Self-assessed Ability Research Articles

Facilitated Asynchronous Online Learning to Build Public Health Strategic Skills.

The COVID-19 pandemic spurred significant government investments for hiring public health workers. There are clear opportunities to help build capacities among both current and incoming public health workers, closing well-elucidated skill gaps. To report on the development process, methods used, and outcomes seen from a point-in-time public health workforce capacity-building initiative, Public Health Essentials (PHE) . Capacity-building outcomes evaluation using pre/postintervention measures. The United States. A total of 512 learners working in roles (government or adjacent to) that support public health. PHE, a cohort-based facilitated asynchronous online course comprising 5 units, 18 modules, 54 learning outcomes, and 266 teaching and applied assessment elements designed to build public health strategic skills. Two outputs and 3 outcomes were used to assess and improve progress in achieving our goal of building generalizable and transferrable public health ability and confidence among diverse public health workers: Use of PHE , PHE completion rate , Learner competence , Change in self-assessed ability , and Benefits of PHE. From September 2021 to December 2022, 4 agencies used PHE for fellowship training or employee capacity building. Some 79% (n = 512) of learners completed the training, demonstrating competence in all 54 areas assessed by expert course facilitators. Of those, 79% (n = 321) completed both optional pre- and post-PHE surveys, reporting statistically significant gains in all strategic skill domains assessed (n = 9), regardless of demographics and public health experience. Learners gained new skills and knowledge (92%), developed a better understanding of public health (86%), and broadened their public health skill base (84%). A majority can apply the knowledge and skills gained directly to their work (94%), which benefits their team (92%), and have increased their confidence as public health practitioners (49%). PHE can significantly improve learners' ability across 9 strategic skill areas in as few as 15 weeks, regardless of their demographics, training, or experience.

Correction: Reliability and Validity of the Korean Version of the Duchenne Muscular Dystrophy Functional Ability Self-Assessment Tool.

Correction: Reliability and Validity of the Korean Version of the Duchenne Muscular Dystrophy Functional Ability Self-Assessment Tool.

Efektivitas Pembelajaran Dengan Model Seven Jumps Berbantuan Wag Di Masa Pandemi Covid-19

Seeing the root of the problem of student independence during the Covid-19 pandemic, implementing the effectiveness of learning with the Seven Jumps model assisted by the whatsapp group during the Covid-19 Pandemic is the aim of this research. This type of research approach is a qualitative and quantitative experiment carried out online with the Seven Jumps learning model assisted by WhatsApp groups. Data was collected by questionnaires, observation sheets and tests. Valid device tests come from expert perceptions, test the effectiveness of learning with statistical tests of the effect of regression and comparative t tests.
 The results showed that the root problems and constraints for student independence in utilizing information technology to achieve the expected competencies were: low self-motivation to learn, self-assessment ability, self-discipline, self-control, responsibility, pattern-learning ability, self-reliance in designing appropriate learning objectives, design implementation strategies, monitoring the progress of learning outcomes, coordination of learning methods, and the need for guidance in finding learning resources, implementing independent learning with the Seven Jumps model assisted by the whatsapp group is effective. This is indicated by: a) there is a positive influence of independent learning on problem solving ability of 60.8%, b) The gain test to measure the effectiveness of the pretest and posttest is 0.52 in the medium category and the effectiveness is sufficient. The Seven Jumps method can be implemented boldly during the Covid-19 Pandemic.

A quasi-experimental study of group counselling effectiveness for patient functional ability and quality of counselling among patients with hip arthroplasty.

The aim of this study was to investigate effectiveness of group counselling for the patients with hip arthroplasty, self-assessed functional ability, and quality of counselling. A quasi-experimental study. The questionnaire included the Counselling Quality Instrument (CQI), Harris hip score and Oldwellactive self-rated wellness profile. A Mann-Whitney U- and chi-squared and t-tests were used. A Wilcoxon singed rank test were used to evaluate changes in functional ability. Patients and the public were not involved in the design, recruitment and implementation of this study. Fifty patients participated. Patients reported better results for limping (p = 0.000), walking distance (p = 0.000) and use of a walking aid (p = 0.001) in the follow-up time point and they pain decreased. Patients were satisfied with interactions during counselling; gender (p = 0.000) and use of a walking aid (p = 0.044) were found to significantly affect. A lack of goal-oriented counselling was in depressive symptoms (p = 0.016), worries (p = 0.010) and loneliness (p = 0.026).

