Confidence Questionnaire Research Articles

Efektivitas Model Pembelajaran Problem Posing Setting Think Pair Share pada Materi Bangun Ruang Sisi Datar terhadap Kemampuan Berpikir Kritis dan Kepercayaan Diri

This study aims to determine the effectiveness of the problem-posing learning model with the Think Pair Share (TPS) setting on flat-sided solid geometry material in relation to students' critical thinking skills and self-confidence. The study employs a pretest-posttest control group experimental design. The sample was randomly selected, followed by a pretest to measure initial abilities and a posttest to evaluate learning outcomes. The research instruments include lesson plans (RPP), student worksheets, pretest and posttest critical thinking tests, as well as a self-confidence questionnaire. Data were analyzed using a t-test for critical thinking skills and the Mann-Whitney test for self-confidence. The results show that the TPS learning model is more effective than conventional teaching methods in improving students' critical thinking skills and self-confidence in the flat-sided solid geometry material at SMP 23 Sinjai. Based on pretest data for critical thinking skills and self-confidence between the experimental and control classes, no significant average differences were observed. However, posttest analysis results indicate significant values of 0.021 for critical thinking and 0.002 for self-confidence, both of which are less than 0.05. This indicates that the problem-posing learning model with the TPS setting is more effective than conventional methods in enhancing students' critical thinking skills and self-confidence

Problematika Pemanfaatan Artificial Intellingence dalam Menelusuri Refensi Digital

Students are often afraid of failing and making mistakes, this fear triggers students' low self-confidence. Confidence or self confidence is an important aspect of a person's personality. Self confidence is a part that students must have in order to be able to carry out mathematics learning well. Students who have self confidence in studying mathematics will get maximum results, because self confidence plays an important role in student academic achievement. This research uses qualitative with descriptive type. The research subjects were 23 class XII students majoring in languages. The instrument in this research was a non-test instrument, namely a mathematical self confidence questionnaire consisting of 12 statements. The results showed that (1) 79.02% believed in their own abilities, (2) 52.9% acted independently in making decisions (3) 65.8% had a positive self-concept, (4) 82.76% were brave express an opinion. Meanwhile, the average percentage of all indicators is 70.12% who have good self-confidence and 29.88% lack self-confidence in learning mathematics

Analisis Self Confidence pada Pembelajaran Matematika Siswa Madrasah Aliyah

Students are often afraid of failing and making mistakes, this fear triggers students' low self-confidence. Confidence or self confidence is an important aspect of a person's personality. Self confidence is a part that students must have in order to be able to carry out mathematics learning well. Students who have self confidence in studying mathematics will get maximum results, because self confidence plays an important role in student academic achievement. This research uses qualitative with descriptive type. The research subjects were 23 class XII students majoring in languages. The instrument in this research was a non-test instrument, namely a mathematical self confidence questionnaire consisting of 12 statements. The results showed that (1) 79.02% believed in their own abilities, (2) 52.9% acted independently in making decisions (3) 65.8% had a positive self-concept, (4) 82.76% were brave express an opinion. Meanwhile, the average percentage of all indicators is 70.12% who have good self-confidence and 29.88% lack self-confidence in learning mathematics.

THE EFFECTIVENESS OF IMPLEMENTING THE STEAM APPROACH BASED ON PROJECT-BASED LEARNING (PJBL) ON MIDDLE SCHOOL STUDENTS' SELF-CONFIDENCE AND CREATIVITY

This study aims to determine the self-confidence and creativity of Grade VIII students of SMP Negeri 33 Makassar and also to evaluate the effectiveness of implementing the STEAM approach based on Project Based Learning at SMP Negeri 33 Makassar. The research sample consisted of two classes which were then divided into a control class and an experimental class. The experimental class was given treatment in the form of applying the STEAM approach based on project-based Learning. The main instrument in this study was the researcher. The supporting instruments used were student response questionnaires, student self-confidence questionnaires, student activity observation sheets, and student creativity observation sheets. Then the data obtained is processed and interpreted. The results showed that: (1) The self-confidence of students who were taught using the STEAM approach based on Project Based Learning was better than those taught with conventional learning models. (2) the creativity of students taught with the STEAM approach based on Project Based Learning is better than those taught with conventional learning models. (3) The application of project-based Learning-based STEAM Approach is effectively applied in learning mathematics material in class VIII SMP Negeri 33 Makassar.

