Revision Tool Research Articles

Aplicação da Plataforma Kahoot! Durante o Ensino Remoto na Pandemia por COVID-19

The pandemic we are facing has generated the need for changes in the teaching process of Higher Education institutions. Remote teaching has become a reality, directly impacting pedagogical training. Digital applications with themes focused on teaching and learning, such as Kahoot!, have become tools to stimulate student participation and engagement during classes. In this study, students were subjected to a quiz on subjects directly related to the classes through the use of Kahoot!. At the end of the semester, a questionnaire was applied through an online form, addressing its use as a revision tool. Acceptance was generally satisfactory and positively evaluated by students. However, the difficulties related to its administration are challenges that still need to be overcome, aiming to maintain the quality of teaching. The positive evaluation of students is seen as an important indicator to guide the actions of the teacher in future practices that adopt digital tools as an integral part of the teaching of traditional disciplines.

Exploring the Impact of Online Translation on Writing Revision among Chinese Non-English Major Students

The present study examined the efficacy of online translation as an auxiliary revision tool for Chinese non-English majors, assessing its influence on writing performance and the students’ perceptions of its role in the revision process. This study employed writing task, questionnaire survey, and semi-structured interview to examine the efficacy of online translation as an auxiliary revision tool for Chinese non-English majors, assessing its influence on writing performance and the students’ perceptions of its role in the revision process. A total of 94 Chinese non-English majors who learn English as a foreign language (EFL) participated in the study. The results indicate that compared with those who revise their texts independently, those Chinese non-English majors who refer to online translation in the process of revision, made significantly more changes at the below-clause and clause and above levels in terms of revision domain, with increased additions and substitutions. Additionally, having access to online translation in the process of revision, Chinese non-English majors significantly increased their text length in final drafts, with decreased error rate, more low-frequency and sophisticated words, and varied lexical choices. Besides, virtually most of the participants use online translation frequently in English writing activities with a generally positive attitude towards the integration of online translation into English writing revision. For English teachers, they can consider allowing students to use online translation in the process of revision and giving students sufficient guidance on how best to realize its fullest potential. For Chinese non-English majors, they’d better keep improving their self-learning ability and double-check the online translation output by using other resources.

Perceptions and use of evidence-based revision methods among undergraduate medical students.

To assess awareness, perceptions and use related to evidence-based revision methods by undergraduate medical students. The descriptive cross-sectional study was conducted in three medical colleges of Rawalpindi, Islamabad, Pakistan, from December 01, 2019, to January 31, 2020, after approval from the ethics review committee of Army Medical College, Rawalpindi. The sample comprised undergraduate medical students of either gender. Data was collected online using a 10-item standardised questionnaire. Students were asked about the revision methods they used routinely and their perceptions of conventional and evidence-based revision methods. Data was analysed using SPSS 23. Of the total 136 respondents, 92(67%) were females and 44(32.3%) were male students. The response from preclinical and clinical years was 67 (50.7%) and 69(49.2%), respectively. Highlighting was the most widely used revision method among students (70 (51%) students), followed by re-reading important points (65 (47.7%) students). 126 (92%) students had the opinion that conventional revision methods were effective learning tools. Only 52 (38.2%) students were aware of the term 'evidence-based revision methods'. Digital tools based on principles of evidence-based revision were used by a minority of students which included use of online question banks by 21 (15.4%) students, osmosis by 40 (29.4%) students, sketchy pharma by 35 (25%)students, flashcards by 19 (14%) and picmonic by only 3 (2.2%). More than 114 (80%) students responded that they wanted evidence-based revision methods to be incorporated into curriculum, and 116 (85%) students said they would like to have a workshop on these techniques. Most medical students were not aware of and were not using evidence-based revision methods, and relied on conventional revision tools. They were, however, eager to learn about newer revision strategies.

Effectiveness of Crossword Puzzle as a Revision tool in technical education with Pre-test and post-test Analysis.

