Assessment Of Skills Research Articles

Problems of protection of labor rights during hiring with the use of artificial intelligence algorithms

Abstract In recent years, artificial intelligence has found wide application in labor law, including in hiring processes. Artificial intelligence algorithms are used to automate recruiting, skills assessment and decision making. Although this can provide certain advantages and efficiency in the selection of candidates, the use of artificial intelligence algorithms in hiring also creates new legal problems and challenges, in particular in the context of the protection of labor rights in hiring: discrimination, transparency of artificial intelligence algorithms, protection of personal data. The problems caused by the use of artificial intelligence in labor law create challenges for lawyers in the context of creating ethical criteria and legal frameworks that regulate the use of artificial intelligence in the hiring process. The purpose of this article is to outline the main legal issues related to the violation and protection of labor rights in the case of the use of artificial intelligence algorithms in hiring. To achieve the goal of the research, methods of analysis, generalization, formal-logical, comparison, forecasting, dialectical and others were used. The current state of Ukrainian legislation and the experience of foreign countries are considered. The signs by which the artificial intelligence system can be classified as high-risk are highlighted. The problems of personal data protection during recruitment using artificial intelligence algorithms are analyzed. The definition of discrimination contained in international legal acts has been studied. Insufficient legal regulation of discrimination with the use of artificial intelligence algorithms has been established, which in turn creates problems in law enforcement. The criteria necessary to prevent manifestations of discrimination during recruitment with the use of artificial intelligence algorithms are highlighted. On the basis of the conducted research, a conclusion was made about the insufficient legal regulation of the use of artificial intelligence algorithms in domestic legislation, criteria that should become key for the protection of labor rights during employment with the use of artificial intelligence algorithms.

The effect of scenario-based training versus video training on nurse anesthesia students’ basic life support knowledge and skill of cardiopulmonary resuscitation: a quasi-experimental comparative study

BackgroundPerforming CPR (Cardiopulmonary Resuscitation) is an extremely intricate skill whose success depends largely on the level of knowledge and skill of Anesthesiology students. Therefore, this research was conducted to compare the effect of the scenario-based training method as opposed to video training method on nurse anesthesia students’ BLS (Basic Life Support) knowledge and skills.MethodsThis randomized quasi-experimental study involved 45 nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran in 2022–2023. The practical room of the university formed the research environment. The participants were randomly divided into three groups of scenario-based training, video training, and control. Data were collected by a knowledge questionnaire and a BLS skill assessment checklist before and after the intervention.ResultsThere was a significant difference between the students’ scores of BLS knowledge and skill before and after the educational intervention in both SG (scenario group) (p < 0.001) and VG (video group) (p = 0.008) (p < 0.001). However, no significant difference was observed in this regard in the CG (control group) (p = 0.37) (p = 0.16). Also, the mean scores of BLS knowledge and skills in the SG were higher than those in the VG (p < 0.001).ConclusionGiven the beneficial impact of scenario-based education on fostering active participation, critical thinking, utilization of intellectual abilities, and learner creativity, it appears that this approach holds an advantage over video training, particularly when it comes to teaching crucial subjects like Basic Life Support.

Twenty-First Century Teaching Skills of Teachers in Chinese Educational Institutions in Central Philippines

Twenty-first teaching skills are necessary to meet the demands of the 21st-century educational curriculum. Anchored on the framework of 21st century learning and partnership for 21st century skills, this study assessed the teachers’ practice of 21st century teaching skills among Chinese schools in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to their age, sex, educational attainment, years of teaching, and designation. Likewise, it compared their teaching skills assessment when grouped to demographics. Using the quantitative design, the 112 stratified randomly sampled teachers responded to the standardized questionnaire. It was responded using very great to very poor extent. The data were analyzed using mean, standard deviation, and independent sample t-test. Meanwhile, the researcher adhered to the Philippine Health Research Ethics Board (PHREB). Generally, their teaching skills extent was great. Also, there was no difference in their age, sex, educational attainment, and years of teaching. However, there was a difference in designation where high school rated higher than elementary teachers. Hence, trainings are essential in continuously improving in 21st century teaching skills. Also, the results partially validated the theory. With these, further studies are recommended to validate the claims.