Self-Confidence and Cognitive Speed: Key Predictors of Topspin Accuracy in Competitive Table Tennis

Background. Table tennis players often use topspin shots in order to score. For many athletes, this stroke is crucial to winning, making it a favorite among players. It is more probable that accurate topspin strokes will make it harder for opponents to return the ball. As a result, players who can maintain topspin stroke accuracy over time are more likely to win matches. Objectives. This study aimed to examine the association between self-confidence (SC) and cognitive processing speed (CPS) with topspin accuracy (TPA) in table tennis. Materials and methods. This study used a correlation method with a quantitative approach. A total of 82 participants (aged: 20.0 ± 0.6 years) were involved in this study. Data on topspin accuracy was collected by administering a topspin accuracy test, followed by administering a self-confidence questionnaire and cognitive processing speed test. Pearson correlation and linear regression analysis were used to determine the association between the variables. Results. The findings of this study show (1) a positive relationship between self-confidence and topspin accuracy (r = 0. 430, p < 0.05); (2) a positive relationship between cognitive processing speed and topspin accuracy (r = 0.374, p < 0.05). Conclusions. Topspin accuracy is influenced by cognitive processing speed and self-confidence. Therefore, in order to improve table tennis topspin performance, coaches should take these factors into account. The results of this study can have a significant impact on training programs, where mental skills training, such as boosting self-confidence and enhancing cognitive processing speed, should be integrated into technical and tactical training routines. This approach will allow athletes to not only refine their physical skills but also strengthen their psychological resilience, ultimately leading to better performance in competitive matches.

Assessment of Validated Instruments for Measuring Cooking Skills in Adults: A Scoping Review.

Home-cooked meals are linked to healthier diets, but assessing cooking skills accurately remains challenging. This review aimed to evaluate and compare available validated instruments to assess adult cooking skills; the Joanna Briggs Institute's manual and PRISMA-ScR checklist were followed. A search was conducted in April 2024 in five databases using MeSH Terms and adaptations, including studies written without time or language restrictions and with validated instruments to assess adult cooking skills. Reviews, conference abstracts, books, chapters, and case reports were excluded; 1070 studies were identified, and 38 remained after removing duplicates and applying eligibility criteria. Eleven different instruments were identified. Some instruments have been successfully adapted and validated in various countries, covering a broad range of skills, such as meal organization, preparation and cooking techniques, providing a thorough assessment of cooking skills. The Cooking and Food Skill Confidence Questionnaire was considered the best available model, considering its items and domains, direct relation to cooking skills, and easy translation into other cultures. The analysis revealed significant variations in the scales used, with some instruments offering detailed assessments of specific cooking techniques and easy cultural adaptation while others focused more on confidence and attitudes.

The Role of Spiritual Mindfulness Therapy in Increasing Self-Confidence Among Adolescent

This study aimed to determine the influence of spiritual Mindfulness on increasing adolescent self-confidence. Evaluating the benefits of spiritual therapies such as mindfulness for the mental health of adolescents is highly needed. Adolescence is difficult to adjust to and is especially susceptible to declining self-confidence. Low self-confidence causes most adolescent crises in the current school system. Spiritual Mindfulness is an easy-to-use strategy that can help adolescents become aware of their problems without passing judgment, which reduces costs and saves time. The study design was a pre-experiment with a pre and post-test with the control group. In purposive sampling, the intervention and control students chose twenty-six respondents from senior high school students in Kudus. The research instrument used in this study was the Student Self-Confidence Questionnaire. The researcher conducted six 30-minute sessions of spiritual mindfulness therapy over two days. Research results showed the difference in self-confidence scores before and after the intervention in the intervention group was found statistically significant with a p-value of 0.013 (p < 0.05) and in the control group with a p-value of 0.000 (p < 0.05). The effect of spiritual mindfulness therapy on self-confidence was not statistically significant, with a p-value of 0.110 (p> 0.05). So, it can be concluded that Spiritual mindfulness therapy has no significant influence on self-confidence. The way spiritual mindfulness therapy is given to teenagers needs to be altered to see more noticeable improvements in self-confidence.

