Review Sessions Research Articles

Experimental Study on Checklist-Based and Perspective-Based Requirements Reading Techniques using E-Review Tool

Software Requirements Review (SRR) is a formal review process in which several reviewers read all or parts of the Software Requirements Specification (SRS) to look for defects in the requirements. During requirements review sessions, reviewers may employ various reading techniques to ensure that the requirements have been completely and clearly specified. To review an SRS document, the review leader must organise a review session, the reviewers must physically meet and provide their review feedback during the session. In these situations, the review leader must schedule the review session based on the reviewers' availability, which can be laborious and time-consuming to arrange. Additionally, the review leader needs to manually consolidate all the outcomes of the review session, which could also require a considerable amount of effort and time. However, there has been insufficient research to identify the effectiveness of reading techniques for requirement reviews by employing a dedicated tool support for requirements review. Using a web-based application, called e-Review, the aim of this study is to experiment the effectiveness of Checklist-based Reading (CBR) and Perspective-based Reading (PBR) techniques during requirements review session.

Athletic Trainer Emergency Management Skill Assessment via Low Fidelity Simulation Authors

Introduction: Athletic training education requires the inclusion of emergency management (EM) best practices, however the Board of Certification (BOC) does not mandate any continuing education (CE) past Emergency Cardiac Care (ECC). With EM best practices continuing to change there is potential for a large knowledge gap to develop in practicing athletic trainers (ATs) who do not chose to engage in EM CE. The purpose of this study was to identify knowledge gaps in practicing ATs’ EM skills via low fidelity simulation. Methods: A cross-sectional study was conducted in an educational laboratory setting involving twenty-two ATs (age 36.7±10.8 years; 13 males, 9 females, years of experience 13 + 11) attending a simulation-based CE event. A convenience sample of participants who attended the CE event voluntarily participated in data collection. Upon the completion of an educational review session, participants completed four low fidelity simulations (elbow dislocation, femur fracture, heat stroke and external hemorrhage) based on the 2020 Commission on Accreditation of Athletic Training Education (CAATE) standards. Checklists (completed/not completed) were utilized to grade participants simulation specific skill application. Mean overall, critical action, SAMPLE and vital scores were analyzed. Scores were calculated as percentages in order to compare the low fidelity simulation outcomes. A benchmark of 80% skill application was utilized for a successful pass rate. Results: The only benchmark achieved was the critical action score within the femur fracture simulation (82.89% ±14.56). A success rate of 9.6% (8/83) was calculated across all simulations. The mean total percent scores were as follows; elbow dislocation 65.0 ± 11.0, femur fracture 55.3 ±10.0, heatstroke 67.7 ±17.5 and external hemorrhage 64.0 ±13.0. All means beyond the critical action femur, were below the benchmark of 80%. Conclusions: A knowledge gap exists between practicing clinicians and the 2020 CAATE EM standards. Considering the importance of ATs lifesaving skills, ATs should aim to choose CE to improve their EM skills. While this study only investigates EM, ATs may demonstrate knowledge gaps in other domains and therefore ATs should aim to diversify their CE to stay current with best practices.

Analyzing the Performance Trends in Licensure Examination for Teachers (LET) Among Bachelor of Elementary Education (BEEd) Graduates: A Quantitative Approach

The study analyzes the performance trends in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University – Kalamansig Campus from 2018 to 2023. A descriptive-comparative research design was employed to statistically measure the objectives of the study. Data were obtained from the Professional Regulation Commission (PRC). The study’s respondents are 73 first-timers and 112 repeaters. A total of 185 BEEd examinees were the respondents of the study. Also, the study utilized frequency and percentage counts, z-scores, and p-values to compare the performance and test for significant differences. The results revealed that the performance trends among the BEEd graduates was fluctuating. Performance of first-timers are higher than repeaters in most periods, with institutional passing rates below national passing rates. Notably, exceptional performances were recorded during the March 2019, June 2022, and October 2022 examination periods, where institutional passing rates surpassed national passing rates. The study identifies several factors influencing LET performance, including academic preparation, review sessions, and external disruptions such as the COVID-19 pandemic, which impacted the consistency and preparation of examinees. The data suggest that while first-timers showed relatively strong performance, repeaters faced significant challenges, underscoring the need for targeted support systems to enhance their preparedness and outcomes. The findings highlight the critical importance of continuous monitoring and strategic interventions to improve LET performance. Implementing effective support mechanisms for repeaters, improving academic and review processes, and addressing external factors are essential steps toward enhancing the quality of teacher education.