Leadership Link: Evaluation of an Online Leadership Curriculum for Certified Midwives and Certified Nurse-Midwives.

Midwifery leadership is vital for improving maternal health outcomes, yet limited leadership training opportunities exist. This study evaluated acceptability and preliminary outcomes of Leadership Link, a scalable online learning program that aims to increase midwives' leadership competencies. The program evaluation study enrolled early-career midwives (<10 years since certification) into an online leadership curriculum using the LinkedIn Learning platform. The curriculum consisted of 10 courses (approximately 11 hours) of self-paced, non-health care-specific leadership content supplemented with brief midwifery-specific introductions from midwifery leaders. A preprogram, postprogram, and follow-up study design was used to evaluate changes in 16 self-assessed leadership abilities, self-perception as a leader, and resilience. Data were also collected on the application of leadership skills acquired through, and career advancements attributed to, program participation. A total of 186 individuals activated LinkedIn Learning accounts. Almost half (41.9%) completed the full curriculum. Satisfaction was high, with 83.3% of postprogram survey respondents reporting the program was "probably" or "definitely" worth the time invested. Seventy-six participants (40.9%) provided matched pre- and immediate postprogram survey data on at least some of the 16 self-assessed leadership abilities. All 16 abilities showed statistically significant increases in pre- to postprogram mean scores, ranging from 6.4% to 32.5%. Both self-perception as a leader and resilience scores significantly increased from baseline. More than 87% of postprogram and follow-up survey respondents reported having applied new or improved leadership abilities to at least a small degree. Fifty-eight percent of follow-up survey respondents reported at least one midwifery career advancement, of whom 43.6% attributed the advancement, at least in part, to Leadership Link. The findings suggest that the online Leadership Link curriculum is acceptable and may be effective in improving midwives' leadership capacity, potentially enhancing career opportunities and engagement in system change.

Can self-assessment ability predict student performance in a dental anatomy course?

The development of early self-assessment skills and determining its correlation with academic performance could provide evidence to alter dental curricula. The aim of this retrospective study was to examine the relationships between students' early self-assessment ability in waxing and three different evaluation methods (waxing assessment, written examinations, and tooth identification examination) in a dental anatomy course. The dental anatomy scores during the academic years of 2018-2019 and 2019-2020 from two cohorts of second-year pre-doctoral dental students at the Harvard School of Dental Medicine were analyzed. Regression analyses were completed to assess the relationship between all evaluation methods. There was a statistically significant correlation between self-assessment ability and the waxing assessment but no significant correlation between self-assessment ability and the other evaluation methods. Our results showed that the introduction of self-assessments in dental anatomy waxing was correlated with successful waxing skills. Furthermore, a relevant finding is that students who received higher classifications were also capable of doing better self-assessments. These findings provide evidence that impacts dental curricula.

Hidden Meanings: Researching Student-Teacher Intercultural Competency Using Multicultural Children's Literature

In modern society, future teachers need to be able to recognize the potential offered by multicultural children's literature in promoting intercultural values in children as well as to feel confident in their ability to choose authentic teaching materials. Three picture books (The Rabbits' Wedding, Morris Micklewhite, and the Tangerine Dress and And Tango Makes Three) and one illustrated story (The Story of Little Black Sambo) were selected for research of students’ intercultural competence. The general research aim was to research the intercultural competence of Teacher Education students using authentic works of multicultural children's literature, whereby the specific aims sought to explore: a) students’ attitudes about the appropriateness of the selected topics for lower elementary school teaching; b) students’ ability to recognize whether the text and illustrations of the selected picture books/illustrated story promote intercultural values (e.g., acceptance of diversity, equality, empathy); c) whether students are trained to recognize the controversial content in the selected picture books/illustrated story, d) student’ self-assessed readiness to address the selected topics in their future teaching; e) student’ self-assessed difficulty in recognizing the representation of intercultural values in the content of the selected picture books/illustrated story. The sample of participants included fifty-six fourth-year Teacher Education students (40 students from the University of Rijeka and 16 students from the University of Pula) during two consecutive academic years (2020/2021 and 2011/2022). The participants filled out a questionnaire that examined the concordance between the content of the selected titles and the promotion of intercultural values, the existence of controversial topics, and the appropriateness of addressing the selected topics in lower elementary school teaching as well as the students’ self-assessed abilities to implement the topics of the selected works in their future teaching and the difficulty of recognizing intercultural values in the selected works were explored. The majority of students recognized the controversial nature of the three selected picture books – the implicit advocacy of the rights and equality of marginalized groups (same-sex adoption, depiction of transgender people, marriage of people of different skin color). Almost two-thirds of the participants encountered difficulties in assessing the presence of intercultural values in the selected literary works.