Exploring the Relationship Between Cooking and Food Skills and Eating Competence Among Brazilian Adults.

Cooking skills (CSs) and food skills (FSs) are essential in promoting healthier eating habits. Eating competence (EC) encompasses an individual's self-regulation, enjoyment, and positive attitude toward food, contributing to their overall well-being. However, no research has explored the relationship between CSs, FSs, and EC, particularly within the Brazilian context. This study aimed to assess the association between EC and CFSs among Brazilian adults. A cross-sectional survey was conducted among 1266 Brazilian adults using two validated instruments: the Cooking and Food Skill Confidence Questionnaire (CFS) and the Brazilian version of the Satter Eating Competence Inventory (ecSI2.0™BR). Pearson's and Spearman's correlations were used to analyze the relationships between CSs, FSs, and EC. A significant positive correlation was found between higher levels of CSs and the overall EC (r = 0.417, p < 0.001), with complex cooking tasks showing stronger associations with EC. Contextual skills within EC exhibited the highest correlation with FSs (r = 0.487). Basic tasks, such as microwaving food, showed weaker associations with EC. The findings suggest that enhancing cooking and food skills may support greater eating competence, promoting healthier eating behaviors. Public health programs should consider integrating cooking skill development to foster better dietary outcomes and improve individual well-being.

The Relationship Between the Eleventh-Grade Students' Self-Confidence and Their Speaking Ability of SMA Ip Yakin C

This study aims to determine the relationship between confidence and speaking ability of grade XI students at SMA IP Yakin Cengkareng, West Jakarta. The research method used is a correlational method with instruments like confidence questionnaires and speaking tests. Data were collected from 30 students in grade XI science who were selected through the purposive sampling technique. The results showed that there was a significant relationship between students' confidence and speaking ability, with a correlation coefficient value of 0.850, which means that alternative hypotheses were accepted. These findings suggest that increased students' confidence can have a positive impact on their speaking skills in English.

Problem-Based Learning (PBL) Model to improve numeracy skills and self-confidence of middle school students

Numeracy is important to develop because it is related to students' ability to solve mathematical problems in everyday life. This research aims to improve students' numeracy and self-confidence through the application of the Problem Based Learning (PBL) learning model. The type of research is classroom action research (CAR) with an adaptation of the Kemmis and Mc Taggart model. The subjects of this research were 30 class VII students at SMP Negeri 1 Depok. The data collection instruments used included a self-confidence questionnaire and numeracy test. Data analysis techniques for self-confidence questionnaires and numeracy test results are averaged, categorized and the gain score value analyzed. The results of this research show that students' numeracy and self-confidence increase after PBL learning. The increase in students' numeracy can be seen from the gain-score of students’ numeracy test from Cycle 1 to Cycle 2. The Problem Based Learning model also increases students' self-confidence based on the increase in categories achieved by students from Cycle 1 to Cycle 2. Therefore, the researcher Others can use the PBL model to increase students' self-confidence and numeracy in other materials.

Factors associated with the implementation of dialectical behavior therapy by Spanish speaking mental health professionals who treat suicide risk

