Self-assessment Method Research Articles

Strengthening the Culture of Learning Outcome Assessment in LIS Programs through Student Self- Assessments

Self-assessment empowers students to take ownership of their learning by assessing strengths and weaknesses in each area of competence they expect to achieve. This poster will illustrate perspectives gathered from a comprehensive examination and literature review to explore how LIS programs employ self-assessments, empowering students to understand their learning and competencies. Additionally, it aims to determine what lessons LIS programs can learn from other disciplines when creating an effective platform for facilitating student self-assessment. The review revealed that LIS programs use self-assessment tools such as self-reflective essays and journals, often combined with other direct assessment methods. Other professional disciplines, such as Medicine and Engineering, employ technology-based personalized self-assessment tools, aiding students in self-assessing at different program milestones. However, literature and best practices emphasize that self-assessment should not be individualistic but should be collaborative, involving peers and instructors. In addition to self-assessment methods, the review highlighted the importance of metacognitive awareness to ensure the accuracy of self-assessments and help students become more mindful of their learning. Many professional programs support students by facilitating rubric-guided judgments, self-rating, self-efficacy inventories, and metacognitive awareness inventories. LIS programs can adopt best practices from other disciplines to enhance the effectiveness and accuracy of student self-assessment practices.

Social services and healthcare personnel’s digital competence profiles: A Finnish cross-sectional study

BackgroundRecent research has highlighted the deficiencies and variations in the digital competences of social services and healthcare personnel. Yet there is a shortage of data regarding how the personnel use digital devices and solutions and their attitudes towards digitalisation. Hence, a systematic investigation into digital devices and solutions in healthcare is warranted. ObjectivesThis study aimed to analyse the similarities and differences in digital competences and organisational support among healthcare personnel, focusing on using digital applications and services. The primary research question was to investigate what kinds of digital competence profiles are identifiable through social services and healthcare personnel self-assessments. MethodsThe survey was conducted in the Wellbeing Services County of Central Finland at the end of 2023. It utilised validated self-assessment methods and garnered 643 responses from social services and healthcare professionals. Data analysis involved quantitative cluster analysis for grouping participants and qualitative content analysis for describing the clusters. ResultsThe study resulted in a final model of seven clusters that presented distinct digital competence profiles with relatively even sizes. These clusters represented the different aspects of digital usage among social services and healthcare professionals. They could be categorised into three overarching profiles: 1) Motivated digital experts, 2) Burdened digital users and 3) Frustrated survivors. Motivated digital experts comprised up almost half of the respondents (45.1%). Still, the findings also facilitated identifying of a small group of Frustrated survivors (7.5%) who represented burdened and stressed digital users. ConclusionsThe results indicate significant variances in digital competence profiles among employees. Social services and healthcare personnel perceive the opportunities and challenges associated with digital applications and services differently. Further detailed research into the disparities between digital competence profiles is necessary, particularly regarding the types of support that benefit different profiles the most.

Implementing Learner Autonomy in English as a Foreign Language Classroom Through a Flipped Classroom Pedagogical Approach

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O’Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self-awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student-centered or collaborative learning environment; perception of knowledge as something to be gained rather than “transmitted”, taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners’ cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education.

Феномен рефлексии профессионального опыта курсантов образовательных организаций Министерства внутренних дел Российской Федерации на этапах практик