Interprofessional simulation to prepare students to address medical misinformation and vaccine hesitancy

Medical misinformation, which contributes to vaccine hesitancy, is widespread and promulgated by the internet and social networks. Patients trust health professionals, and the healthcare community is therefore well positioned to address misinformation and to advocate for vaccination. Health professions students may lack the knowledge and/or confidence to communicate with vaccine-hesitant individuals whose position is based on misinformation. We sought to develop, implement, and assess an interprofessional educational program aimed at preparing health professions students to address medical misinformation and vaccine hesitancy. Our program was competency-based, interprofessional and employed a hybrid instructional design that included asynchronous online modules, virtual simulation, and in-person simulation. A pre/post-survey and 10-question pre/post-quiz were administered to assess achievement of the learning outcomes and impact of the program. Fifty-one students participated in the program, including students from medicine (n = 12), nursing (n = 12), pharmacy (n = 13), and public health (n = 14). Following participation, 98% and 96% of students indicated that their ability to address medical misinformation and vaccine hesitancy, respectively, was better than it was before completing the program. Mean self-assessed abilities increased from a mean of 2.7/5 (fair-to-good) before the program to a mean of 4/5 (very good) following participation. The proportion of students who rated their ability to respond to a vaccine-hesitant individual as being “very good” or “excellent” increased from 6% before to 73% following the program. Participant knowledge, as based on the pre/post-quiz, increased from 44% before to 60% after the program. Our program resulted in improvement in student self-efficacy in addressing medical misinformation and vaccine hesitancy. Students felt this program was impactful and provided them with translatable skills to their clinical experience.

Reliability and Validity of the Korean Version of the Duchenne Muscular Dystrophy Functional Ability Self-Assessment Tool.

To systematically translate the Duchenne muscular dystrophy Functional Ability Self-Assessment Tool (DMDSAT) into Korean and verify the reliability and validity of the Korean version (K-DMDSAT). The original DMDSAT was translated into Korean by two translators and two pediatric physiatrists. A total of 88 patients with genetically confirmed Duchenne muscular dystrophy (DMD) participated in the study. They were evaluated using the K-DMDSAT once as a self-assessment and once by an interviewer. The interviewer evaluated the K-DMDSAT again 1 week later using a test-retest approach. The intraclass correlation coefficient (ICC) was used to verify the interrater and test-retest reliabilities. Pearson correlation analysis between the K-DMDSAT and the Brooke or Vignos scales were used to assess validity. The total score and all domains of the K-DMDSAT showed excellent interrater and test-retest reliability, with an ICC for total scores of 0.985 and 0.987, respectively. All domains had an ICC >0.90. From the Pearson correlation analysis, the total K-DMDSAT score was significantly correlated with the Vignos and Brooke scales (r=0.918 and 0.825, respectively; p<0.001), and each domain of K-DMDSAT showed significant correlation with either the Vignos or Brooke scales. DMDSAT was systematically translated into Korean, and K-DMDSAT was verified to have excellent reliability and validity. K-DMDSAT can help clinicians easily describe and categorize various functional aspects of patients with DMD through the entire disease progression.