Design review dialogues: a study of reviewer-student verbal interaction in a signature feedback method

In place of unidirectional transmission of information, discourse on feedback advocates approaches that are more dialogic and promote student agency. The design review is a signature feedback method in architectural education. Although the review’s format involves verbal interaction between students and reviewers regarding the students’ design projects, there are differing views over the extent to which it aligns with a dialogic feedback ethos. This study analyses the talk between students and reviewers during design review sessions, using four established potentialities for student learning in dialogic feedback and applying interaction analysis to understand the conversational exchanges taking place. The findings reveal that contributions by reviewers dominated the sessions. However, they also posed questions, were willing to listen and employed talk strategies that build trust. Students responded to questions, but rarely took the initiative in their session. In considering implications for learning, several strategies to curate more student-centred dialogue are identified, especially around ways that elicit students’ engagement and nurtures their active reflection, critical thinking and feedback seeking, to harness latent interactional opportunities. These could apply to the design review or similar feedback methods based on student presentations.

Children and adolescents at risk for seclusion and restraint in inpatient psychiatric treatment: a case control study

To reduce coercion in acute inpatient child and adolescent psychiatric units, a better understanding of individuals at risk for seclusion and/or restraint (S/R) is needed. We report data on the proportion of patients secluded/restrained and factors associated with higher risk of S/R. Identifying preventative mechanisms through risk stratification upon inpatient admission can aid the training of mental health professionals, and support shaping specific workflows for at-risk populations for example by joint crisis plans or post-coercion review sessions. Methods: A case-control study included all admissions (n = 782) to a department of child and adolescent psychiatry within 36 months between 2019 and 2022. Data on age, sex, out of home care, primary and comorbid ICD-10 diagnoses, length of stay, prior/multiple admissions were compared between admissions with and without S/R using chi square tests for categorical and t-tests for continuous variables. Uni- and multivariate binary logistic regression models were computed. Results: The overall proportion of S/R was 12.8% (n = 100). Females (p = 0.001), patients in out of home care (p < 0.001), with prior admission (p < 0.001), Post-traumatic stress disorder (PTSD; p < 0.001) and Borderline personality disorder (BPD; p < 0.001) were at a significantly higher risk of S/R. Length of stay in days (OR 1.01), out of home care (OR 3.85), PTSD (OR 6.20), BPD (OR 15.17), Attention deficit hyperactivity disorder (ADHD)/conduct disorder (OR 4.29), and manic episode/bipolar disorder (OR 36.41) were significantly associated with S/R in multivariate regression. Conclusions: Child and adolescent psychiatric staff should consider risk factors when using coercive measures. Patients with PTSD and/or BPD are the most vulnerable subgroups. Training of professionals and clinical practice need to be adapted in order to prevent the use of S/R and its potential hazards.