Introduction. The reflexive aspect (associated with the self-awareness of the personality as a developing «I-concept») is a system-forming factor that ensures optimal interaction of all acmeological aspects of human professionalisation: educational, professional and creative2. In this regard, the study of the phenomenon of reflection on the professional experience of students of educational organisations of the Ministry of Internal Affairs of Russia is of particular relevance. This article reveals the essence and significance of reflection at the stages of students’ practice, suggests the introduction of a reflective map of their readiness for practice, and provides recommendations for the development of reflection. Research methods: theoretical (analysis and generalisation of philosophical, theoretical-methodological and psychological-pedagogical research, content analys is of curricula and programs, methodological complexes of practice), empirical (observation, survey, questionnaire, self-assessment method) and statistical methods (qualitative and quantitative analysis of results). The methods of A.V. Karpov and V. V. Ponomareva and the Student’s T-test were used as the main methods. Based on the analysis of the obtained data on the level of reflexivity among students of the 3rd-5th courses of V.Ya. Kikot’ Moscow University of the Ministry of Internal Affairs of Russia and Lukyanov Oryol Law Institute of the Ministry of the Interior of Russia, a low level of reflexivity was revealed in 25.1% of 3rd-year respondents, an average level of reflexivity was revealed in 60.5%, a high level of reflexivity was in 14.4% of respondents. Comparing the dynamics of reflexivity in the example of the 4th and 5th -year students, we can see a natural positive dynamic. In an additional study, the respondents of which were the same 4th -year students, a reflective map of readiness for practical training was proposed. After completing the internship, the students prepared reflective reports, the results were discussed at the subject-methodical section of the department, and appropriate recommendations were given to each of them. In this sample of respondents, the low level of reflexivity has been leveled, in addition, the average and high levels have increased significantly. Results. The introduction of a reflective readiness map for a trainee student and a more thorough reflexive analysis at all stages of practice significantly increase reflexivity indicators and can be proposed for implementation in the practical training of future law enforcement officers.

Robust quantitative X-ray phase diagnostic for carbon composite characterisation in the context of lightning induced risk

Getting complementary physical information from a single image acquisition is particularly valuable for materials analysis. Grating based X-ray Phase Contrast Imaging (XPCI) methods allow decoupling attenuation, phase and scattering information. However, the phase and scattering extraction processes can easily suffer from artefacts, which is detrimental to implement this imaging technique in societal applications. In this paper, we demonstrate that grating based XPCI can provide a robust phase measurement in complex materials such as damaged composites. The technique allows the phase to be analysed using a self-assessment method that first identifies the artefacts from the imaging setup, and then can be used as an indicator to interpret the signal from a material. We focus on carbon fibre reinforced polymers which we subjected to laboratory-controlled lightning strikes. We evidence that the combined information from phase and attenuation allow identifying the type of defect induced by the lightning current. The phase information is converted into relative mass density variation within the sample and depicts areas with a loss in density up to 40%. We ensure that these results are valid by comparing them with an X-ray attenuation contrast tomographic reconstruction.

Mirror, Mirror on the Wall: A Meta-Analysis on the Validity of Self-Assessed Intelligence through the Lens of the Multiverse.

Examining the relationship between self-assessed intelligence (SAI) and psychometric intelligence (IQ) is essential for understanding how people's self-evaluations reflect their actual intelligence. Various factors, such as SAI measurement methods, participant characteristics, and testing conditions have been hypothesized to moderate the SAI-IQ link, yet the generality of this association remains unclear. Here, we provide evidence for SAI and IQ associations based on 278 effect sizes from 115 independent samples (N = 36,833) using a multi-level meta-analysis, revealing a moderate positive correlation (r = 0.30; 95% CI [0.27, 0.33]). Multiverse analyses demonstrated remarkable stability of this effect, with most summary effect specifications yielding significant positive correlations (96%), averaging r = 0.32. Notably, ability domain and sample type emerged as significant moderators, with numerical ability showing stronger correlations compared to general cognitive, verbal, and spatial abilities. Importantly, our study found that correlations in student samples were significantly higher than those in general samples. Our findings show a moderate positive association of SAI with IQ, unaffected by participant sex, publication year, administration order, neuroticism, and self-assessment method, yet significantly moderated by ability domain and sample type. Our results illustrate the importance of feedback in educational settings to help students accurately assess their cognitive abilities.

Multimethods study to develop tools for competency-based assessments of implementation research training programmes in low and middle-income countries

IntroductionMethods and validated tools for evaluating the performance of competency-based implementation research (IR) training programmes in low–middle-income countries (LMICs) are lacking. In this study, we developed tools for assessing the...