52. Momentary Mood Experiences and Self-Assessments of Abilities: Divergence of Immediate and Global Self Assessments

52. Momentary Mood Experiences and Self-Assessments of Abilities: Divergence of Immediate and Global Self Assessments

The effect of using teacher feedback on concept mastery and students’ self-assessment of the essay test on monohybrid and dihybrid cross topic

This study aims to identify the effect of using teacher feedback on students' concept mastery and self-assessment on the topic of monohybrid and dihybrid crosses. The method used in this research was a quantitative quasi-experiment with Nonequivalent Control Group research design. The participants in this study were among 69 ninth grade students (33 control class students and 36 experimental class students) at one of the public junior high schools in Bandung Regency. This study uses positive written feedback with the types of supporting, direct corrective and guidance on students' essay test answer sheets. To measure students' mastery of concepts, an essay test was used with a total of 10 questions. To measure students' self-assessment, a 1-4 Likert scale questionnaire was used using indicators that were adjusted to the indicators on the essay questions. The results showed that there is a significant difference in students' concept mastery and students' self-assessment ability in the control class and experimental class. As for the N-Gain test, the category of concept mastery improvement in the control class belongs to the low criteria (0.19) and the experimental class belongs to the medium criteria (0.57). Students' self-assessment skills in the control class (60%) and experimental class (70%) are classified in the sufficient and good categories. Students' responses to the teacher’s feedback showed a positive response. Based on this research, the use of teacher feedback on essay tests affects students' concept mastery and self-assessment.

Outcomes and process evaluation of a cluster-randomised participatory organisational intervention among German healthcare workers

BackgroundIn the present investigation the results of the outcome and process evaluation of a participatory workplace intervention are reported. The intervention aimed to increase the workers’ self-assessed physical and mental work ability.MethodsThe intervention was a two-arm, cluster-randomised trial with healthcare workers in 10 hospitals and one elderly care centre in Germany. Outcome data on workers were collected in questionnaires at baseline, and two follow-ups between 2019 and 2021. The intervention consisted of interviews and workshops, in which employees proposed measures for reducing the physical and psychosocial load and strengthening resources at work. Outcome data were analysed with linear-mixed regression models. The process evaluation was based on the thematic criteria proposed in previous literature and the collection of the type of intervention measures and their implementation status.ResultsThe regression analysis did not provide evidence of treatment differences or reductions of psychosocial load in the intervention wards. The process evaluation suggested that the measures did not address specifically the self-assessed work ability. In addition, there was no indication that the intervention measures were causally related to the intended goals.ConclusionsThe planning and implementation of organisational interventions require a careful consideration of the definition of intervention goals, the theoretical rationale of the intervention and a project-oriented action plan during the delivery phase.

Self-Assessed Capabilities, Attitudes, and Stress among Pediatric Nurses in Relation to Cardiopulmonary Resuscitation.

In emergency medicine, cardiopulmonary resuscitation (CPR) is one of the most stressful scenarios for nurses who conduct both basic and advanced resuscitation methods. This study aimed to assess nurses' self-assessed capabilities, attitudes, and stress related to CPR. This cross-sectional, observational study was carried out on 748 pediatric nurses at six governmental hospitals. A self-assessed ability questionnaire and a structured stress and attitude questionnaire was used for data collection. For self-assessed abilities, 45.5% of the nurses had moderate scores. Concerning stress, 48.3% had moderate scores and 63.1% negative attitudes. Also, attitude and self-assessed abilities had a high-frequency negative effect on stress scores (P<0.05). Attitude scores increased and stress scores decreased significantly with postgraduate educational level, attendance at training courses on pediatric basic life support and automated external defibrillator use, being exposed to >10 cardiac arrest cases in the previous year, and having an advanced life-support license (P<0.05). Positive attitudes and improving self-assessed abilities decreased the nurses' stress levels related to CPR.

Robuvit® reduces fatigue after chemotherapy for colon cancer. A pilot registry study.