A Comprehensive Web-Based Solution Using Django Framework and SQLite Database

In today's competitive job market, universities play a crucial role in preparing students for successful careers. A well-designed placement cell website serves as a vital bridge between students and potential employers, facilitating seamless communication and fostering employment opportunities. This paper presents the abstract of such a website, aimed at enhancing student employability. The placement cell website offers a user-friendly interface, providing students with easy access to a myriad of resources such as job listings, internship opportunities, and career guidance materials. Employers, on the other hand, can efficiently browse through student profiles and post job openings, creating a dynamic ecosystem for talent acquisition. The website incorporates tools for interview preparation, and skill assessment, empowering students to present themselves effectively in the job market. Furthermore, the website alerts students with relevant job opportunities based on their qualifications and preferences. This personalized recommendation system enhances the efficiency of the job search process, increasing the likelihood of successful placements. To foster collaboration between academia and industry, the website facilitates communication between students, alumni, faculty members, and potential employers through forums, webinars, and networking events. This collaborative environment promotes knowledge sharing, mentorship, and professional development, ultimately enriching the overall student experience.

Writing Assessment Model: Demands of Indonesian Teachers in the 21st Century

This research explores Indonesian teachers' perceptions of writing assessment models based on their needs from school. This research also collected input from the teachers regarding important elements in an ideal writing assessment model with 21st century. The development research model used is the Borg and Gall model adapted by Sugiyono, but development research was only at the design planning stage. This research data was collected through surveys and group discussion forums. Data analysis used the Miles and Huberman model. In short, the results showed the demands of teachers to develop a writing skills assessment model that is oriented towards the 4C and HOTS aspects and that focuses on the characteristics of reliability, sustainability, construct validity, collaboration, assessment criteria, competency standards, question construction, objectivity, and communication. Additionally, the procedural framework for the required writing skills assessment model consists of three parts: 1) identifying assessment standards, 2) writing assignment development, 3) implementation and follow-up. Therefore, this research can make a positive contribution to Indonesian teachers' efforts to measure student achievement in writing skills.

Qualitative Insights Into Enhancing Neonatal Resuscitation in Post-Pandemic Vietnam: A Stakeholder Perspective on the Helping Babies Breathe Program.

The neonatal phase is vital for child survival, with a substantial portion of deaths occurring in the first month. Neonatal mortality rates differ significantly between Vietnam (10.52/1000 live births) and the United States (3.27/1000). In response to these challenges, interventions such as the Helping Babies Breathe (HBB) program have emerged, aiming to enhance the quality of care provided during childbirth, and the postpartum period in low-resource settings. The purpose of this study was to explore stakeholder perceptions of the HBB program in Vietnam postpandemic, aiming to identify requisites for resuming training. Utilizing qualitative content analysis, 19 in-person semistructured interviews were conducted with diverse stakeholders in 2 provinces of Central Vietnam. The content analysis revealed following 5 main themes: (1) the pandemic's impact on HBB training; (2) resource needs for scaling up HBB training as the pandemic abates; (3) participants' perceptions of the pandemic's effect on HBB skills and knowledge; (4) the pandemic's influence on a skilled neonatal resuscitation workforce; and (5) future prospects and challenges for HBB training in a postpandemic era. This research highlights the importance of sustainable post-HBB training competencies, including skill assessment, innovative knowledge retention strategies, community-based initiatives, and evidence-based interventions for improved healthcare decision-making and patient outcomes. Healthcare institutions should prioritize skill assessments, refresher training, and collaborative efforts among hospitals, authorities, non-government organizations, and community organizations for evidence-based education and HBB implementation.

Current Advances in Artificial Intelligence in the Field of Aesthetic Surgery and Breast Augmentation: Short Review