ASSESSMENT OF MANAGEMENT COMPETENCIES OF PUBLIC DENTAL INSTITUTIONS

The article presents the results of an assessment of the functional management model common in public dental organisations. The subject of the study is the model of management of dental organisations. The method of self-assessment of the main managerial functions by D.V. Maslov is used as a research tool. Research methodology. To evaluate the functional model of management, the article applies the methodology of express assessment by D. V. Maslov, who proposed to use a questionnaire containing questions to assess the main management functions: planning/forecasting, organisation, motivation, control, coordination and communication. The first five criteria combine 25 assessment categories. The questions in the rapid assessment questionnaire are divided into five groups according to the criteria. Thus, 25 questions correspond to 25 assessment categories. Each question has five possible answers, of which only one could be selected. In order to obtain objective information, it is necessary that not only managers but also employees take part in the survey. The advantage of a two-way assessment is the ability to determine the consistency of managers' and employees' perceptions of the state of affairs in the organisation. At least 50% of managers and at least 80% of employees of the organisation took part in this survey. The questionnaire by the above-mentioned author, adapted to the specifics of dental organisations, was used as a basis. Answer options characterised the current situation in the field of governance: 0 – no activities; 1 – activities are carried out from time to time; 2 – activities are carried out partially, depending on the situation; 3 – activeities are carried out continuously and systematically; 4 – activities are carried out as efficiently as possible (benchmark level). The score for each of the five criteria can reach 20 points, and the maximum score for the management system is 100 points. The results of the rapid assessment of managers showed that such management functions as "control" and "motivation" need to be improved the most. And the assessment of the HR management system showed that there are significant discrepancies with the opinion of managers in almost all management functions. Significant discrepancies were found in the assessments of management processes between managers and employees (from 0.1 to 1). Conclusion. The results of the study led to the conclusion that the management model does not meet modern requirements.

Specifics of innovative educational environment and its influence on the development of future teachers’ innovative competence

The relevance of the study is determined by the change in views on the process of developing innovative competence of future teachers and the need to improve the innovative educational environment. Accordingly, the purpose of the study was to reveal the specific features and properties of the innovative educational environment and its impact on the process of developing innovative competence in future teachers. To implement the goal, a set of general scientific methods was used: theoretical methods – system analysis, synthesis, generalisation, and comparison; empirical methods – observational (direct and indirect observation, methods of expert assessment and self-assessment); ranking, which helped to find out the specifics of the innovative educational environment in the process of developing innovative competence of future teachers. The content of the concepts “innovation environment”, “innovation space”, “development of innovative competence”, “innovative educational environment” was analysed. It was emphasised that through participation in the work of project groups, educators and future teachers gain valuable experience in innovative and creative collective activities and have the opportunity to develop leadership qualities and innovative competence. It was established that the innovative educational environment in the context of professional training of future teachers functions as a system that creates conditions for personal development as an innovator, promotes the disclosure of creative abilities, and the improvement of innovative and professional skills, emphasising the unity and interaction of its elements. The results of the study also indicate that the professional development of future teachers is significantly influenced by the innovative learning environment, which is simultaneously developed due to the innovation activity of students. The practical significance of this study is that the results obtained can be used in future studies on the impact of information and communication technologies on the subject-subject interaction between participants in the educational process

Didactic conditions for the organization of self-study and self-assessment of students in the study of biology

Organizing self-study is essential during the COVID-19 pandemic. Many teachers and students are faced with the problems of remote learning of educational material. Therefore, it is advisable to create and highlight those methods that will facilitate the study of biology. The purpose of this research was to develop approaches, in which students are motivated for self-study and self-assessment with minimal teacher guidance. Schools were selected randomly for the study. Each of them had 4 cohorts per course. In such a cohort, three experimental groups and one control group were randomly selected. One experimental group was given both success criteria and a checklist, another experimental group was given success criteria, and a third experimental group was given a checklist. As a result of the research, it can be seen that the method of teaching the material, as well as the means, affect the success criteria. The use of different methods of self-assessment in the learning process increases the knowledge and motivation of students to study biology. For example, after testing, the students were allowed to independently check their work and analyze their mistakes, or use different colors to highlight those tasks that the student wrote himself (the answer is correct), those with errors and those, with which difficulties arose. In addition, one can improve their communication skills and bonding with their classmates by helping others check their work. The findings will help teachers and other educators meet the educational challenges of the twenty-first century.

