Self-assessment Of Skills Research Articles

Addressing Digital and AI Skills Gaps in European Living Areas: A Comparative Analysis of Small and Large Communities

As Artificial Intelligence (AI) continues to permeate various aspects of societies, understanding the disparities in AI knowledge and skills across different living areas becomes imperative. Small living areas have emerged as significant contributors to Europe's economy, offering an alternative to the bustling environment of larger cities for those seeking an improved quality of life. Nonetheless, they often encounter challenges related to digital infrastructure, access to financial resources, and digital skills gaps, limiting their economic and social growth prospects. This study investigates the digital and AI skills gaps in the context of small and large European living areas, shedding light on the potential hindrances to unleashing the full economic and social potentials of these regions in an AI-enabled economy. Drawing from a comprehensive dataset encompassing 4,006 respondents across eight EU countries, this research examines the current perceptions and understandings of AI and digital skills within two distinct population groups: residents of smaller living areas and their counterparts in larger communities. Through bivariate analysis, notable insights are revealed concerning trust in AI solutions and entities, self-assessed digital skills, AI Awareness, AI Attitudes and demography variables in both population groups. These insights may refer to the significance of addressing digital and AI skills gaps in fostering growth and preparedness for the AI-driven future. As AI becomes increasingly integral to various aspects of society, targeted interventions and policies are essential to bridge these gaps and enable individuals and communities to harness the transformative potential of AI-enabled economies.

Lost in translation: a national cross-sectional study on medical interpreter use by pediatric residents.

Lack of communication in a family's preferred language is inequitable and results in inferior care. Pediatric residents provide care to many families with non-English or French language preferences (NEFLP). There is no data available about how Canadian pediatric residents use interpreters, making it difficult to develop targeted interventions to improve patient experience. Our purpose was to assess translation services in pediatric training centers and evaluate resident perception of their clinical skills when working with NEFLP patients and families. This survey represents the first collection of data from Canadian pediatric residents about interpreter services. Eligible participants included all pediatric residents enrolled in an accredited Canadian pediatric training program. An anonymous survey was developed in REDCap© and distributed via email to all pediatric residents across Canada. Descriptive statistics were performed in STATA v15.1. 122 residents responded. Interpreter services were widely available but underused in a variety of clinical situations. Most (85%) residents felt they provided better care to patients who shared their primary language (English or French), compared with families who preferred other languages-even when an interpreter was present. This finding was consistent across four self-assessed clinical skills. Residents are more confident in their clinical and communication skills when working with families who share their primary language. Our findings suggest that residents lack the training and confidence to provide equal care to families with varying language preferences. Pediatric training programs should develop curriculum content that targets safe and effective interpreter use while reviewing non-spoken aspects of cultural awareness and safety.

Elements for understanding and fostering self-assessment of learning artifacts in higher education

Self-assessment skills have long been identified as important graduate attributes. Educational interventions which support students with acquiring these skills are often included in higher education, which is usually the last phase of formal education. However, the literature on self-assessment in higher education still reports mixed results on its effects, particularly in terms of accuracy, but also regarding general academic performance. This indicates that how to foster self-assessment successfully and when it is effective are not yet fully understood. We propose that a better understanding of why and how self-assessment interventions work can be gained by applying a design-based research perspective. Conjecture mapping is a technique for design-based research which includes features of intervention designs, desired outcomes of the interventions, and mediating processes which are generated by the design features and produce the outcomes. When we look for concrete instances of these elements of self-assessment in the literature, then we find some variety of design features, but only a few desired outcomes related to self-assessment skills (mostly accuracy), and even less information on mediating processes. What is missing is an overview of all these elements. We therefore performed a rapid systematic literature review on self-assessment to identify elements that can help with understanding, and consequently foster an effective self-assessment of learning artifacts in higher education using conjecture mapping as analytical framework. Our review revealed 13 design features and six mediating processes, which can lead to seven desired outcomes specifically focused on self-assessment of learning artifacts. Together they form a model which describes self-assessment and can be used as construct scheme for self-assessment interventions and for research into the how and why self-assessment works.