Hypothetical mechanisms driving physical activity levels in ethnic minority groups living in Europe: a systematically identified evidence-based conceptual systems model

BackgroundIn Europe, physical activity levels tend to be lower in ethnic minority groups than the general population. Interventions and policies based on research examining isolated determinants of physical activity have had limited success in increasing physical activity levels. This study used systems dynamics theory and the capability approach theoretical framework to develop a conceptual model of how individual characteristics, institutional and physical environments and the migration context may interact to promote or hinder physical activity in ethnic minority groups living in Europe.MethodsA systematic update of Langøien et al.’s 2017 review of the determinants of physical activity in ethnic minority groups living in Europe was conducted. Our target population included individuals of all ages who reported a familial migration background from any low- and middle-income countries or belonging to minority indigenous population in Europe. Outcomes pertaining to non-work related physical activity of light, moderate or vigorous intensity performed in any setting were included. Included studies provided an evidence base from which to derive the causal loop diagrams comprising our conceptual model. Sub-system causal loop diagrams were interpreted in co-author review sessions to explicate non-linear system mechanisms, such as reinforcing and balancing feedback loops.ResultsForty-one studies were identified, of which the majority was qualitative. The conceptual model consisted of 4 causal loop diagrams relating to psychosocial constructs; sociocultural constructs; health and health communication and social and material resources, in interaction with environmental/migration context. Four hypothetical mechanisms were identified, e.g. hypothesizing that participation in organised activities leads to increased self-efficacy, thereby enabling further participation.ConclusionsThis study contributes an evidence-based conceptual systems model which elucidates how low levels of physical activity in ethnic minority groups in Europe could be supported by reinforcing and balancing mechanisms involving factors relating to physical and institutional environments, migration context and individuals. A pluralistic approach to literature review, integrating complexity methods such as CLDs into more conventional systematic literature review, supports novel insights into how factors could interact to support persistently low levels of activity, moving beyond the identification of potential relationships between isolated factors to indicating the ways in which these relationships are sustained and could be modified by intervention or policy.

Development of script concordance test for assessment of clinical reasoning in nursing: Lessons learned regarding construct validity

BackgroundThe script concordance test (SCT) has been shown to be an effective tool to assess the clinical reasoning skills of nursing students. Various nursing studies have demonstrated the construct validity of this test. However, studies on the barriers that may impede construct validity during the development process are limited. ObjectiveThis evaluation describes the barriers to the development of SCT for Bachelor's nursing students and the lessons learned regarding construct validity. MethodsWe conducted a descriptive evaluation of the SCT development and a validation process was performed. The evaluation was based on written comments during the assessment (N = 327), a Student's Perspective Questionnaire (N = 100), and student feedback during three live review sessions (N = 27). ResultsDespite consideration of the guidelines during SCT development, we encountered three main barriers that may impede construct validity. We undertook the necessary efforts to recruit an appropriate expert panel. We overestimated the experts' and students' understanding of the SCT methodology. Additionally, four potential causes of invalid item construction were identified. These possible causes were ‘questionable intervention, hypothesis, or investigation’, ‘blurred data in new information’, ‘regression to the middle’, and ‘misinterpretation of the midpoint’. ConclusionThe three lessons learned are as follows: 1) The recruitment of an appropriate expert panel must not be underestimated. Besides clinical expertise, experts need training in SCT methodology, including awareness of possible pitfalls; 2) SCT training is a prerequisite for SCT as an assessment; and 3) student feedback may offer a deeper understanding of potential hidden script errors and causes for misinterpretation of SCT. Further studies are necessary to identify additional causes which may impede the construct validity of SCT in nursing education.

Exam Wrappers in Nursing Education: A Metacognitive Tool to Improve Performance.

Metacognition can assist students in improving poor examination (exam) performance. An exam wrapper is a metacognitive tool used to assess a student's thought processes and behavioral patterns during test-taking. The purpose of this study was to determine the effect of an exam wrapper tool used during one-to-one exam review sessions with faculty on prelicensure nursing students' subsequent exam performance. Paired t-tests and repeated measures ANOVA were used to compare undergraduate students' (n=91) exam scores before and after an exam review session with faculty in which the exam wrapper tool was used. Students who completed a one-to-one exam review session with faculty using the exam wrapper showed significant improvement in subsequent exam scores. Use of an exam wrapper tool as part of a one-to-one exam review session with faculty is a viable way to leverage metacognition to improve student exam performance.