BackgroundThe lack of training for professionals on how to manage suicide risk is an important barrier to effective intervention. Dialectical Behavior Therapy Intensive Training™ (DBT-IT) includes specific training for suicide and has shown promising results to enhance implementation of DBT. To our knowledge, no published studies have evaluated the effect of DBT-IT on therapists’ attitudes towards treating suicide risk and among Spanish-speaking mental health professionals. The main aim of this study was to evaluate the effect of DBT-IT on therapists’ attitudes regarding treating suicide risk and its relationship with the implementation of DBT before and after receiving DBT-IT.MethodsA total of 242 mental health workers (76.4% women, mean age 35.38, SD = 9.17; 77.7% from Latin America; 22.3% from Spain) who had received a DBT-IT participated in the study. Self-efficacy (Efficacy in Assessing and Managing Suicide Risk Scale) and concerns (Concerns about Treating Suicidal Clients Scale) in treating suicide, perceived burnout (Copenhagen Burnout Inventory), confidence in applying DBT (Behavioral Anticipation and Confidence Questionnaire), barriers to implementation (Barriers to Implementation Inventory), implementation of DBT and reach were measured via online survey at parts 1 (pre-training) and 2 (post-training, after 9 months of implementation) of the DBT-IT.ResultsDifferences between pre-training and post-training (n = 61) indicated statistically significant improvements in self-efficacy, concerns about the lack of training and competence in treating suicide, and confidence in applying DBT. Statistically significant increases in the rates of DBT treatment modes implementation (except for individual therapy) and mindfulness practice, as well as the number of team members and consultation team hours, were also found. Findings also indicated statistically significant positive correlations between burnout and concerns about treating suicidal clients, as well as with structural and administrative implementation barriers, and between self-efficacy in managing suicide, confidence in applying DBT and implementation of DBT treatment modes. Participants with more implementation barriers reported lower rates of consultation team meetings and phone coaching implementation.ConclusionsDBT-IT could be an adequate training model to increase self-efficacy and confidence in treating suicide risk as well as to facilitate implementation of DBT treatment modes by Spanish-speaking mental health professionals.Clinical trial numberNot applicable.

Implementation and Assessment of a Curriculum for Renal Point of Care Ultrasound (POCUS) Training.

Purpose: Renal ultrasound is a non-invasive method to assess for obstructive acute kidney injury (AKI). Point of care ultrasound (POCUS) has been shown to be a good screening tool for obstructive AKI, and with formal training, has high sensitivity and specificity. We aimed to evaluate the effectiveness and feasibility of integrating a novel renal POCUS curriculum into an existing two-week nephrology rotation for internal medicine residents. Methods: We enrolled internal medicine residents rotating on a two-week nephrology rotation between September 2022 and June 2023. Pre-recorded online lectures and a hands-on session on image acquisition were provided. Pre-and post-rotation confidence questionnaires and knowledge tests were collected. At the end of the rotation, participants were evaluated using a skills checklist. Evaluation for knowledge retention was assessed 6-12-months post-rotation with a post-survey and knowledge test. Results: Of the 16 residents that were enrolled, 12 residents completed pre- and post-rotation questionnaires and tests, and 15 residents completed the 6-12-month follow-up. The confidence level showed significant improvement post-test and at 6-12-month follow-up. Knowledge test scores showed a trend towards improvement that did not achieve statistical significance (pre- 6.0 [5.0-7.25], post- 6.5 [5.75-8.0], 6-12-months 7.0 [6.0-8.0] p=0.40). On the skills checklist, an average of 16.8 out of 18 steps were done correctly. Conclusion: Our study showed confidence improvement and a trend towards knowledge improvement after integrating a novel Renal POCUS curriculum into a nephrology rotation. Further iterative changes, such as deliberate practice, or practice with immediate feedback, should be considered.

Differences in Body Mass Index, Physical self-concept, and self-confidence in adolescent boys and girls

Background and Study Aim. Adolescence is characterized as a critical stage in the development of health-related habits, whose importance extends beyond this period, as they predict health-related behaviors in adulthood. The main objective of this study was to analyze differences in body mass index, physical self-concept, and self-confidence of adolescent boys and girls. Materials and Methods. This is a comparative research. The population in this study was adolescents aged 13-19 years with a random sampling technique of 94 people (male 53, female 41). Inclusion criteria for adolescent students in this study include the absence of any disease-related limitations. The instruments used were Body Mass Index, Physical Self-Perception Profile (PSPP), and a self-confidence questionnaire. The statistical analysis technique used the Statistical Package for Social Science (SPSS) version 21 software. The level of statistical significance was set at p-value &lt; 0.05. Results. The results of the analysis showed that: (1) Body Mass Index of adolescent girls is higher than boys (p-value &lt; 0.05). (2) Physical Self-Concept of adolescent girls is higher than that of boys (p-value &lt; 0.05). (3) Self-Confidence of adolescent boys is better than that of girls (p-value &lt; 0.05). Conclusions. The results of this study are expected to be a guideline for schools and health agencies to pay attention to the psychological health conditions of adolescents. Adolescents are expected to improve their body image with a confident attitude in order to avoid psychological problems.