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

In support of the various studies for the ongoing Philippine Senior High School(SHS) curriculum, Analysis phase of the analysis, design, development, implementation, evaluation (ADDIE) model of instructional design is presented in this study. The main objective is to evaluate biology teachers’ experiences and self-assessment in teaching Biology II in the science, technology, engineering, and mathematics (STEM) Track of the K12 Basic Education Program during its first two years of implementation 2016-2017 and 2017-2018(face to face )in Iloilo Province, Philippines. A descriptive survey using a questionnaire from the K12 Science Curriculum composed of two parts: biology II complex topics, and biology teachers’ self-assessments. Five Biology experts from Western Visayas, Philippines, were asked to evaluate the researcher made survey instruments. Mean and standard deviation were employed to interpret the collected data using SPSS version 21. The results showed that the four primary areas of complex knowledge were Systematic Based on Evolutionary Relationships, Evolution and Origin of Biodiversity, Organismal Biology, and Genetics. According to rank, the most challenging topic was “Systematic Based on Evolutionary Relationship,” and the easiest was “Genetics.” On the self-assessment of Biology teachers, all topics were in “Moderate Mastery,” and Genetics was “High Mastery.” Also, a significant relationship between the content topic difficulty and Biology teachers’ mastery level. The findings show no relationship between self-assessed knowledge and self-assessed skills of Biology Teachers. Proper training and encouraging teachers for professional development is a must. Teachers must be trained to teach Biology II, become effective and efficient through professional development. Also, the national government should assess the implementation of the new curriculum based on the experts' recommendations. Thus, this study recommends encouraging SHS teachers to take graduate studies aligned with their undergraduate program to master the area of specialization. The national government must support scholarship programs in STEM for biology educators.. 
 
 Received: 29 September 2023 / Accepted: 25 January 2024 / Published: 5 March 2024

Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

Instructors' perspectives on teaching music online after the COVID-19 lockdown: A qualitative analysis in Indonesia

The current study analyzes the practices and strategies used by university instructors in Indonesia to deliver online music classes after the COVID-19 lockdown. Using a qualitative method based on semi-structured interviews, perspectives from music professors were gathered to explore various aspects, including the support provided by universities, teaching practices adopted by instructors, students’ reactions, limitations, and advantages of online music learning. The data were analyzed with an inductive method based on grounded theory. Participants highlighted several strategies utilized during online learning, such as (a) the use of video recordings to focus on specific aspects of music performance; (b) the implementation of project-based assessments to address various learning outcomes in different classes; and (c) the development of teamwork for sharing the best teaching practices. Teachers reported being more responsive to the students, placing a greater emphasis on self-reflection and becoming more effective educators. While recognizing several limitations associated with online music learning, the participants believe that this will be the teaching approach of the future, attributing it to improvements in students' independence and self-assessment skills, teachers' self-reflexivity, and enhanced flexibility in scheduling. Implications for institutions and university professors regarding the development of policies and curricula for online music education are also discussed.

Development of students' self-learning and self-assessment skills using checklists in biology classes

Relevance. The research relevance is predetermined by the need to form a students' mobile personality, capable of quickly adapting to changing conditions in the modern educational process. Despite this, the scientific literature devotes insufficient attention to the development of independence in the study of most school subjects, including biology. All this motivates researchers to search for new approaches to teaching academic disciplines. Purpose. The research goal is to evaluate the suitability and effectiveness of checklists usage in forming independence skills in biology lessons. Methodology. Methods of descriptive statistics and one-factor dispersive analysis were used for the statistical analysis of the data. Results. During the formative experiment, it was determined that the best results of self-learning were noted in the first experimental group of students where not only checklists were used in the educational process, but also success criteria were drawn up for the topics from the "Basics of Cytology" topic of a school course. These results especially differed for the better in comparison to the control group. Using a single-factor analysis of variance, it was determined that the differences in the level of academic knowledge between the three experimental groups of students and one control group were statistically reliable at a high level of significance. Conclusions. In general, the experiment showed the suitability and pedagogical effectiveness of checklists for the development of self-learning skills and self-assessment in the process of studying biology. The practical value of the research lies in the fact that checklists and success criteria have been tested in the conditions of a modern school and were proposed to improve the quality of teaching biology at school. Keywords: learning strategies; biology course; learning skills; pedagogical technologies; improving the quality of teaching