Investigating the Academic Progress of Namcol Tertiary Programme Students Admitted Through Recognition of Prior Learning 2019-2020

The intention of this study was to report on the progress of students admitted through the Recognition of Prior Learning (RPL) for the academic year 2019 and 2020 at the Namibian College of Open Learning (NAMCOL). The experience of students admitted through RPL seems under researched, given the number of limited studies undertaken at Higher Education Institutions (HEIs) offering Open and Distance Learning (ODL). The study aimed to explore the progress of students admitted to certificate programmes offered by NAMCOL through RPL. This study used Abraham Maslow’s Need Theory as a theoretical framework. The research followed a qualitative research method. A descriptive research design was employed for the study. The population comprised certificate students admitted through RPL during the 2019 and 2020 academic years. Purposeful sampling technique which comprised a sample of 30 students was used. Data were collected through a structured interview guide. Students ‘academic records were reviewed to determine their progress. Data were analysed and presented thematically. Main outcomes of the study showed that several factors affect students’ performance positively and negatively. Factors contributing positively include the delivery of face-to-face contact sessions and discussions with other students. Aspects contributing negatively to the academic success of students include distance, work, and family responsibilities. The study, therefore, recommends that more face-to-face contact sessions should be made available to students. These could be offered online synchronously or asynchronously to enable students to play and review sessions on their own time.

Near-Peer Paradigms in Medical School: Integrating Student Teaching Assistants Into a Core Radiology Clerkship

Rationale & ObjectivesNear-peer paradigms have been demonstrated effective in supporting how students navigate novel clinical environments. In this study, we describe an innovative model of incorporating teaching assistants (TAs) into a core radiology clerkship and investigate both its perceived educational value by clinical-year learners and its perceived impact on professional growth by TAs. Materials & MethodsAt one U.S. medical school, the core clinical year includes a clerkship in radiology incorporating both reading room exposure and a didactic curriculum. Radiology faculty delivery a variety of traditional and interactive, “dynamic” lectures, while medical student TAs deliver additional dynamic sessions, including a final TA-created review session. The educational value of each didactic session by clerkship students was assessed using a five-point scale survey, and the professional value of the experience by TAs was assessed using a five-point Likert survey. ResultsSpanning from 2020 to 2023, 268 (74.4%) clinical-year students submitted the post-clerkship survey, with the didactic review sessions created and led by TAs receiving the highest ratings of any didactic session. Of 16 former TAs, 12 (75%) completed the post-service survey, with all respondents agreeing or strongly agreeing that they enjoyed and would recommend their experience, and that it enhanced their interest in radiology and in academic medicine. ConclusionNear-peer education in a core radiology clerkship enhances the experience of the learner through peer guidance and the experience of the teacher through professional development. These findings may increase student interest in pursuing academic radiology as a career and invite opportunities for broadening medical school education in radiology.

Cognitive Remediation Game of Selecting Tools Independently for Mentally Disordered Patients

Cognitive impairment is one of the negative effects of schizophrenia. To treat this, cognitive remediation could serve as an option to improve the cognitive performance of the sufferers. In this line, Doctor Herdaetha developed a computer-based game module to assist psychiatrists in performing cognitive remediation treatment during the recovery period of patients. However, patients could not utilize the game module without the assistance of psychiatrists, making it ineffective and inefficient. Given these considerations, a mobile Selecting Tool game was created as an independent cognitive remediation medium for schizophrenia patients during their recovery period. The game was created using a waterfall model and involved multiple review and discussion sessions with psychiatrists. The results revealed that the game was well-functioning and could be played independently.

Quality improvement initiative: implementing and redefining video review of real-time neonatal procedures using action research

Video review (VR) of procedures in the medical environment can be used to drive quality improvement. However, first it has to be implemented in a safe and effective way. Our...

Post-Exam Wrappers: A Tool for Critical Reflection.