Abstract— The main focus of this paper was to check the effectiveness of the Crossword Puzzle as a revision tool in technical education. This activity was implemented on a total of 70 students with 2nd year and 3rd year diplomas in automobile engineering. Pre-test and post-test analysis models are used to check the effectiveness of the Crossword Puzzle as a revision tool. The majority of students enjoyed this activity and responded to feedback questions in agreed and strongly agreed notes. Pre-test, post-test, and student feedback were conducted using Online Moodle software. Data collected were analyzed using MATLAB. Percentage improvement after every activity was calculated and found that student performance improved for both courses and all 11 units. The range of % improvement is from 10.92% in TMM unit-3 to 92.37% in ATS unit-1. Therefore, the Crossword Puzzle revision tool is recommended to be used in other courses in engineering education. Keywords— Active Learning; Crossword Puzzle; Improvement; Revision; Student Learning,

Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool

This study investigates the experiences and perceptions of Korean college students regarding the use of ChatGPT as a tool for revising paragraphs in a general English course focused on academic writing skills. A total of 71 student participants completed a survey questionnaire about their perceived benefits and challenges in employing ChatGPT for writing revision and anticipated teacher roles in the process. For data analysis, descriptive statistics and thematic analysis methods were used. The findings reveal a positive reception from the students. They expressed satisfaction with the use of ChatGPT for their paragraph revisions, indicating that its feedback was helpful and trustworthy. The benefits of ChatGPT included the convenience of its instant responses, unrestricted use across time and space, and accurate error correction in areas such as vocabulary, grammar, and paragraph flow. Some challenges were also raised, such as the lack of error descriptions, incomprehensible feedback, misalignment of responses, concerns about diminished authorship, and uncertainty about learning effectiveness. These findings suggest the potential of ChatGPT as a supplementary tool for writing revision, emphasizing the importance of a balanced approach between AI-driven and human feedback. The study also underscores the crucial role of teachers in effectively integrating ChatGPT into writing instruction.

Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise.

Retrieval practice is an evidence-based approach to teaching; here, we evaluate the use of PeerWise for embedding retrieval practice into summative assessment. PeerWise allows anonymous authoring, sharing, answering, rating, and feedback on peer-authored multiple choice questions. PeerWise was embedded as a summative assessment in a large first-year introductory biochemistry module. Engagement with five aspects of the tool was evaluated against student performance in coursework, exam, and overall module outcome. Results indicated a weak-to-moderate positive but significant correlation between engagement with PeerWise and assessment performance. Student feedback showed PeerWise had a polarizing effect; the majority recognized the benefits as a learning and revision tool, but a minority strongly disliked it, complaining of a lack of academic moderation and irrelevant questions unrelated to the module. PeerWise can be considered a helpful learning tool for some students and a means of embedding retrieval practice into summative assessment.

Academic Writing Conventions Traveling by Negotiation with Reviewers

Accomplishing a publication in English represents a challenge for scholars in Mexico (Hanauer and Englander 2011; Diaz-Sosa and González-Videgaray 2019, 39), where Spanish is the national language and academic writing mentors are scant. Like Bal (2002), this narrative explores the concept of Academic Writing Conventions (AWCs) in English as an additional language that traveled through interactions between a Mexican scholar and reviewers of research articles for publication. The narrative allowed the researchers to identify the AWCs concept based on the analysis of the narrated data gathered from the Mexican scholar, while trying to fulfill the AWCs in order to publish in English, and the comments provided to standardize academic writing in English for the international disciplinary community through the revision tool in Word by the reviewers. This main AWCs concept involved grammar, rhetorical structure, clarity, and style. In conclusion, AWCs are a differing concept traveling disciplinarily through the interaction of different stakeholders.

FTP4.5 ANKI digital flashcards: an effective tool for undergraduate musculoskeletal revision

Abstract Introduction ANKI is a programme that allows users to produce digital flashcards consisting of text, pictures and/or videos. It is based on the principle of active recall and spaced repetition creating an effective revision tool. This study investigated the benefits of ANKI digital flashcards used by 2nd year medical students when revising their musculoskeletal (MSK) module. Method A prospective study of 121 2nd year medical students at the Anglia Ruskin University. Learning objectives were stated at the start of each MSK lecture. Each student created ANKI flashcards for the learning objective assigned to them. These flashcards were combined to create a crowdsourced complete MSK deck available to the entire cohort. Anonymised student feedback was obtained at the beginning and end of the module. Results The mean value of a Likert scoring system (1least – 5most) from both surveys was used. Pre-assignment questions assessing students’ familiarity and aspiration towards ANKI: Use cards as part of revision =3.24; Comfort with IT systems=3.82; Familiar with ANKI system=4.04, Interest in using ANKI =3.88. Post assignment questions to assess the outcome success: Would you use ANKI for revision =4.55, Use ANKI in other modules =3.95. Free text responses included praise towards communal effort, manageable workload and creation of a revision resource. Conclusion ANKI provided an additional useful digital resource learning and revision for medical students. The cards created by students, for students, provided autonomy. However, this effected the quality of some slides. Overall, the feedback was positive with this assignment expanded to other modules.

