BARS exercise. 67% of participants agreed that the technical skills required to complete the training model reflected technical skills required to perform actual robotic intracorporeal reconstruction. 91% of participants found the model to be appropriate in difficulty. 91% of participants agreed that a robotic surgeon skilled in urinary diversion should be able to perform the tasks presented. 88 % of participants agreed that the model would be useful for the evaluation of robotic technical skills proficiency and 91% thought it to be useful for training robotic surgical skills. CONCLUSIONS We were able to demonstrate that the BARS simulator is a reproducible and realistic simulation which allows for an objective skills assessment. This can have implications for the training of surgeons engaged in robotic intracorporeal urinary diversions. © 2015 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 193Issue 4SApril 2015Page: e714-e715 Advertisement Copyright & Permissions© 2015 by American Urological Association Education and Research, Inc.MetricsAuthor Information Friedrich-Carl von Rundstedt More articles by this author Selcuk Silay More articles by this author Monty Aghazadeh More articles by this author Alvin Goh More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Aphasia in multilingual individuals: the importance of bedside premorbid language proficiency assessment.

Aphasia in multilingual individuals: the importance of bedside premorbid language proficiency assessment.

국민의 읽기 능력 평가 결과 분석

국민의 읽기 능력 평가 결과 분석

Medical record review for faculty promotion: A cohort analysis.

A medical record is an important source of information regarding medical care and medical record review plays an important role in the evaluation of the teaching proficiency. The study analyzed the difference between internal and external auditing when conducting medical record review for faculty promotion in a study institute. We analyzed the scores related to the medical records maintained by applicants for the faculty promotion of attending physicians during the period between 2008 and 2010 at the Chang Gung Memorial Hospital. The scores were obtained from one internal reviewer of the study institute and two external reviewers from other medical centers, and routine scores were obtained from the Committee of Medical Record 1 year before application. Pearson's correlation coefficient was used to analyze the correlation and statistical significance. There were 259 applicants for faculty promotion enrolled in this study [professors (n = 33, 13%), associate professors (n = 63, 24%), assistant professors (n = 90, 35%), lecturers (n = 73, 28%)]. The scores of the external reviewers 1 and 2 were correlated with routine scores (r = 0.187, p = 0.002; r = 0.198, p = 0.001; N= 259), respectively. The correlation between external reviewers' average and ordinary scores was significant for assistant professor (r = 0.334, p = 0.001, n = 90) and professor grades (r = 0.469, p = 0.006, n = 33). However, the internal reviewer scores did not correlate with the routine scores (r = 0.073, p = 0.241, N = 259). The scores from external reviewers correlated more with routine scores than the scores from internal reviewers, suggesting that utilizing an external auditing system of medical records for the faculty promotion of attending physicians is quite feasible and balanced.

Періоди розвитку польської іншомовної освіти (частина 2)

У статті узагальнено результати другого періоду розвитку польської іншомовної освіти – періоду європейського спрямування (1989 – 2004). Характеризуючи його результати, автором перелічено основні здобутки в галузі іншомовної підготовки студентів, а саме: фактичне поширення навчання іноземних мов, пов'язане з можливістю їх вибору; запровадження обов’язкового вивчення двох іноземних мов; отримання викладачами повноважень для гнучкішої реалізації навчальних програм, а також розроблення авторських програм. Також розглянуто особливості третього періоду розвитку іншомовної освіти у Польщі – періоду європейської інтеграції (2004–2010). Узагальнивши результати третього періоду, автор наголошує на збільшенні кількості годин на вивчення іноземних мов; удосконаленні матеріально-технічної бази навчання іноземних мов; запровадженні обов’язкового складання іспиту з першої іноземної мови на рівні незалежного користувача (В 2). В статье обобщены результаты второго периода развития польского иноязычного образования - периода европейского направления (1989 - 2004). Характеризуя его результаты, автором перечислены основные достижения в области иноязычной подготовки студентов, а именно: фактическое распространение обучения иностранным языкам, связанное с возможностью их выбора; введение обязательного изучения двух иностранных языков; получения преподавателями полномочий для гибкой реализации учебных программ, а также разработка авторских программ. Также рассмотрены особенности третьего периода развития иноязычного образования в Польше - периода европейской интеграции (2004-2010). Обобщив результаты третьего периода, автор отмечает увеличении количества часов на изучение иностранных языков; совершенствовании материально-технической базы обучения иностранным языкам; введении обязательной сдачи экзамена с первой иностранного языка на уровне независимого пользователя (В2). The results of the second period of Polish foreign language education – European orientation period (1989 – 2004) has been summarized in the article. Describing the results of the second period, the author lists the following achievements in the field of foreign language training of students, as: the actual distribution of teaching foreign languages due to the possibility of student’s choice; introduction of compulsory learning of two foreign languages; receiving the authority for flexible implementation of curricula and the development of author programs. Also, the peculiarities of the third period of foreign language education in Poland – European integration period (2004 – 2010) has been revealed. Summarizing the results of the third period, the author stresses on the establishing contacts with international organizations; development of the Polish version of the European Language Portfolio; use of multimedia software for learning foreign languages etc. In 2004 – 2007 a system of students’ language proficiency evaluation has been introduced in the units. This evaluation is conducted based on a scale of foreign language proficiency levels approved by the Council of Europe document «Common European Framework of Reference for Languages». Also it is proposed an experimental learning of a foreign language through the Internet and started training for introduction the system of issuing certificates to raise the level of foreign languages knowledge in students. The author notes that the document «Strategy of Higher Education Development in Poland till 2020», adopted under the EU program «Education and Training 2020» proposes the models of effective organization and management of higher education system, models of quality education management. At the present stage the following priorities to the higher education system in Poland had been set: matching the content and structure of training professionals of all branches in higher education, strengthening its physical infrastructure; increasing mobility of students and lecturers and ensuring their active participation in international education programs.