An Exploratory Study on the Analysis Method of the Phenomenological Self-assessment Method* : Focusing on the Return Process of In-depth Interviews with School Violence Victims

An Exploratory Study on the Analysis Method of the Phenomenological Self-assessment Method* : Focusing on the Return Process of In-depth Interviews with School Violence Victims

Making Cognitive Ergonomics in the Human–Computer Interaction of Manufacturing Execution Systems Assessable: Experimental and Validation Approaches to Closing Research Gaps

Cognitive ergonomics and the mental health of production workers have attracted increasing interest in industrial companies. However, there is still not much research available as it is regarding physical ergonomics and muscular load. This paper designs an experiment to analyze the cognitive ergonomics and mental stress of shop floor production workers interacting with different user interfaces of a Manufacturing Execution System (MES) that is adjustable for analyzing the influence of other assistive systems, too. This approach is going to be designed with the Design of Experiments (DoE) method. Therefore, the respective goals and factors are going to be determined. The environment will be the laboratories of the University of Applied Sciences Amberg-Weiden and its Campus for Digitalization in Amberg. In detail, there will be a sample assembly process from the automotive supplier industry for demonstration purposes. At this laboratory, the MES software from the European benchmark SAP is installed, and the respective standard Production Operator Desk is going to be used with slight adaptions. In order to make the cognitive ergonomics measurable, different approaches are going to be used. For instance, body temperature, heart rate and skin conductance as well as subjective methods of self-assessment are planned. The result of this paper is a ready-to-run experiment with sample data for each classification of participants. Further, possible limitations and adjustments are going to be discussed. Finally, an approach to validating the expected results is going to be shown and future intentions are going to be discussed.

Initiating and Maintaining Complete Decongestive Therapy Self-Management of Lymphedema Among Breast Cancer Survivors: Descriptive Qualitative Study.

This study aimed to identify determinants that promote the initiation and maintenance of complete decongestive therapy (CDT) as well as effective strategies for mitigating barriers to self-management of lymphedema among breast cancer survivors. A descriptive and qualitative design was used. In-depth interviews were conducted with 13 breast cancer survivors who were managing breast cancer-related lymphedema. Interviews were transcribed verbatim. An iterative descriptive data analysis method was employed to examine the data, compare codes, challenge interpretations, and inductively identify themes. A realization that lymphedema requires daily self-management was the primary determinant leading breast cancer survivors to initiate CDT self-management. The determinants for maintaining daily CDT self-management included the perceived effectiveness of CDT, being willing to assume accountability, and perceived efficacy to undertake CDT. Developing strategies to integrate CDT regimens into daily life is key to maintaining CDT self-management of lymphedema. Three core concepts mediate initiation and maintenance of CDT self-management: understanding lymphedema as a chronic condition that can be managed with CDT self-management, being worried about lymphedema exacerbation, and having support from patient peers and family. Interventions should be tailored to promote the initiation and maintenance of CDT self-management. While clinicians provided knowledge-based and clinical skills-based information, patient peers provided daily life examples, and real-life implementation strategies for CDT self-management. Ongoing patient-provider and patient-peer communication functioned as effective support for maintaining CDT self-management. Reliable and realistic methods of symptom self-assessment are important for maintaining CDT at home.