Post-exam review sessions that reveal a completed exam to students can be time-consuming and ineffective. Additionally, the review may jeopardize exam integrity by exposing the individual items. To promote critical reflection, an exam wrapper, without the return of a completed exam, was implemented. Students were encouraged to take deeper ownership of learning and be active in the process of exam review. Most students strongly agreed or agreed that they adjusted their study strategies based on their self-reflection (68.5%) or on the instructor feedback (66.7%) provided through the wrapper. All faculty stated the process of using wrappers was much more or more valuable and efficient, compared to prior post-exam feedback methods. Using an exam wrapper as a stand-alone, post-exam debrief, students assume a more proactive role by reflecting on individual exam preparation and learning strategies without the return of a completed exam. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Enhancing English Language Review Sessions with Concept Mapping: A Junior Middle School Study

This study delves into the effectiveness of concept mapping as a pedagogical tool in the context of junior middle school English education. It contrasts the traditional review methods commonly employed in the classroom with innovative, visual learning strategies, specifically focusing on the use of concept maps. Through a carefully structured quasi- experimental design, the research was conducted across two parallel classes, enabling a controlled comparison between traditional teaching methodologies and the concept mapping approach. The primary aim was to assess the impact of concept mapping on students' academic performance, particularly in areas such as vocabulary acquisition, grammar understanding, and text comprehension skills. Additionally, the study sought to evaluate how concept mapping influences student engagement and enthusiasm for learning English. The findings from this research are quite revealing, demonstrating that students exposed to concept mapping showed significant improvements not only in their academic performance but also in their overall engagement with the learning material. These improvements were observed across multiple dimensions of language learning, including enhanced vocabulary retention, a deeper understanding of grammatical structures, and improved ability to comprehend and analyze texts. Such outcomes suggest that concept mapping, as a visual learning tool, can play a transformative role in educational practices, especially in the context of language learning. By leveraging the visual and interactive nature of concept maps, educators can create more dynamic and effective review sessions. This approach not only facilitates a deeper understanding of the material but also promotes greater retention of the English language among junior middle school students. The study underscores the potential of integrating visual learning strategies into traditional educational paradigms, offering a compelling case for the adoption of concept mapping as a standard practice in English language teaching and learning.

Leveraging YouTube to aid Construction Hazard Prevention through Design (CHPtD)

Construction Hazard Prevention through Design (CHPtD) is widely recognized as a key approach for preventing injuries in construction workplaces. It prioritizes the safety of construction workers by explicitly tackling potential hazards during the design development phase. This involves proactively incorporating design features aimed at minimizing the risk of workplace injuries. Despite the theoretical promise of CHPtD, practical implementation has faced significant challenges. Notably, prior research has emphasized issues such as designers’ unfamiliarity with construction means and methods, along with their inability to anticipate safety hazards that may arise in the field due to their design choices. In response, proponents of CHPtD have advocated for educational interventions aimed at equipping designers with the essential skills needed for effective implementation of CHPtD. This investigation assessed the effectiveness of YouTube as an educational resource for enhancing hazard recognition in simulated CHPtD review sessions among civil engineering students. YouTube was expected to aid hazard recognition due to its extensive collection of videos featuring various construction operations and related safety hazards. The study utilized a randomized controlled experiment to evaluate treatment effects. The results indicate that YouTube can serve as a valuable tool in supporting CHPtD efforts. Furthermore, the benefits derived from using YouTube were more pronounced when examining specific building elements (e.g. interior upper-level drywall) compared to other elements.