Study design: This review is structured as a systematic analysis of the literature to evaluate the impacts of artificial intelligence (AI) on the field of plastic surgery, with a focus on breast augmentation and aesthetic surgical procedures. Key areas of exploration include advancements in machine-learning techniques relevant to plastic surgery, the integration of AI into preoperative planning processes, and the historical evolution of AI in aesthetic surgery. The review also systematically assesses current AI tools specifically developed for breast augmentation, such as 3D imaging and predictive analytics, to understand their efficacy and role in clinical practice. Objective: This article explores the current state and future prospects of AI in plastic surgery, with a focus on breast augmentation and aesthetic procedures. Emphasis is placed on the benefits, challenges, and the imperative for collaborative efforts in the integration of AI technologies. Methods: Advancements in machine-learning algorithms and AI technologies are examined for their potential in automating the assessment and enhancement of surgical skills. The role of AI in facilitating objective evaluations in aesthetic surgery is discussed, addressing challenges such as the lack of standardized training datasets and integration issues. The importance of mitigating potential biases introduced by AI to ensure objectivity in patient assessments is highlighted. Results: The article discusses the historical evolution of AI, from Alan Turing’s conceptualization to contemporary applications in aesthetic surgery. Artificial intelligence’s ability to analyze vast patient datasets is explored, showcasing its potential for offering personalized treatment recommendations and improving accuracy over time. Specific AI tools for breast augmentation, including Canfield Mirror, QuantifiCare LifeViz Infinity Pro, Crisalix, BreastGAN, Arbrea Breast Software (ABS), and Deep Surface AI, are examined in detail, emphasizing their advantages and drawbacks. Conclusions: Evaluation of clinical photography techniques, relying on specific hardware, is presented, with consideration given to the potential of AI-based illumination systems to enhance consistency in preoperative images. The review concludes by envisioning the transformative future of AI in aesthetic surgery, considering its untapped potential in diagnostic imaging, personalized treatment plans, and enhanced surgical precision through integration with virtual and augmented reality. Despite challenges, the promises of AI in personalized treatments, precise patient care, and improved surgical assistance suggest a transformative future for plastic surgery, contingent on addressing current concerns. Collaborative efforts are deemed essential for the successful implementation of AI technologies in the field.

The Proposed Program Effectiveness Based on Linguistic Measuring the Learning of Arabic Language Skills Assessments for Non-Native Speakers in Some Malaysian Universities First Year (Reading and Writing Skills as a Model): A Descriptive Analytical Field Study

The Proposed Program Effectiveness Based on Linguistic Measuring the Learning of Arabic Language Skills Assessments for Non-Native Speakers in Some Malaysian Universities First Year (Reading and Writing Skills as a Model): A Descriptive Analytical Field Study

Modern Information Technologies in the Professional Education of Future Primary School Teachers

The article examines the problem of using information technologies in the educational and professional training of future primary school teachers. The authors found that the integration of digital resources into the educational process can effectively solve didactic tasks. It provides opportunities for virtual travel and improves the accessibility and efficiency of education. The application of information technologies contributes to enhancing the educational process. They prepare future teachers to function within the information society and promote the development of critical thinking and creativity among students. The new approach puts the teacher at the center of the educational process. This approach takes into account the professional competencies and personal interests of educators to promote the improvement of methodological, organizational, and technological support for personalized learning. The paper investigated the possibilities of using information technologies in the educational process to train future primary school teachers. The methodology included a systematic approach and general theoretical scientific methods. They include analysis, synthesis, and systematization of the research material on the role of digital technologies in the training of future primary school teachers. The research methodology employed two indicators to assess the psychological and emotional qualities of students, namely: assessment of communication skills; analysis of cultural and value orientations. The research results showed a high level of discomfort related to the current educational system. Nearly half of the respondents experience psychological and emotional stress due to the existing teaching format. In addition, as a result of the program implementation, it was found that the configuration model of student-centered learning applied to distance learning had a significant impact on students. The statistical analysis of the chi-square indices of overall conformity (χ2 = 0.36....1) indicates a high conformity of the data set. 