Self-assessment of soft skills in nursing: construction and content validation of an instrument

Objective: To build and validate an instrument for self-assessment of soft skills in authentic nursing leadership. Methods: This methodological research was developed in three stages: literature review, development of the instrument entitled “LEADERSKILLS”, and validation of the instrument’s content by experts using the Delphi Online Technique. The first stage consisted of two narrative reviews. The second stage included a pilot test for the development of the instrument containing a narrative description of the most relevant soft skills (related to the exercise of authentic leadership by nurses) that were presented by the narrative literature review. The third and final stage included changes to the instrument after considerations made by the experts. Results: In the first round, the panel of experts was composed of 13 participants. Of the 17 multiple-choice questions evaluated in the first round, only two (belonging to the content and language components) did not obtain the Content Validity Index (CVI) ≥0.85. The first question was about the inadequate understanding of what the titles and subtitles of “LEADERSKILLS” were, and the second was about the instrument’s clarity and objectivity. The judges’ main suggestions were concentrated on the content, language, and layout components. The second round consisted of responses from five experts, and reaching a consensus on the questions was possible by obtaining CVI≥0.80. Conclusion: The instrument constructed to develop soft skills in nursing was considered valid in terms of content, layout, language, motivation, and culture, achieving coherent assessment and applicability to the target audience.

English learning behaviors in computer-mediated communication during COVID-19 in Thailand’s Deep South

ABSTRACT COVID-19 has transformed how teaching is organized, with computer-mediated communication (CMC) implemented to overcome physical constraints from social distancing. This study explored behaviors and approaches employed by 10 English teachers from three private schools to optimize ELT with CMC in southern Thai provinces. Data collection involved focus group discussions and semi-structured interviews with the participants. Findings revealed that the students had transformed their behaviors of learning English through CMC. Consequently, CMC was utilized in two ways, including as auxiliary and primary instruments. Firstly, CMC was employed to supplement synchronous learning in the early stages of COVID-19 with social media to assign and return completed tasks. Nevertheless, online classes saw low student participation, notable learning fatigue, limited English practice opportunities, and inadequate self-practicing for language development. Secondly, after CMC was utilized as a primary instrument; the students had a broader opportunity to study English; demonstrated a higher commitment to learning; and adopted autonomous learning, self-assessment, and digital skills. This study further found that CMC-ELT performance could be maximized by allowing students to actively design their online learning, using diverse applications to promote participation, introducing creative content to reduce limitations, increasing spaces for autonomous learning, and providing channels for publishing student outcomes.

Networking Increases the Probability of Women’s Start-Ups in EMDEs

In emerging markets and developing economies (EMDEs), entrepreneurship and self-employment, particularly among women, play a pivotal role as a means of livelihood. Unfortunately, the share of women participating in these activities is significantly lower compared to men, which has a negative effect on both the development of these countries and gender equality. Usual programs that support women’s entrepreneurship are costly. We aim to explore the role of social networks for the entrepreneurial entry of women in EMDEs, as women can ‘help themselves’ through their development and activation. Our results, using GEM data for 53 low- and middle-income countries for the period 2011–2018, revealed that an entrepreneur on the women’s social network increases the probability of their entrepreneurial entry by 3.3 percentage points. Our results also suggest that social networks represent an important source of information that enhances the determination of women to take advantage of good business opportunities, increases the positive effect of self-assessed start-up skills on entrepreneurial entry, and raises awareness of business risks. Based on these results (confirmed by robustness and causality checks), we can recommend supporting networking between entrepreneurs and women by targeted policy measures.

Association between gender and self-assessment skills amongst Japanese dental students

Background/purposeSelf-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methodsDental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students’ work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. ResultsStudents mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (−0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). ConclusionNiigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.