MLA Research Training Institute (RTI) 2018 and 2019: participant research confidence and program effectiveness.

The article reports on an assessment of the effectiveness of the MLA Research Training Institute (RTI) for the years 2018 and 2019. The RTI is a year-long continuing education research methods training and support program for health sciences librarians. The study focuses on assessing RTI participants' research confidence after program completion and compares these results with their perceptions of workshop/program performance and learning outcomes. In addition, the authors discuss how the findings were applied to inform and improve the program. The study used a 26-item questionnaire, RTI Research Confidence Questionnaire, to gather information on participants' self-reported research confidence before the workshop, immediately after the workshop, and one year after the workshop to determine statistically significant differences. Differences in research confidence were identified by using three nonparametric statistical tests. Additional workshop and program surveys were used to corroborate the research confidence findings. Post-workshop and one-year-after-workshop research confidence ratings were significantly higher than pre-workshop levels for years 1 and 2. A comparison of median ratings between years 1 and 2 showed significant increases in research confidence for nine items in year 2. Participants' positive perceptions of workshop/program effectiveness and learning outcomes corroborated these findings. Overall assessment findings indicated that RTI training helped participants understand, use, and apply research skills to conduct research. Findings also revealed that participants' heightened research confidence persisted at least 12 months postintervention. The RTI Research Confidence Questionnaire proved effective for rigorously assessing and improving the RTI program. This study enhances the currently limited evidence on evidence-based approaches for assessing and improving research instruction for librarians.

Japanese Clinical Physical Therapists With the Mechanical Diagnosis and Therapy License Are More Competent and Confident in Pain Management Than Those Without It: A Cross-Sectional Study.

Background The McKenzie Method of Mechanical Diagnosis and Therapy (MDT) has long been misunderstood as a biomedical approach. In fact, it is a biopsychosocial approach with an up-to-date evidence-based educational curriculum. Recently, it has become possible to partially measure competence in clinical decision-making based on contemporary pain understanding and confidence in pain management using the Pain Understanding and Confidence Questionnaire (PUnCQ). The primary aim of this study was to compare the following outcomes between physical therapists with and without credential license in MDT (Cred.MDT) and the PUnCQ as well as attitudes toward the biopsychosocial perspective, adherence to evidence-based management for low back pain (LBP), and knowledge of modern pain science. The secondary aim was to explore relevant factors in the PUnCQ. Methodology Clinical physical therapists who were managing patients with pain were recruited from two associations (the Japanese Society of Allied Health and Rehabilitationand the Japan Branch of the International McKenzie Institute, who had all acquired at least the Cred.MDT). The following outcomes were measured: (1) the PUnCQ-1 for partial competence in evidence-based clinical decision-making for pain management; (2) part 2 scores of the PUnCQ for confidence in pain management; (3) the Pain Attitudes and Beliefs Scale for Physical Therapists (PABS-PT) biopsychosocial/biomedical ratio for treatment perspectives; (4) the Knowledge and Attitudes of Pain (KNAP) for knowledge of modern pain science; and (5) a questionnaire for adherence to LBP practice guidelines. Two group comparisons were conducted for the primary aim and a multiple regression analysis for the independent variable of the PUnCQ-1 was conducted for the secondary aim. Results Data from 122 physical therapists (63 and 59 participants with and without the Cred.MDT, respectively) were analyzed. Statistically significantly higher scores were detected for physical therapists with Cred.MDT compared to those without (all p<0.05) for all of the above outcomes. The multiple regression analysis demonstrated that statistically significant contributors to the PUnCQ-1 were part 2 scores of the PUnCQ for the pain management factor (p = 0.016) and acquisition of the Cred.MDT (p = 0.038) (R2 = 0.12). Conclusion Competence and confidence in pain management, attitudes toward biopsychosocial approaches, knowledge of modern pain science and guideline adherence are higher in physical therapists with the Cred.MDT than those without it. Confidence in pain management and acquisition of the Cred.MDT contributed to competence in evidence-based clinical decision-making for pain management.