The aim of this pilot registry study was to evaluate the efficacy of Robuvit® (oak wood extract) on residual fatigue due to convalescence in otherwise healthy subjects within one month after surgery and chemotherapy for colon cancer. Robuvit® has been clinically tested in subjects with fatigue (chronic fatigue syndrome), post-traumatic stress disorder, convalescence and burnout. One group of patients followed the standard management (SM) and was designated as control group while the supplementation group followed the SM and additionally took two Robuvit® capsules daily for six weeks (200 mg/day).The main study endpoints were the Karnofsky performance scale index, handgrip strength in kg, fitness test score on a treadmill, self-assessed work ability, fatigue score, oxidative stress and carcinoembryonic antigen (CEA) plasma levels. In addition, the mood of the patients was assessed using the 'brief mood introspection scale', BMIS. Fifty-one subjects with fatigue linked to convalescence within 1 month after chemotherapy for colon cancer completed the study, 29 in the Robuvit® group and 22 as controls. The two management groups were comparable for age and sex distribution. The main investigation parameters were also comparable at inclusion. No side effects or tolerability problems were observed in the six weeks of follow-up. Occasional use of painkillers, antinausea medication or anti-inflammatory agents was accepted. After six weeks, Robuvit® supplementation significantly improved the Karnofsky performance scale index compared to controls. Hand grip strength (dynamometry), treadmill fitness test score and the self-assessed work ability were significantly improved with Robuvit® as well. The fatigue score after six weeks was significantly improved with Robuvit® (P<0.05) in comparison with SM controls. Mood was significantly improved after 6 weeks in the Robuvit® patients compared to the control group. The examined study parameters improved in the patients of the control group as well, during a normal postchemotherapy convalescence, but in a lesser extend when compared to the supplementation group. Oxidative stress was high at inclusion in both groups. The decrease in oxidative stress - as plasma free radicals - was significantly higher with the supplementation (P<0.05). CEA values were within the normal values from inclusion and in the 6 weeks of the registry in all subjects. In conclusion, Robuvit® helps to reduce fatigue after chemotherapy and improves strength, performance, fitness, work ability and mood in these patients, without exposing them to the risk of side effects.

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors.

Physical therapist (PT) students learn through clinical practice with the supervision of a clinical instructor (CI). Clinical instructors have teaching, education, and practice experiences that can positively affect their self-assessed clinical teaching effectiveness (CTE), which may improve learning outcomes for students. Identifying CI experiences, such as specific teaching, education, or practice expertise, as they relate to effective clinical teaching may be beneficial in the selection of PT CIs and allow instructors to focus on professional experiences that will elevate their self-assessed teaching abilities. The study included 851 PTs from a large geographical area. The participants had varying educational, clinical, and professional experiences and each had been a CI for at least 1 student clinical education experience. Specific PT CI professional experiences associated with CTE were determined through a correlation study using quantitative data collected online through a validated survey instrument, the Clinical Teaching Effectiveness Questionnaire. This study examined degree earned, PT residency and PT fellowship training, the American Board of Physical Therapy Specialties (ABPTS), American Physical Therapy Association (APTA) Credentialed Clinical Instructor Program (CCIP) level 1 and level 2, years of clinical experience, number of students taught, and number of years of clinical teaching. Results indicated that a higher level of self-assessed CTE was associated with ABPTS certification, CCIP level 1 and level 2, and a higher number of students mentored by a CI. Physical therapist residency training, PT fellowship training, years of clinical experience, and number of years of clinical teaching were not related to self-assessed CTE. Specific teaching, clinical, and practice experiences were related to CTE. To increase PT CI CTE, CIs are encouraged to consider ABPTS certification, CCIP level 1 and level 2, and mentoring students regularly. The PT profession, APTA, and Doctor of Physical Therapy programs should support these endeavors.

Effects of Mood on Psychophysiological Detection of Concealed Information and the Relation to Self-Assessed Lying Ability

The present study examined the effects of mood on physiological responses in the Concealed Information polygraph Test and the relation to self-assessed lying ability. One hundred and eight undergraduate students self-assessed their lie-telling ability, committed a mock theft, and were asked to conceal information related to the crime. Participants were then divided into three equal groups: two groups were asked to provide a detailed written account of either a happy or sad event in order to induce a happy or sad mood, while the third group served as a neutral group. Participants then underwent a polygraph test and were asked to try to avoid detection. An induced happy or sad mood tended to lower relative skin conductance responses to critical (crime related) items and enhance relative cardiovascular responses. Relative respiration responses to critical items obtained for the sad mood condition were more robust than the ones obtained for the happy mood condition. Under induced sad and happy moods, those who self-rated their lie-telling ability as high showed enhanced cardiovascular responsivity to critical items. These results were limited to the initial phase of the test. We discussed possible motivational explanations and implications for the Concealed Information polygraph test.