Teaching foundational language equity concepts in the pre-clinical curriculum

BackgroundDespite the prevalence of non-English languages in the US population, existing medical training to teach communication with linguistically diverse communities is limited to electives or solely focuses on medical interpreting. Language-appropriate communication skills are seldom comprehensively integrated in medical education. This study describes the development and evaluation of an intervention to teach foundational language equity concepts.MethodsThe authors implemented a pre-clinical language equity course at three medical school campuses between August 2020 and March 2022. Sessions focused on the impact of language in health, physician language proficiency standards, and working with medical interpreters. The study sought to (1) understand students’ language skills and prior clinical experiences with patients with non-English language preference and (2) evaluate the curriculum’s impact. Students self-reported their language skills and experiences as part of a voluntary pre-questionnaire. Pre and post-questionnaires evaluated knowledge, attitudes, and intent to apply language equity concepts. Descriptive statistics and chi-squared tests were used to examine trends; themes were identified from free-text responses.ResultsOverall, 301 students completed the course, 252 (83%) completed at least one questionnaire; for each session, between 35% and 46% of learners completed both pre and post-questionnaires. Three quarters (189/252) reported non-English languages. Over half (138/252) reported previous non-English language patient care, and 28% (62/224) had served as ad hoc (untrained) interpreters. Only two students (< 1%) had ever been assessed for medical language abilities. Students demonstrated improved post-course language equity knowledge, strategies for interpreter-mediated encounters, and likelihood to report a plan for language skills assessment (all p < .001). Most plans were multifaceted (61%, 38/62), involving goals like completing a language course, taking a proficiency exam, openly discussing skills and uncertainties with team members, and increasing professional interpreter utilization.ConclusionsA longitudinal language equity curriculum can be feasibly integrated in pre-clinical education, highlight the linguistic diversity of the student body, and serve as a first step in ensuring that all students have a strong language equity foundation prior to clinical rotations. Future steps include evaluating the intervention’s potential long-term effects on professional interpreter utilization, student clinical performance, and institutional culture that promotes multilingualism.

Task Oriented Assessment of Clinical Skills (TOACS): A Modified Form of OSCE.

College of Physicians and Surgeons, Pakistan (CPSP) is a premier postgraduate medical institution of the country. It introduced Objective Structured Clinical Examination (OSCE) in the 1990s, and later came up with its modified form known as Task Oriented Assessment of Clinical Skills (TOACS). This modified assessment has been incorporated in clinical examinations of its majority fellowship programmes. Despite the use of TOACS for so many years at CPSP, it is surprising to note that this form of assessment does not appear in the literature. The objective of this viewpoint is to describe the rationale for the development of TOACS and to compare its structure and functions with OSCE. Key Words: Medical education, Assessment, Objective Structured Clinical Examination, Interactive, Task Oriented Assessment of Clinical Skills.

Surgical Technology &amp; Simulation: Training &amp; Skills Assessment (MP73)

Surgical Technology &amp; Simulation: Training &amp; Skills Assessment (MP73)

Simulation to become a better neurosurgeon. An international prospective controlled trial: the PASSION study

IntroductionSurgical training traditionally adheres to the apprenticeship paradigm, potentially exposing trainees to an increased risk of complications stemming from their limited experience. To mitigate this risk, augmented and virtual reality have been considered, though their effectiveness is difficult to assess. Research questionThe PASSION study seeks to investigate the improvement of manual dexterity following intensive training with neurosurgical simulators and to discern how surgeons´ psychometric characteristics may influence their learning process and surgical performance. Material and MethodsSeventy-two residents were randomized into the simulation group (SG) and control group (CG). The course spanned five days, commencing with assessment of technical skills in basic procedures within a wet-lab setting on day 1. Over the subsequent core days, the SG engaged in simulated procedures, while the CG carried out routine activities in an OR. On day 5, all residents' technical competencies were evaluated. Psychometric measures of all participants were subjected to analysis. ResultsThe SG demonstrated superior performance (p < 0.0001) in the brain tumour removal compared to the CG. Positive learning curves were evident in the SG across the three days of simulator-based training for all tumour removal tasks (all p-values < 0.05). No significant differences were noted in other tasks, and no meaningful correlations were observed between performance and any psychometric parameters. Discussion and conclusionA brief and intensive training regimen utilizing 3D virtual reality simulators enhances residents' microsurgical proficiency in brain tumour removal models. Simulators emerge as a viable tool to expedite the learning curve of in-training neurosurgeons.