Effectiveness of electrocardiogram interpretation education program using mixed learning methods and webpage

AimThis study was conducted to develop an electrocardiogram education program that incorporates an HTML webpage and blended learning methods to enhance electrocardiogram interpretation skills. Through continual and efficient education, the program aims to assist nurses in providing appropriate care and treatment to patients.DesignPre-post design study.MethodsWe developed an electrocardiogram interpretation HTML webpage based on an electrocardiogram interpretation algorithm and implemented an 18-week (2023.5.15 ~ 2023.9.22) electrocardiogram education program, which included daily 5-minute training sessions. Twenty-seven ward nurses were provided with the URL (https://ecgweb.github.io/ECGwebEN) to the electrocardiogram interpretation HTML webpage and shared one electrocardiogram case daily for self-interpretation. Electrocardiogram interpretation performance and confidence were evaluated through questionnaires at three phases: before the program, after 6 weeks of basic electrocardiogram and arrhythmia education, and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education. The statistical tests used were repeated-measures ANOVA or the Wilcoxon signed-rank test.ResultsThe average score for electrocardiogram interpretation performance before the electrocardiogram education program was 11.89(SD = 3.50), after 6 weeks of basic electrocardiogram and arrhythmia education it was 14.15(SD = 3.68), and after 12 weeks of application of the electrocardiogram interpretation HTML webpage and case-based lecture education, it was 15.56(SD = 3.04). This shows that electrocardiogram interpretation performance significantly improved over time (p < .001). Additionally, post-hoc analysis revealed significant differences in electrocardiogram interpretation performance at each stage, i.e., before, during, and after the application of an electrocardiogram education program. Furthermore, the electrocardiogram interpretation confidence questionnaire score (pre-Median 18, IQR = 5; post-Median 23, IQR = 3) was improved significantly after the completion of the 18-week education program (p < .001).ConclusionsBased on the results of this study, we believe that an electrocardiogram education program using HTML webpage, and a blended teaching method would be very beneficial for maintaining and improving electrocardiogram interpretation skills of clinical nurses. Such a program can help nurses interpret electrocardiograms more effectively and assist them in making important decisions in patient care.

Academic confidence as a predictor of physical activity engagement among students enrolled in physical education classes

The purpose of this study is to determine whether academic confidence predicts university physical education students' physical activity (PA) engagement. This employed a quantitative, descriptive-correlation method with 362 respondents and utilized validated standardized instruments. Stratified random sampling was used to obtain an equal representation of participants. The Academic Confidence Questionnaire and International Physical Activity Questionnaire were the instruments employed and validated to contextualize the items using Google Forms to gather the respondents' responses. In analyzing the data gathered, mean was used to identify the levels of academic confidence and PA engagement, Pearson r was used to determine the relationship between academic confidence and PA engagement, and regression was used to determine whether academic confidence predicts PA engagement of the students. The results showed that the academic confidence level was high while the PA engagement was moderate. The results also revealed a significant relationship between academic confidence and PA engagement. Finally, the results exhibited that academic confidence significantly predicts PA Engagement among university physical education students.

Feasibility of self-management for amputee rehabilitation using technology and peer support for improving walking and confidence in individuals with lower limb loss

Background: Individuals with lower limb loss (LLL) require self-management education for amputation adaptation. eHealth technologies, like online platforms, widen access to educational resources. We developed an online self-management program for individuals with LLL called Self-Management for Amputee Rehabilitation using Technology (SMART). Objective: To assess the feasibility of SMART for improving walking capacity and confidence for adults with recent LLL. Study Design: A single-group pre-post intervention design. Methods: We recruited community-dwelling adults, with unilateral, transtibial, or transfemoral amputation. Self-management for amputee rehabilitation using technology included 6 weekly online educational modules, for example, pain management, diet, and sock management, and 6 weekly online meetings with a peer mentor to discuss goal setting and action planning. Outcomes were assessed at baseline (before SMART) and after 6 weeks using SMART. Feasibility indicators included process (retention rate), resource (duration of training sessions), management (participant processing), and treatment issues (effect size). The primary clinical outcome was walking capacity measured using Timed Up and Go, and secondary outcome was walking confidence measured using the Ambulatory Self-Confidence Questionnaire. Results: Twelve participants were recruited. The median (range) age was 56.0 (26–79) years. The retention rate was 100%. All participants were trained in less than 15 min. Four participants had an enrollment delay of more than 10 days. Two participants reported noninjurious falls because of amputation comorbidities and increased activity. The effect sizes for walking capacity and confidence were 0.51 and 0.86, respectively. Conclusions: Only small intervention and protocol refinements are required to SMART. These will be incorporated for a future multisite randomized controlled trial. SMART is an eHealth education program for people with LLL. Self-management for amputee rehabilitation using technology with peer support is a feasible intervention. However, adjustments to the study protocol and intervention safety are necessary before proceeding with the evaluation of SMART in a larger study.