Tracing the Gender Confidence Gap in Computing: A Cross-National Meta-Analysis of Gender Differences in Self-Assessed Technological Ability

The gender composition of information and communication technology (ICT) fields remain uneven across countries. One explanation is that gender stereotypes lead women to believe that they do not have the same aptitude for ICT fields as men, resulting in a deficit in women's self-assessed tech ability. Yet, studies on ICT confidence document wide variation in both the direction and magnitude of gender differences. This study asks whether there is, in fact, a gendered confidence gap in technological ability. Methods of meta-analysis evaluate gender differences in tech confidence based on the results of 120 effect sizes from 115 studies conducted in 22 countries from 1990 to 2019. While men report higher levels of self-assessed tech abilities compared to women, the gap is narrowing over time. Further, significant cross-national variation undermines essentialist explanations that imply universal sex differences. Rather, results are consistent with theorizing that emphasizes variations in cultural gender beliefs and opportunities.

People lie less when they put on a medical face mask

The current study examined how a face mask people wore during the COVID-19 pandemic affects frequent lying and successful telling and detecting lies and truths in a face-to-face deception task. Participants were psychology students who acted as senders and receivers of true and false communications under three conditions: visible face, wearing a face mask, and blindfolding in addition to the face mask. Participants arrived in groups of eight. They first completed a lying questionnaire and then participated in the deception task. Their goal was to outperform the rest of the group to retain a bonus of additional course credit. Results indicated that participants reduced the number of lies told when wearing the face mask compared to chance expectancy (d = −.27) and visible face (d = −0.21).In addition, participants were more successful in detecting truths in the face mask condition than in the visible face condition (d = 0.21). Finally, self-assessed lie-telling ability predicted frequent lying in the face mask but not in the other conditions. It was suggested that participants wearing the face mask were affected by the attitudes and norms that prevailed during the COVID-19 pandemic, where consideration was required, and people were relatively thoughtful and kind. The face mask reminded participants of these norms and motivated participants to act accordingly.

Face matching and metacognition: investigating individual differences and a training intervention.

Although researchers have begun to consider metacognitive insight during face matching, little is known about the underlying mechanism. Here, I investigated whether objective ability, as well as self-assessed ability, were able to predict metacognitive performance, that is, the ability to differentiate correct and incorrect responses in terms of confidence. In addition, I considered whether a training intervention resulted in improvements to both face matching performance and metacognitive insight. In this experiment (N = 220), participants completed a face matching task, with either a diagnostic feature training course or a control course presented at the halfway point. In addition, a second face matching task, as well as a self-report questionnaire regarding ability, were completed to provide measures of objective and self-assessed ability respectively. Higher self-assessed ability with faces, as well as higher objective ability with face matching, predicted better metacognitive performance, i.e., greater confidence in correct, in comparison with incorrect, responses. This pattern of results was evident both when objective ability was measured through performance on the same task used to measure metacognitive insight and when a different task was used. Finally, the training intervention failed to produce improvements in face matching performance and showed no evidence of altering metacognitive ability. The current work begins to address the mechanism underlying individual differences in metacognitive insight during face matching. Although support was provided for a competence-based account, where better face matchers showed greater performance on the task and were more successful in monitoring their performance, further work might focus on decoupling task performance and competence in order to more conclusively explain why some people are more insightful than others.

On the rocks: can urologists identify stone composition based on endoscopic images alone? A worldwide survey of urologists.

As part of the management of nephrolithiasis, determination of chemical composition of stones is important. Our objective in this study is to assess urologists' accuracy in making visual, intraoperative determinations of stone composition. We conducted a REDCap survey asking urologists to predict stone composition based on intraoperative images of 10 different pure-composition kidney stones of 7 different types: calcium oxalate monohydrate (COM), calcium oxalate dihydrate (COD), calcium phosphate (CP) apatite, CP brushite, uric acid (UA), struvite (ST) and cystine (CY). To evaluate experience, we examined specific endourologic training, years of experience, and number of ureteroscopy (URS) cases/week. A self-assessment of ability to identify stone composition was also required. With a response rate of 26% (366 completed surveys out of 1,370 deliveries), the overall accuracy of our cohort was 44%. COM, ST, and COD obtained the most successful identification rates (65.9%, 55.7%, and 52.0%, respectively). The most frequent misidentified stones were CP apatite (10.7%) and CY (14.2%). Predictors of increased overall accuracy included self-perceived ability to determine composition and number of ureteroscopies per week, while years of experience did not show a positive correlation. Although endoscopic stone recognition can be an important tool for surgeons, it is not reliable enough to be utilized as a single method for stone identification, suggesting that urologists need to refine their ability to successfully recognize specific stone compositions intraoperatively.