Implementing Bounded Revision via Lexicographic Revision and C-revision

New information in the context of real life settings usually is accompanied by some kind of supplementary information that indicates context, reliability, or expertise of the information's source. Bounded Revision (BR) displays an iterated belief revision mechanism that takes as input a new information accompanied by a reference sentence acting as supplementary information, which specifies the depth with which the new input shall be integrated in the posterior belief state. The reference sentence specifies which worlds in the prior belief state are affected by the change mechanism. We show that Bounded Revision can be characterized by three simple, yet elegant postulates and corresponds to a special case of a lexicographic revision, which inherits all relevant features of BR. Furthermore, we present methodological implementations of BR including conditional revision with c-revisions, making it directly usable for conditional revision tools.

Enhancement of Class X Student’s Achievement in Mathematics Through Implementation of Think Aloud Pair Problem Solving Strategy (TAPPSS) as a Revision Tool in the Mathematics Classroom

This action research aimed to investigate the effectiveness of Think aloud pair problem solving strategy (TAPPSS) in enhancing the academic performance of class X students in mathematics. The TAPPSS strategy was implemented as a revision tool to assess its influence on academic achievement. This action research was conducted among two sections of grade X students at Druklingthang Central School in 2021. The treatment group (N=20) received the TAPPS strategy during the revision process, while the control group (N=20) followed the conventional revision approach. Following a two- month intervention period, a post-test was administered to both the control group (N=20) and treatment group (N=20) using the prepared set of questions. To assess any improvement in mathematics achievement, eight Likert scale questions were developed for the data triangulation and were administered. To validate the study, quantitative analysis was performed on pre-test and post-test results of both experimental and control groups using the paired sample t-test, and individual sample t-test, and ANOVA test. The results indicated that the intervention strategy (TAPPSS) had a significant impact on the students’ mathematics achievement. Exploring the effectiveness of the TAPPS method in evaluating problem-solving behavior and achievement presents an intriguing avenue for the future research. This study could also focus on both mixed-ability pairs encompassing a high- performing student and a low-performing student, and high ability pairs composed of high achievers.

A global open-source database of flood-protection levees on river deltas (openDELvE)

Abstract. Flood-protection levees have been built along rivers and coastlines globally. Current datasets, however, are generally confined to territorial boundaries (national datasets) and are not always easily accessible, posing limitations for hydrologic models and assessments of flood hazard. Here, we bridge this knowledge gap by collecting and standardizing global flood-protection levee data for river deltas into the open-source global river delta levee data environment, openDELvE. In openDELvE, we aggregate levee data from national databases, reports, maps, and satellite imagery. The database identifies the river delta land areas that the levees have been designed to protect. Where data are available, we record the extent and design specifications of the levees themselves (e.g., levee height, crest width, construction material) in a harmonized format. The 1657 polygons of openDELvE contain 19 248 km of levees and 44 733.505 km2 of leveed area. For the 153 deltas included in openDELvE, 17 % of the land area is confined by flood-protection levees. Around 26 % of delta population lives within the 17 % of delta area that is protected, making leveed areas densely populated. openDELvE data can help improve flood exposure assessments, many of which currently do not account for flood-protection levees. We find that current flood hazard assessments that do not include levees may exaggerate the delta flood exposure by 33 % on average, but up to 100 % for some deltas. The openDELvE is made public on an interactive platform (https://www.opendelve.eu/, 1 October 2022), which includes a community-driven revision tool to encourage inclusion of new levee data and continuous improvement and refinement of open-source levee data.

Use of Lt Systems in Large Class Lab Delivery.