WP6.5 - Setting Up For Success: Supporting New General Surgical Registrars' Non-Operative Technical Skills Development

Abstract Aim Entry into Higher Surgical Training is associated with new challenges to trainees’ clinical, technical, professional and inter-personal skills. A three-day modular “bootcamp” course was designed for new General Surgery ST3s transitioning from Core Surgical Training to bridge the gap and support areas of developmental need. Methods Four varied modules were undertaken by candidates; one focussed on non-operative technical skills in surgery (NOTSS). Following pre-interviews with all stakeholders, immersive scenarios were developed. The programme encompassed operating in a stressful environment with a focus on crisis resource management principles, ward round leadership, theatre prioritisation, difficult communication, and a further workshop on managing bullying and sexual harassment. A multi-professional faculty included anaesthetists, theatre staff, psychiatrists and geriatricians alongside surgeons. Results All 26 trainees were invited to self-rate confidence using a 5-point Likert scale, as well as free text annotation. 13 (50%) completed both pre- and post-course confidence questionnaires. Data showed significant improvement in self-rated confidence across all NOTSS domains, particularly for operating in a stressful environment ("Confident"/ "Strongly Confident" = 69% pre-course to 100% post-course). Free text responses included highly positive feedback for high faculty to trainee ratio allowing detailed personalised feedback, exposure to multi-professional perspectives and opportunities to reflect on difficult professional scenarios. Conclusion Following the success of this course, it has now become part of ST3 Induction in Yorkshire - an opportunity to promote a positive working culture and strengthen professional relationships. A multi-specialty faculty allows for sharing of transferable inter-specialty skills. We recommend all transitional training stages would benefit from embedded induction courses.

Evaluating the Structural and Construct Validity of the Pain Understanding and Confidence Questionnaire for Assessing Physical Therapists' Pain Management Competence: A Cross-Sectional Study.

Background The Pain Understanding and Confidence Questionnaire (PUnCQ) comprises two parts: the first assesses clinical judgments based on contemporary pain knowledge, and the second consists of items querying confidence in pain management for the presented vignette. In contrast to existing measures, PUnCQ can evaluate a therapist's capacity to make appropriate clinical decisions within a specific vignette. Thus, PUnCQ may be a promising measure to assess the clinical competence of physical therapists in pain management. This study evaluated the structural and construct validity of PUnCQ. Methodology Eligible participants were two cohorts of physical therapists managing patients with pain. PUnCQ and Knowledge and Attitudes of Pain (KNAP) data were collected using an anonymous survey. Confirmatory factor analysis was conducted for both parts of the PUnCQ, and an exploratory factor analysis was conducted when multidimensionality was suspected. Construct validity was assessed with the hypothesis that Pearson's r values to KNAP scores, indicating knowledge about modern pain science and biopsychosocial attitudes toward pain, were expected to be 0.3-0.5 in part one and >0.5 in part two. Results Data from 112 participants were analyzed. PUnCQ part one fully satisfied the predetermined criteria for unidimensionality, but part two did not. Exploratory factor analysis for part two revealed a two-factor structure: a 14-item Factor 1 labeled "pain management" and a seven-item Factor 2 labeled "medication guidance and pain mechanism," while Cronbach's alpha was 0.98 across all items. Statistically significant correlations were detected with the KNAP in each part of the PUnCQ (r = 0.26 in part one and r = 0.41 in part two). Conclusion PUnCQ has structural validity and an aspect of construct validity.