Диагностика трудностей в обучении в области социальной адаптации у младших школьников

<p>The work is the result of studying the difficulties in teaching younger schoolchildren in the field of social adaptation. The materials of an empirical study obtained on a sample (N=2030) of students aged 9-11 years in various regions of the Russian Federation (Republic of Tatarstan (20,5%), Lipetsk Region (16,5%), Volgograd Region (20,0%), Chuvash Republic (22,4%), Samara Region (20,5%)) are presented. The method "Strengths and difficulties" by R.N. Goodman (SST) was used, which allows to assess behavior, emotional sphere and relationships with peers, the method of self-assessment and the level of claims by Dembo-Rubinstein modified by A.M. Prihozhan and the Scale of apparent anxiety CMAS by J. Taylor in the adaptation of A.M. Prihozhan. The results obtained make it possible to say that the difficulties of establishing cooperative or friendly relations with peers, rejection by peers, aggressiveness towards others, irritability, difficulty or unwillingness to follow the rules of behavior are the most characteristic for younger schoolchildren. In girls of primary school age, emotional difficulties come to the fore, i.e. they are more susceptible to stress and its manifestations, anxiety and fears, while girls are more prone to manifestations of voluntary behavior designed to benefit another person and society as a whole, adherence to generally accepted rules, attentiveness to others.</p>

Dampak Intervensi Edukasi dan Aplikasi Pengingat Minum Obat terhadap Pengetahuan dan Kepatuhan Pasien Tuberkulosis Paru di Puskesmas di Kota Bandung

Tuberculosis (TB) patient compliance with ongoing therapy and knowledge regarding TB has an impact on the cure rate. Despite implementing various strategies, the prevalence of TB in Indonesia remains high, and the success rate of its treatment is still below the global average, potentially leading to continued transmission of TB within the community. This study aims to determine the improvement of knowledge and compliance among pulmonary TB patients following an intervention involving education and the use of a medication reminder application in two community health centers in the city of Bandung. The research design was experimental, where 29 subjects recruited were randomized into two groups: one group receiving additional education and introduction to the mobile application (Jadwal Minum Obat), and the other group receiving only counseling at the health centers. Primary data that was collected include baseline test scores and final test scores of subjects based on the KATUB-Q questionnaire. Patient compliance was assessed using the self-assessment method with the MARS-5 questionnaire and the pill count method. The subjects' experiences in the intervention group while using the mobile application were also documented. A total of 16 subjects completed the study. The education method and medication reminder application used in this study have not significantly improved the knowledge and compliance of pulmonary TB patients in taking their medication (p > 0.05). However, percentage of consumed medication compared to the prescribed medication in the intervention group higher than the control group (87.4 ± 4.8% vs 78.8 ± 8.3%). Subjects found the application useful, though there were still some shortcomings. Further research with a larger sample size using an improved medication reminder application is needed.

The Identification Of Self-Assessment To Develop Students’ Writing Skill

Many students still didn’t understand how to write properly and correctly, there are also many obstacles’ students face when writing, one of which is how to arrange sentences in making stories, and many don't know that writing is also one of the 4 abilities that are often used by many people. The writer brought this self-assessment method to the SMP Santo Petrus Medan to be used as research material for students. The purpose of this method is for students to know what obstacles make students late in understanding how to write well. After the self-assessment method was taught in class which would be used as research material by the writer, the writer found that in the final test students almost all students understood what the self-assessment method was, and in the description of the data it can be seen that the number of students in the experimental class was 27 students and in the control class as many as 27 students. From the experimental class scores, the average pre-test was 62.70 and the post-test was 79.70. The median for the pre-test was 62.00 and for the post-test was 80.00. The lowest score for the pre-test was 50 and the highest was 76. For the post-test, 70 was obtained for the lowest score and 90 for the highest score. It can be concluded that the lowest and highest scores on the post-test are higher than the pre-test.

Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

Self-regulated learning (SRL) is pivotal in second language (L2) learning but is often inadequately addressed in classroom instruction. This qualitative study examines the SRL-promoting strategies employed by English for Specific Purposes (ESP) teachers at a university and a vocational college in China, both of which offer English-medium instruction (EMI) programmes. Grounded in Zimmerman's SRL model, this study employs multiple data sources, including interviews, classroom observations, and teaching materials. Findings reveal that teachers from both settings use a blend of explicit and implicit strategy instruction to foster both cognitive and metacognitive facets of SRL. University teachers integrate strong self-assessment methods, such as peer and teacher feedback, in their teaching. However, gaps in the teachers' conceptual understanding of SRL lead to inconsistent emphasis on various components and phases of SRL. Furthermore, our study identifies several factors, such as student characteristics, teacher knowledge and beliefs, and institutional constraints, that influence these instructional practices. The research stands out for its focus on ESP instruction within a Chinese educational context by juxtaposing two different educational settings. It underscores the need for specialized SRL-focused professional development, especially for vocational teachers, and underscores the importance of bolstering SRL in ESP to facilitate a seamless EMI transition.

Teachers and principals’ assessment of schools as professional learning communities in a district in the North-West Province of South Africa

As researchers continue to seek strategies to bring systemic change in schools, many have turned to professional learning communities due to the valuable possibilities that these communities offer in reforming schools. The study aims to analyse how teachers and principals in the Dr Kenneth Kaunda District in the North-West Province of South Africa perceive their schools as professional learning communities. A quantitative approach was used to sample 87 schools for this study. Questionnaires were given to 1,260 teachers and principals in this district. The questionnaire was based on the conceptual framework of professional learning communities. The Statistical Package for the Social Sciences software program was used to analyse the data. Assessing schools as professional learning communities remains a significant way to re-examine educational institutions to determine their performance outcome. The main findings included respondents who strongly agreed to all the core components ranging from 21% (Supportive conditions – structures) to 28% (Shared supportive leadership and Supportive conditions – relationships). Respondents who agreed with all the core components rated all the components above 50% and ranged from 55% (Supportive conditions – structures) to 65% (Additional statements). While respondents who disagreed ranged from 9% to 18%, respondents who strongly agreed only ranged from 1% to 6%. Principals rated their schools as professional learning communities more than the teachers. This study also established other problems facing educational institutions in this district, adding to those already highlighted by previous researchers. Schools should be encouraged to use this self-assessment method for their respective evaluations. This article is intended mainly for teachers and principals and all those who are involved in schools' reconstruction, including the Ministry of Education

Environmental education in international cooperation between Russian and Kazakh universities: case study

Introduction. Environmental problems and climate change are global challenges to mankind, requiring joint efforts for a joint solution. Predictions of climate scientists determine the need for radical changes in the way of life of modern civilization and the search for new approaches to environmental education of the younger generation. The aim of the article is to describe the joint experience of Russian and Kazakh universities in environmental education to form the foundations of environmental competence in an international project and analyze the results obtained. Materials and methods. An interdisciplinary project in English "Environmental Education: an international project on climate problems in the Russian Federation and Kazakhstan" involved 114 students of Petrozavodsk State University and Eurasian National University. The research methodology was based on a comparative analysis of the data obtained through formalized questionnaire surveys of open and closed types, as well as self-assessment and statistical methods. Research results. The experiment revealed positive dynamics in the environmental competence development of students of both universities, similarities and differences in their awareness of the vital importance of environmental issues for the world and their regions of residence. The target values of the experimental groups proved to be statistically significantly higher than those of the control group in their understanding of the seriousness of global warming problems (temp_PetrSU = 5,86, р<0,001; temp_ENU = 2,83, р<0,001), plastic waste recycling (temp_PetrSU = 5,12, р<0,001; temp_ENU = 4,27, р<0,001), forest fires (temp_PETRU = 5,25, р<0,001; temp_ENU = 5,80, р<0,001), droughts and food crisis (temp_PETRU = 5,31, р<0,001; temp_ENU = 5,27, р<0,001). The participants in the international project perceived the dangers of loss of a breathable atmosphere, ozone depletion (temp_PetrSU = 5,47, р<0,001; temp_ENU = 4,57, р<0,001) and starvation, connected with the Earth overpopulation (temp_PetrSU = 5,30, р<0,001; temp_ENU = 5,29, р<0,001) more deeply and seriously. The significant result of the project was the creation of an ecological YouTube channel and the development of a joint solution to overcome the identified environmental problems of the regions. Conclusion. The conducted study confirmed the effectiveness of integrating an environmental project into the content of foreign language teaching to develop students' environmental competence. It contributed to the complex ecological education and formation of ecological culture of young people capable of solving global problems of our time. Recommendations on the dissemination of this experience in environmental education of students of technical and natural-science training areas are offered.