The attainment of laboratory-based skills is essential for the development of all students who study the Life Sciences. When the COVID-19 pandemic hit and Universities worldwide closed campuses, there was great uncertainty around how long people would have to work from home, leading to a real risk that students could miss out on obtaining laboratory practice for one or perhaps 2 years. It, therefore, became critical that processes were put in place that would allow students the opportunity to gain insight into what the laboratory environment is like, and to also gain experience in data collection, interpretation, and analysis. The adoption of Lt systems (a cloud-based learning platform for the Life Sciences) to create laboratory-based teaching allowed for these issues to be addressed. Detailed planning, teamwork and production of online lab sessions allowed for the creation of bespoke lessons that replicated as best as possible the 'face-to-face' experience. This was achieved by taking aspects of pre-existing labs, filming new material and utilising interactive data analysis tools in order to create online Lt labs that gave students a feel of what it would be like to be in a laboratory on campus. Lt systems also doubled as a revision tool to enhance student learning and ultimately allowed intended learning outcomes to be successfully met. The labs were well received by students and the online material meant that they could access content at a time convenient to them. This 'online anytime' possibility was crucial for such a large class (n=378) who were working from home in many different countries worldwide during a pandemic. Going forward, the online lessons built during the pandemic can be integrated with future face-to-face sessions to create a more enhanced learning experience for the student.

Review Revision Techniques Tools for Undergraduate Business Students within the Framework of Ethos, Pathos, and Logos

Exams, writing, business, and management studies are all included in a comprehensive description of the revision. Consequently, depending on the context in which it is used, the definition of "revision" shifts and adapts. But there is one thing that all of these definitions have in common: the act of reading something again after it has already been written, studied, or performed in order to either commit it to memory, modify it, or improve it. The next teaching revision tools that are described below will primarily concentrate on revision in relation to studying and exam preparation, but they will also briefly touch upon the various definitions that revision may have depending on its intended application. Revision is the process of looking over material that has already been studied or learned. It involves reading the material again, going over course materials again, and reviewing. Students could do this purely out of interest (for the love of learning), but more frequently, they revise to prepare for a test. For this reason, it's often referred to as exam revision. Exam revision is a phrase that students might infer its meaning. Exam revision is the process of updating or revisiting students' course information so that they can succeed on their exams when they take them. Exam revision is a great method to bring together everything pupils have learned about a certain subject over the course of a given period if you approach it the appropriate way. Revision has several advantages, some of which are directly tied to the way the word "revision" is employed, while others cut across borders. For instance, the revision will enable students to see the boundaries of their knowledge and provide them with the means to transcend them. Students can write more effectively and coherently by revising their work. Students can make sure that their thoughts are more logical and flow better. The revision will aid students in their studies by helping them recall crucial data, numbers, subjects, and approaches from prior coursework. Students will be better able to respond to test questions in exams thanks to the revision. The students feel ready. And the assurance and assurance that comes from knowing that pupils revised what they needed to would lessen test anxiety, which is a key step to performing well on an exam. The author of this paper will offer many techniques to aid students in revising before exams.

Concept maps as a novel assessment tool in medical education

Background: Concept Maps (CMs) have been used in a Problem-Based Learning (PBL) setting as complementary tools to current educational techniques for enhancing medical student knowledge and critical thinking. We conducted a pilot study that used CMs in a PBL-setting to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: It was found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Questionnaires also revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. Conclusions: We have shown that a graph-theoretical approach to quantitative CM assessment is feasible using measures such as graph density and modularity.

Concept maps as a novel assessment tool in medical education

Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. The main focus of the pilot was to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.

Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses

Tertiary institutions are increasingly providing hybrid delivery options to students, requiring course coordinators to migrate formerly face-to-face curricula into frameworks that suit online teaching. However, there is a risk that the implementation of hands-on, engaging activities will decrease during hybrid sessions due to staff uncertainty of their effectiveness across the varied cohorts. This presents a need to identify engaging modes of instruction that can remain equally engaging for learning regardless of the students’ enrolled mode of delivery. Interactive polling has the potential to be used within a class in real-time and allow both face-to-face and online students to take part in an in-class activity at the same time. This study aimed to compare the effects of interactive polling within either a face-to-face or online delivery format. One-hundred and seventy-four participants studying first-year health science and medicine completed a live interactive poll using the Kahoot! platform in either a face-to-face (n=72) or online (n=102) hybrid-delivered subject. Experiences and perceptions were provided as written responses and a Likert scale survey. Participant responses were positive, with three themes emerging, including interactive polling being enjoyable, engaging, and valuable for learning. Across cohorts, participants rated interactive polling highly, and perceived that it offered an effective learning and revision tool. This study found that interactive polling using Kahoot! maintains its suitability as a method of instruction across both face-to-face and online learner cohorts. The finding that it remains equally effective across both delivery modes provides evidence-based support for its use in hybrid or blended subject offerings.