Performance of Cardiovascular Physical Exam Skills by Internal Medicine Residents

ObjectiveFew studies have assessed the ability of internal medicine residents to perform a cardiovascular physical examination using real patients. MethodsFirst year internal medicine interns from two large academic medical centers in Maryland examined the same patient with aortic insufficiency as part of the Assessment of Physical Examination and Communication Skills (APECS). Interns were assessed on five clinical domains: physical exam technique, identifying physical signs, generating a differential diagnosis, clinical judgement, and maintaining patient welfare. Spearman's correlation test was used to describe associations between clinical domains. Preceptor comments were examined to identify common errors in physical exam technique and identifying physical signs. ResultsOne-hundred and nine interns examined the same patient with aortic insufficiency across 14 APECS sessions. Only 58 interns (53.2%) correctly identified the presence of a diastolic murmur, and only 52 interns (47.7%) included aortic insufficiency on their differential diagnosis. There was a significant and positive correlation between physical exam technique and identification of the correct physical findings (r=0.42, p<0.001). Both technique (r=0.34, p=0.003) and identifying findings (r=0.42, p<0.001) were significantly associated with generating an appropriate differential diagnosis. Common errors in technique included auscultating over the gown, timing the cardiac cycle with the radial pulse, and failing to palpate for the apical impulse. ConclusionsInternal medicine interns had variable skills in performing and interpreting the cardiovascular physical exam. Improving cardiovascular exam skills would likely lead to increased identification of relevant cardiovascular findings, inform clinical decision making and improve overall patient care.

A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students

BackgroundNear-peer teaching (NPT) involves teaching by peers who are at a close, but not the same, level of training. This study investigated whether a novel surgical NPT workshop, designed and delivered by junior doctors using simulation models for acute otolaryngology conditions, improved the knowledge and confidence level of senior medical students. MethodsA one-day NPT workshop was held for medical students in their third year of a four-year postgraduate medical degree at the University of Notre Dame, Sydney, Australia. Four acute otolaryngology/head and neck surgery problems that might be encountered by junior doctors and require prompt management were chosen. These were post-operative neck swelling, epistaxis, and tracheostomy management (obstruction and bleeding). Six junior doctors facilitated didactic tutorials and practical skills training using models. Multiple choice question mini-tests and questionnaires were administered before and after the workshop to assess changes in students' knowledge and confidence in assessment, management, and practical skills. ResultsThe most common reason for participation was to acquire knowledge and practical skills (93.2 %). Mean correct MCQ mini-test knowledge scores increased significantly from 60 % pre-workshop to 83.9 % post-workshop (p < 0.05). Students reported significantly increased confidence in recognition and management of all four conditions. All students favoured including the course in their curriculum and would recommend the course to others. The tutors subjectively reported valuable teaching experience. ConclusionNPT is an effective method for teaching medical students how to assess and manage acute otolaryngology/ENT surgery conditions that may present as emergencies for junior medical officers on the ward.

Therapeutic radiographer prescribing practices in the United Kingdom: Questionnaire survey

IntroductionNon-medical professionals in the United Kingdom (UK) have been granted prescribing rights to improve patient care quality and cost-effectiveness. There is limited evidence on how therapeutic radiographer prescribers have impacted medicine management or patient services. MethodsAn online survey was conducted amongst non-medical prescribing therapeutic radiographers in the UK between 2019 and 2022. The study teams initially analysed the individual data sets, subsequently combined, and secondary analysis was performed to provide a UK perspective, to understand the services provided and identify areas for improvement. Data was analysed using descriptive statistics from Microsoft Excel® and SPSS®. Results74 non-medical prescribing therapeutic radiographers who were predominantly over 40 years old and in full-time work participated. The main job categories were consultant radiographers (n = 23, 31.1%) and advanced practice practitioners (n = 18, 24.3%). Many use their prescribing qualifications (87.5%, n = 62), issuing a mean of 15 independent and seven items by supplementary and prescribing per week. Most received assessment and diagnostic skills training before prescribing courses (91.6%, n = 67). Respondents prescribed from a median of six areas, with the highest being in GI (82%), skin (68%), infections (58%), urinary tract disorders (55%) and ear, nose, and oropharynx conditions (54%). ConclusionThis study presents the first report on therapeutic radiographers prescribing in the UK, offering insights into current practices and highlighting the success of non-medical prescribing. Therapeutic radiographers’ roles continue to expand into advanced practice and medicine-prescribing responsibilities, contributing to holistic and patient-centred care. Implications for practiceThe results are relevant for nations grappling with oncology workforce shortages and contemplating similar roles for therapeutic radiographers. The study can be a valuable resource for policymakers and healthcare organisations worldwide.