199 Early expansion and outcomes of a multilingual Latine review board for inclusive science

OBJECTIVES/GOALS: The NC Translational and Clinical Sciences (NC TraCS) Institute’s Latine Community Review Board (CRB) provides expertise to researchers seeking to culturally adapt interventions and improve language access in clinical and translational science. Early efforts aimed to expand CRB membership, build member capacity, and assess CRB impact. METHODS/STUDY POPULATION: Founded in 2021, the NC TraCS Latine CRB is an advisory group of natively Spanish-speaking, Latine North Carolinians who contract with research teams (RTs) to review Latine community-facing study materials (e.g., decision aids, scales, recruitment scripts) and provide feedback for improving or validating materials’ linguistic accuracy and cultural relevance. Bilingual staff facilitate members’ review of materials, use focus group methods to solicit feedback, and report key findings and suggested revisions to RTs. In 2023, we recruited new age-, gender-, and racially diverse members; and implemented process and impact evaluation, via (1) post surveys of RTs and (2) assessment of members’ experiences and visions for growth utilizing the Focused Conversation Method (Top-network, 2021). RESULTS/ANTICIPATED RESULTS: Since 2021, NC TraCS has conducted 11 Latine CRB review sessions to support 7 research studies. Current CRB members (n=8) report that (1) their work effectively supports Latine inclusion in research; (2) increased group size and diversity help ensure study materials are comprehensible to heterogenous Latine populations; and (3) an hourly member compensation rate equal to the hourly rate of TraCS’ staff accurately represents member contributions. Members also cited that they value open communication, continuous improvement, communication via email and group chat, periodic programming meetings, and RT updates on study outcomes. Post-session RT surveys to date (n=3) show that RTs would recommend this program to other researchers (pending survey responses from RTs this year will provide additional impact data). DISCUSSION/SIGNIFICANCE: Early data highlight the value of fairly compensated, bilingually coordinated input from diverse Latine community members for improving studies’ inclusion of heterogeneous, multilingual communities. Our approach can inform the development, growth, and continuous improvement of multilingual review boards at other research institutions.

Séances pluridisciplinaires de révision d’ordonnances en gériatrie à l’hôpital : bilan et perspectives

Objective: Drug–related iatrogeny is a leading subject in the management of elderly subjects. In this study, we describe one year of multidisciplinary medication reviews in a geriatric population.Methods: The pharmacist pre-analyzes patient records from geriatric services (rehabilitation and homes for the dependent elderly) before the multidisciplinary session. Post-session, a report summarizes prescription modifications. A file collects data on the time spent on the activity, the nature and number of pharmaceutical interventions, and the cost of the prescription before and after medication review. This data describes the medication review activity over the year 2022.Results: A total of 116 prescriptions were reviewed during the 46 sessions carried out over the year 2022. The average time per patient in a review session was 16.9 minutes [10 min; 35 min], with a total pharmaceutical time of 1 hour and 37 minutes [42 min; 2h53]. The average number of lines of prescribed treatments before review was 13.4 lines [4; 27], reduced to 11.9 lines [3; 22] post-revision, with nearly a third of the medications prescribed "as-needed". Most therapeutic modifications involved discontinuation of treatments. Pharmaceutical interventions had an overall acceptance rate of 74.3%. These sessions resulted in annual savings of euro6052.06 on medication.Discussion: Medication review sessions contribute to optimizing therapeutic care for the elderly but require significant pharmaceutical time. Only 17.4% of the total time is allocated to the multidisciplinary session. Time is a critical parameter to perpetuate this activity. The constant evolution of patients requires regular prescription review sessions. Multidisciplinarity is essential, as some crucial information is known only by nurses. The savings generated are hard to quantify, as estimates are limited to savings from non-consumed medications, excluding the potential benefits of avoidance of iatrogenic events.Conclusion: Prescription review sessions are tools contributing to continuous improvement in the quality of medical management for the elderly by way of therapeutic optimization. Although necessary, their deployment requires significant pharmaceutical time.