A deployable curriculum with 3D printed skills trainers for altered airway management

BackgroundAltered Airway Anatomy (AAA), including tracheostomies and laryngectomies, may represent an area of unease for non-Otolaryngology trainees, due to a lack of exposure, structured education, or dedicated training in altered airway management. Inability to effectively stabilize an altered airway is associated with significant risk of patient morbidity and mortality. This study aims to assess the efficacy of a concise curriculum using three-dimensional (3D) printed airway models for skill training in improving Anesthesiology trainees’ competency in AAA management.MethodsA prospective cohort of 42 anesthesiology residents at a tertiary care institution were guided through a 75-min curriculum on AAA, including case discussion, surgical video, and hands-on practice with tracheostomy and laryngectomy skills trainers. Pre- and post- course surveys assessing provider confidence (Likert scale) and knowledge (multiple choice questions) were administered. Additionally, an observed skills competency assessment was performed.ResultsSelf-perceived confidence improved from a summative score across all domains of 23.65/40 pre-course to 36.39/40 post-course (n = 31, p < 0.001). Technical knowledge on multiple choice questions improved from 71 to 95% (n = 29, p < 0.001). In the completed skills competency assessment, 42/42 residents completed 5/5 assessed tasks successfully, demonstrating objective skills-based competency.ConclusionsThis study demonstrates an improvement in anesthesiology resident self-assessed confidence, objective knowledge, and skills based competency surrounding management of patients with AAA following a 75-min simulation-based curriculum.

Preservice teachers' reflections on lesson study integration into a microteaching course

This study aimed to determine the impact of lesson study taught in a microteaching course on improving the pedagogical skill of preservice teachers. Learning video analysis, self-assessment, and peer assessment of collaboration skills were used to measure increases in pedagogical skills. In total, 18 preservice teachers participated in this study. The author analyzed the critical reflection conducted by preservice teachers after they acted as model teachers and the final reflection about the course as the primary data in the research. The research results showed positive attitudes of preservice teachers toward integrating lesson study into microteaching courses. Analysis of the learning videos showed that preservice teachers could impact their learning climate by applying lesson study-based microteaching (LSbM). Support for the quantitative analysis of self- and peer-assessment of collaboration skills also showed a significant increase in collaboration skills. Applying LSbM increased students’ understanding of learning methods, learning technology, and student involvement in learning. It also encouraged students to employ collaboration and reflection in their future learning. The findings and impact of this study were to provide an overview for educational universities regarding the impact of using LSbM on increasing the pedagogical skill of their current teacher candidates, as well as the impact on the professional development of their graduate teachers in the future. Universities can use this model in their microteaching courses to prepare prospective teachers according to current needs.

The effect of escape room clinical evaluation method on satisfaction, learning, and preparedness to practice as interns of nursing students: A quasi-experimental quantitative study.

Clinical evaluation utilizing the escape room game is recognized as a novel method for assessing the team-oriented performance of learners. It is a tool for evaluating teamwork skills in clinical settings, which can boost student motivation and learning. This study aimed to investigate the effect of clinical evaluation through escape rooms and feedback provision through the PEARLS (promoting excellence and reflective learning in simulation) approach on pre-internship nursing students' satisfaction, learning, and preparedness to practice as interns. The current research is a quasi-experimental quantitative study conducted with a census sample of 42 sixth-semester undergraduate nursing students in 2022. The escape room method was utilized to evaluate entry preparedness into the clinical field. Reliable and valid researcher-made questionnaires were administered to assess the impact of the intervention on learning, satisfaction, and preparedness. The data were analyzed in SPSS version 26 using descriptive and inferential tests. The significance level was considered to be less than 0.05. Twenty-six males and 16 females constituted the 42 participants (mean age: 23.46 years). The clinical evaluation method of the escape room game was deemed satisfactory or highly satisfactory by 80% of students. From the perspective of 72% of students, escape rooms were definitely or highly effective in shaping their preparedness to enter the clinical field. Comparing the students' mean learning scores (self-assessment of clinical skills) before and after the test revealed that their post-test scores (55/16 ± 13/33) were significantly higher than their pre-test scores (45/58 ± 16/58) (P < 0.001). It appears that using the escape room evaluation method in conjunction with other student evaluation methods has helped improve students' interpersonal communication, problem-solving skills, critical thinking, and teamwork. The experience of working in a group not only improves these skills and is enjoyable to students but can also enhance their learning. Clinical education is dependent on teamwork. The escape room test can be viewed as a valuable tool for encouraging students to collaborate as a team. Therefore, it is suggested that students in all medical education groups be evaluated clinically using this test.