Impact of Social Media on Undergraduate Orthopaedics and Traumatology Education in Sudan

Background: The use of social media (SM) in health profession education has been shown to be beneficial for the promotion of student collaboration and enhancement of learning. However, this is an evolving area where comparative studies are lacking, and further research is needed to determine the best ways to use SM in medical schools and identify the outcomes. Objectives: This study aimed to consider SM application-based discussion groups as a method of using SM in medical education to assess the effect on students’ examination grades and students’ attitudes toward it. Methods: In this quasi-experimental study, 182 fourth-year medical students taking the orthopedics and traumatology course were divided into two groups. In the study group (n = 78), SM-based discussion was adopted as a supplementary learning tool. No additional teaching methods were used in the control group (n = 104). The final grades of the students from the two groups were analyzed, together with the data collected from an online questionnaire completed by the students in the study group. Results: There was no statistically significant effect of using online discussions on the improvement of examination grades. However, 89.87% of the students felt that SM-based discussions motivated them to learn and enhanced their learning; nevertheless, 77.01% of the students believed that it is easier to ask questions in the forum than during outpatient clinics and clinical rounds, and lectures. The rates of students who agreed that this method was a helpful feedback and revision tool were 83.55% and 91.65%, respectively. Conclusions: WhatsApp and Telegram discussion groups represent a promising way to utilize SM in medical education as they promote students’ connection and learning. The SM applications could also provide valuable feedback and are regarded as revision tools. Nevertheless, there was no significant association between the implementation of this academic activity and better examination grades.

A spaced-repetition approach to enhance medical student learning and engagement in medical pharmacology

BackgroundPharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in medical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply medical pharmacology knowledge.MethodsA mixed-methods, student-focused approach was conducted to design and evaluate specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by semi-structured focus group interviews. We then developed a flashcard resource as an intervention to support long-term revision for academic and clinical success. This resource was released to a cohort of 100 graduate entry preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey.ResultsThe scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising Anki™, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the “comprehensive” and “well formatted” Anki™ resource that supported existing teaching modalities, with a global rating of 3.8 out of 5.ConclusionsStrategic and personalised resources for medical pharmacology education that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results reflect a novel approach to identifying and addressing weaknesses in existing learning resources in a manner that is inclusive of, and acceptable to, medical students.

Concept maps as a novel assessment tool in medical education

Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. We also introduced a measure from the field of graph theory as an objective means of CM quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for objectively distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.

Assessment of catatonia and inter-rater reliability of three instruments: a descriptive study

BackgroundClinical assessment of catatonia includes the use of diagnostic systems, such as the Diagnostic and Statistical Manual, Fifth Edition (DSM-5) and the International Classification of Disease, Tenth Revision (ICD-10), or screening tools such as the Bush Francis Catatonia Screening Instrument (BFCSI)/Bush Francis Catatonia Rating Scale (BFCRS) and the Braunig Catatonia Rating Scale. In this study, we describe the inter-rater reliability (IRR), utilizing the BFCSI, BFCRS, and DSM-5 to screen for catatonia.MethodsData from 10 participants recruited as part of a larger prevalence study (of 135 participants) were used to determine the IRR by five assessors after they were trained in the application of the 14-item BFCSI, 23-item BFCRS, and DSM-5 to assess catatonia in new admissions. Krippendorff’s α was used to compute the IRR, and Spearman’s correlation was used to determine the concordance between screening tools. The study site was a 35-bed acute mental health unit in Dora Nginza Hospital, Nelson Mandela Bay Metro. Participants were mostly involuntary admissions under the Mental Health Care Act of 2002 and between the ages of 13 and 65 years.ResultsOf the 135 participants, 16 (11.9%) had catatonia. The majority (92 [68.1%]) were between 16 and 35 years old, with 126 (93.3%) of them being Black and 89 (66.4%) being male. The BFCRS (complete 23-item scale) had the greatest level of inter-rater agreement with α = 0.798, while the DSM-5 had the lowest level of inter-rater agreement with α = 0.565. The highest correlation coefficients were observed between the BFCRS and the BFCSI.ConclusionThe prevalence rate of catatonia was 11.9%, with the BFCSI and BFCRS showing the highest pick-up rate and a high IRR with high correlation coefficients, while the DSM-5 had deficiencies in screening for catatonia with low IRR and the lowest correlation with the other two tools.