The Effect of Cognitive Feedback on Improving Unity of Essays in Peer Review of English Expository Writing

Drawing upon the peer scaffolding theory and the monitoring hypothesis, this study investigates how cognitive feedback during peer review sessions on the Peerceptiv platform affects the coherence of English expository essays. Specifically, it examines the impact of cognitive feedback on enhancing the integration of essays and the alignment between topic sentences and both the overarching topic and supporting examples. The findings reveal that cognitive feedback significantly contributes to the revision process by fostering greater unity within essays. It also enhances the connection between topic sentences and their respective topics and examples, thereby improving the overall relevance and quality of the essays.

PENGARUH PERSEKITARAN RUMAH, PENGLIBATAN IBU BAPA, DAN KEPUASAN MURID DALAM PENCAPAIAN AKADEMIK MATA PELAJARAN SEJARAH

This study aims to examine the influence of the home environment, parental involvement, and student satisfaction on academic achievement in History subjects among Orang Asli Pantai students in Malaysia. Involving 63 respondents from two schools in the Batu Pahat area, this study used a quantitative methodology by collecting data through probe questions. Data analysis was carried out using SPSS version 26. The results of the study show the level of availability of a simple home environment, with variations in completeness and environmental conditions that facilitate review sessions. Parents' involvement in their children's learning shows a modest level, with strong support in providing facilities and encouragement, but less so in aspects of reviewing exercise books and attending school Open Days. The level of student satisfaction with parents, teachers and the school environment is high, but regression analysis shows an insignificant relationship between this level of satisfaction and academic achievement in the History subject. These findings emphasize the need for a more holistic approach in understanding the factors that influence student academic success, especially in the context of Indigenous and minority education. This study provides insight into the complexity of the relationship between environmental factors, family support, and educational satisfaction on academic achievement, and suggests the importance of comprehensive and layered interventions to improve the academic achievement of Orang Asli Pantai students in History subjects. In conclusion, this study shows that despite the influence of home environment availability, parental involvement, and student satisfaction, these relationships vary in strength and significance, indicating the need for a more inclusive and holistic approach to education.

A decision-support framework for suspension of public infrastructure projects: a combined use of neutrosophic AHP and TOPSIS

PurposeThe purpose of this study is to develop a decision-support framework that can be used by decision-makers to suspend public infrastructure projects. Additionally, the study also investigates how to select the most convenient infrastructure project for suspension.Design/methodology/approachThe proposed framework includes an extensive set of factors and a novel comparison mechanism that can reveal the most convenient infrastructure project to be suspended. A comprehensible literature review and focus group discussion (FGD) sessions were conducted to identify factors that should be considered for suspension. Then, the neutrosophic analytic hierarchy process (N-AHP) method was used to determine the relative importance of the factors. Finally, the proposed comparison mechanism was demonstrated through a hypothetical case study and Technique for order of preference by similarity to ideal solution (TOPSIS) analysis.FindingsResults showed that suspension decisions cannot be made merely based on “financial” factors. Instead, the other aspects, namely “Technical and managerial” and “Social and Environmental”, should also be taken into consideration. Second, factors related to the initial investment, cost of refinancing, cash flow, permits and approvals, insufficiency of bidders, degradation of the components, reputation, impact on stakeholders and criticality of the infrastructure were particularly elaborated as the most significant, needing the utmost attention of the decision-makers. Lastly, the results demonstrated that the proposed comparison mechanism has considerable potential to identify the most convenient infrastructure project for suspension.Originality/valuePublic infrastructure projects are often under pressure due to the inflationary state and economic stagnation of countries after major crises. The suspension decision for infrastructure projects necessitates comprehensible assessments to consider all consequences. Studies have widely investigated the contractual and legal aspects of project suspension in light of existing literature. However, little effort has been devoted to identifying the factors that decision-makers should consider before suspending a particular infrastructure project. Furthermore, existing literature does not investigate how to select the most convenient infrastructure project for suspension either. Thus, by developing a specific suspension framework for infrastructure projects by considering various factors, this study is the earliest attempt to examine the contract suspension mechanism of public infrastructure projects. In this respect, the study significantly contributes to the theory of contract management domain and has important managerial implications.