Mitigating Misinformation Toolkit: Online Simulation and Standardized Patient Cases for Interprofessional Students to Address Vaccine Hesitancy and Misinformation.

Medical misinformation, which contributes to vaccine hesitancy, poses challenges to health professionals. Health professions students, while capable of addressing and advocating for vaccination, may lack the confidence to engage with vaccine-hesitant individuals influenced by medical misinformation. An interprofessional in-person simulation activity (90 minutes) using standardized patients was developed and instituted for students in medicine, nursing, pharmacy, and public health programs. Student volunteers were recruited from classes approximately halfway through their respective degree programs (i.e., second or third year of a 4-year program). Online simulation was used as a method to prepare for in-person simulation. Impact on students was assessed primarily through a postprogram student self-assessment. A total of 220 students participated in the program; 206 (94%) had paired data available to analyze. Following program participation, self-assessed abilities increased from pre to post, from 2.8 out of 5 (good) to 3.9 out of 5 (very good; p < .001). Ninety-eight percent of students felt that their ability to address medical misinformation was somewhat/much better after the activity, compared to before, and that their ability to address vaccine hesitancy was somewhat/much better. The overall program was rated highly, with mean scores for each program evaluation item >4 out of 5 (very good). An interprofessional cohort of students demonstrated improvement in self-assessed skills to participate in a conversation with an individual with hesitancy to receive vaccines and/or beliefs informed by misinformation. Students felt that this program was relevant and important to their professional development.

Adapted chicken model for training percutaneous arterial access

ObjectiveEndovascular approaches within vascular surgery have grown substantially over the past two decades. As general surgery trainees gain exposure to these approaches, innovative simulation methods to train basic endovascular skills are needed. The purpose of this study was to pilot an existing low-cost model for percutaneous femoral arterial access and examine its effect on resident simulation performance and procedural interest. MethodsA percutaneous arterial access simulation was designed using an adapted chicken breast model. Exiting postgraduate year 1 and 2 general surgery residents participated in sessions with these models for ultrasound-guided arterial access simulation using 5F micropuncture kits. Vascular surgery faculty and fellows provided didactic introductions and proctoring during sessions. Residents also completed skill self-assessments before and after participating in the simulation and rated the model and simulation as a whole. Paired t tests and descriptive statistics were applied in analyses. ResultsTwenty-six residents participated in the simulation in May 2022. Mean resident confidence in overall ability to complete steps required for percutaneous femoral arterial access increased from 3.1 ± 1.0 to 4.4 ± 0.6 (P < .001) when assessed on a 5-point rating scale. Most improved individual steps were identification of arterial cannulation sites using ultrasound (mean difference, +1.4; 95% confidence interval, 1.0-1.8; P < .001) and advancement of hemostatic sheaths over the guidewire into position (mean difference, +1.5; 95% confidence interval, 1.0, 1.9; P < .001). Residents also reported increased comfort level asking to vascular surgery fellows and faculty to participate in subsequent percutaneous access procedures (mean before, 2.7 ± 1.0; mean after, 3.2 ± 0.7; P = .015). On session evaluations, the majority of residents (n = 19 [86%]) strongly agreed that the model was realistic for training purposes and could be used for future skill assessments (n = 16 [73%]). The average material cost required for creation of one chicken model was estimated at $10.32. ConclusionsGeneral surgery trainees require opportunities for low-stakes, independent practice of basic endovascular skills, particularly those with applicability beyond vascular surgery. In this study, use of a simple, a low-cost chicken model promoted increases in procedural confidence and was sufficiently realistic for further training with residents. In the future, this model will be incorporated into standardized assessments to ensure translation of simulated skills to live operative settings.