SAT388 Does Obesity Drive the Development of Polycystic Ovary Syndrome (PCOS)? An Epidemiologic Study

Abstract Disclosure: M. Amiri: None. S. Hatoum: None. D. Hopkins: None. R.P. Buyalos: Employee; Self; Fertility & Surgical Associates of California. U. Ezeh: Stock Owner; Self; Concentric Analgesics, Inc. L.A. Pace: None. F. Bril: None. R. Azziz: Advisory Board Member; Self; Arora Forge. Consulting Fee; Self; Rani Therapeutics, Fortress Biotech, Spruce Biosciences, Core Access Surgical Technolgies. Grant Recipient; Self; Foundation for Research and Education Excellence, Ferring Pharmaceuticals. Stock Owner; Self; Martin Imaging. Background: PCOS is a complex genetic trait and the most common endocrine disorder of women, with significant cardio-metabolic and reproductive morbidities. PCOS is clinically evident in 5%-15% of all reproductive-aged women globally. It has been hypothesized that the global obesity epidemic is driving the high prevalence of PCOS. Objective: To determine the extent that obesity contributes to the development of PCOS globally. Materials and methods: PubMed and Embase databases were systematically searched to identify studies published through December 2022 recording the prevalence of PCOS in unselected populations globally. We then compared the PCOS prevalence with the prevalence of obesity in the population, i.e., country-based, using WHO data, with one exception. Linear regression was used to evaluate these associations, based on each of the three diagnostic criteria used by the studies (1990 NIH, 2003 Rotterdam, 2006 AE-PCOS). The grade of the studies was also assessed according to recruitment design: grade 1 (community-based), grade 2 (unselected subjects undergoing an evaluation for non-medical reasons), and grade 3 (subjects recruited through advertisement or if recruitment approach was not clear). Results: Of 6211 studies retrieved from databases and other resources, a total of 54 studies including 78,592 women of reproductive age were included in this systematic review. Forty-seven studies identified PCOS based on direct assessment, while 7 relied solely on self-assessment methods using questionnaires without comprehensive physical or hormonal evaluations. The studies were distributed by recruitment grade, including 20 grade 1, 17 grade 2, and 17 grade 3 studies. The average estimated prevalences of PCOS were 8.52%, 11.84%, and 12.78%, according to 1990 NIH, 2003 Rotterdam, and 2006 AE-PCOS, respectively. The % obesity in the populations studied varied widely, from 0.7% to 44.6%. Linear regression revealed no significant associations between the obesity prevalence in a population and its PCOS prevalence based on the diagnostic criteria of NIH (r= -0.01, P= 920), Rotterdam (r= 0.08, p= 0.476), and AE-PCOS (r= -0.07, p= 0.723) criteria when all studies, regardless of recruitment design, were considered. Similarly, when considering only studies of higher recruitment quality (namely 1 and 2), no significant relationship between obesity prevalence and PCOS prevalence based on the NIH (r= -0.09, p= 0.723), Rotterdam (r= 0.05, p= 0.702) and AE-PCOS (r= - 0.05, p= 0.822) criteria was detected. Conclusion: Our study results indicate no association between the prevalence of PCOS and that of obesity globally, in populations with a wide variation in the prevalence of obesity. These data indicate that obesity plays a limited role in the development of PCOS, although it likely worsens the metabolic phenotype. Funding: Foundation for Research and Education Excellence. Presentation Date: Saturday, June 17, 2023