Technical skills assessment: The expert versus the algorithm.

Technical skills assessment: The expert versus the algorithm.

Designing a supplementary English workbook by using songs as the English language teaching (ELT) media

This research aims to design a supplementary English workbook by using songs as the media regarding the target needs and learning needs. This research is classified into Research and Development (R&amp;D) with a modified model by Borg and Gall. The held steps began with conducting a need analysis, composing the course grid, designing the first draft, getting an expert judgment, designing the final draft, and conducting a small-scale field test for the students in the eleventh grade of SMAN 2 Gorontalo Utara as the subject of research. The data were obtained qualitatively and quantitatively through interviews and questionnaires. There were three questionnaires applied in this research which were administered to students’ need analysis, expert judgment, and field test validation. The qualitative data were analyzed through essay description meanwhile the quantitative data were analyzed by using a statistical description. The output of this research is a workbook of unit 7 entitled Meaning Through Song which is designed based on students’ target and learning needs. The unit consists of four parts of learning tasks, they are Let’s Check Your Vocabulary, How Good is Your Tense ?, Let’s Talk about Song, and How does It Sound Like?. Those learning tasks are orderly and purposed to assess students’ vocabulary, grammar, speaking, and listening ability which are classified into cognitive and skill assessment. Based on the expert judgment result that consists of content, presentation, language, and graphics, the overall workbook design is categorized as highly appropriate with a Mean score of 3.68. The result is close to the field test validation gained from the students which is 3.63 categorized as highly appropriate.

Shoebox Program to Improve The Speech Language Skills of Children with Attention Deficit Hyperactivity Disorder

Children with attention deficit and hyperactivity disorders can experience language and speech delays if not treated early. Based on initial observations in the field, it was found that a child with hyperactivity and attention deficit disorder or ADHD aged 3 years and 4 months was late in language development. At that age, children should be able to express desires, ask questions, answer simple questions, respond when called, and be interested in playing with their peers. From an early age, children need to receive intervention as soon as possible from their immediate environment, namely the family, so that children's obstacles can be minimized properly. For this reason, this research aims to develop a program that can improve the language skills of children with ADHD. This program is called Shoebox, which was developed based on the results of an assessment of children's language skills. The program will be implemented by the child's parents through a process of mentoring researchers first until the parents implement it independently. This research uses mixed research methods, namely qualitative research methods as the basis for program development, and quantitative research methods with SSR design to test the program's effectiveness. Data collection techniques are interviews, observation and documentation, and oral language behavior tests. The results of this research are a shoebox program which, based on effectiveness tests, shows that this program can improve speech-language skills in ADHD children.

Developing a precise gross motor skills assessment instrument for elementary school students (ages 7-9)

Background and Study Aim. The assessment instrument for gross motor skills in physical education is crucial in developing fundamental motor skills in elementary school students. This research aims to formulate an assessment tool for gross motor skills tailored to students aged 7-9, aligning with their specific characteristics. Material and Methods. This study adopts a research and development approach utilizing the 4D development procedure (Define, Design, Develop, Disseminate). It involves the validation process by five experts in motor skills and physical education, comprising faculty members from five distinct universities. The trial subjects encompass 310 elementary school students aged 7-9, while the instrument's effectiveness is evaluated by 35 individuals, including physical education teachers and students. Statistical analyses encompass content validity, criterion validity, test-retest reliability using Cronbach's alpha, and descriptive percentage analysis. Results. This research has produced a gross motor skills assessment instrument comprising 11 movement components: sit and stand up, rolling, one-leg stand, gallop, slide, jump, bouncing a ball, catching, throwing, kicking, and hitting. The content validity result is 1&gt;0.763, criterion validity (rxy) &gt; 0.304, Cronbach's alpha value for all items &gt; 0.60, and the average perception assessment of instrument effectiveness &gt; 93%, falling into the category of extremely high. Conclusions. The assessment instrument demonstrates high validity and reliability, effectively addressing the challenges associated with the need for assessments tailored to the evaluated subject's characteristics, objectives, and relevance. An easily comprehensible instrument, coupled with language accessibility, yields positive outcomes for physical education teachers in the assessment process.