Conflict Management in Healthcare Leadership; A Narrative Review

Conflict resolution is not merely a skill but an essential leadership competency for healthcare professionals. Unaddressed conflicts can have detrimental consequences on patient care, team morale, and organizational productivity. This article delves into the significance of conflict management in healthcare, exploring its multifaceted impact and highlighting the role of leadership in fostering a conflict-resilient work culture. Understanding the root causes of conflicts, such as resource constraints, communication challenges, and differences in personal and professional characteristics, is crucial for developing effective prevention strategies. Healthcare leaders need to adopt proactive approaches to conflict management, emphasizing open communication, mutual respect, and collaborative problem-solving. The article explores various conflict management models, providing healthcare leaders with a toolkit for effective conflict resolution. It highlights the role of emotional intelligence and ethical leadership behaviors in conflict mitigation and discusses the need for a dynamic conflict management framework and its implications in the healthcare environment. It also outlines the need for self-assessment of conflict management skills, essential conflict management strategies and effective leadership tactics to resolve a range of conflict management challenges. It concludes by emphasizing the importance of early intervention and effective handling of conflicts by professional communication. The findings in this article provide a practical roadmap for developing conflict management competencies in healthcare leaders. Importantly, they unravel the nuances of potential conflict management approaches, warranted to establish a conflict-resilient culture in the clinical practice environment.

FEEDBACK IN FORMATIVE ASSESSMENT: STRATEGIES TO OPTIMIZE STUDENT LEARNING

Formative assessment, as an integral part of the learning process, influences student progress. A key component of this process is feedback, the mechanism by which relevant and useful information is provided to students about their performance. Through feedback, students develop their self-assessment and self-reflection skills, take responsibility for their own training, and establish learning objectives. Formative assessment provides a continuous framework for guiding student progress, and feedback provides specific information aimed at improving learning outcomes. Feedback offers a more complete perspective on students’ capabilities and learning needs, allowing teachers to adjust instruction. The objective of this study is to determine the theoretical pedagogical and psychological approaches of feedback in the formative assessment process and to present strategies that involve feedback (feed-up, feed-back, feed-forward) in order to improve student learning. To achieve this objective, theoretical methods of analysis and synthesis of the literature on formative assessment and feedback were applied. From a methodological point of view, the basic empirical method involved the application of a questionnaire addressed to students about their opinion on the feedback given and received during learning activities. The results obtained showed that relevant and individualized feedback is efficient from the students’ perspective in achieving learning objectives. The main conclusion of this study highlights the importance of the feedback system in the formative assessment process for the development of a learning culture based on continuous improvement and the active engagement of students in their own learning process.

Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students.

Peer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students. A medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1 st to 31 st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results. 42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants' confidence in speaking medical English in public ( p<0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants' knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios. The present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.

Collaborative network activity as a form of independent work of future technology teachers

Introduction. In accordance with the need to develop students’ ability and readiness for continuous self-education and self-development throughout their lives, the importance of students’ independent work increases significantly. In the context of the digital transformation of education, one of the main forms of independent work should be joint network activities of students, during which network educational communities are formed. The purpose of the article is to consider the possibilities of organizing joint network activities of future technology teachers as part of independent work in disciplines, practices, as well as in extracurricular activities; analyze the didactic potential of the online educational communities of students that are being formed.Materials and Methods. When writing the article, methods of analysis of domestic and foreign literature, comparative analysis, generalization and systematization, and pedagogical experiment were used.Results. Today, when improving the qualifications of teaching staff, the model of “horizontal training”, when training is carried out within professional communities, is quite actively used. This model can also be effective for communities of future teachers. Digital tools for organizing joint network activities within disciplines and practices are presented when organizing independent work for students at Minin University. Special attention is paid to the organization of joint network activities within the framework of the communicative and digital module of the Core of Higher Pedagogical Education. The greatest effect from joint network activities of future teachers can be obtained through project activities. Examples of network projects of teachers and students of Minin University are given, within the framework of which project and network communities are formed.Discussion and Conclusions. Properly organized independent work in the digital educational environment of the university, the use of modern digital tools for this significantly improves the quality of professional training of specialists. Joint network activities make it possible to organize mutual learning within the emerging educational student community. At the same time, conditions are created for the formation of team building skills, universal and professional competencies, ICT competence of future technology teachers, self-assessment and mutual assessment skills.