Interpretation Skills Research Articles

The use of educational technology in inquiry-based elementary science education: a systematic review

ABSTRACT Technology has arisen as a powerful tool for enhancing student’s learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends, explore relationships among inquiry phases and process skills, and identify examples of technology utilization and affordances. The study reveals that technology has mainly been used to support students’ observation and data interpretation skills during the investigation phase of inquiry. However, it also indicates that technology has the potential to support other science process skills in other phases of inquiry in a variety of ways. Supporting students to capture and collect data, providing learning materials, and linking the real-world context were the three predominant affordances. Furthermore, the analysis suggests research gaps in the use of emerging technology and insufficient attention paid to employing technology to support students’ modeling processes and the use of simulations. These findings point to the need for further investigation to fully explore the potential of technology in supporting students’ learning and engagement in elementary IBSE.

A Research on Needs Analysis from Students for Developing an Intercultural Communication Course

Background and aims: This research aims to investigate the intercultural communicative competence (ICC) of English major undergraduate students at Heilongjiang International University. It delves into students' attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness to improve the students’ ICC. The research reveals that while students possess some level of ICC, there are areas where they lack confidence and knowledge. Materials and methods: The study draws on questionnaires to gather data from 181 participants and utilizes a five-point scale for interpretation. Results: Results indicate that students are unsure about their knowledge of cultural aspects, specifically the history, etiquette, and lifestyle of English-speaking countries. Similarly, they exhibit uncertainty in their skills of interpretation and relating, especially regarding sensitivity to intercultural differences and their language capabilities. However, they show confidence in their skills of discovery, interaction, and critical cultural awareness. For attitude, students display a willingness to engage in intercultural experiences, although they lack confidence in suspending their perspectives in conversations. Cultural awareness is apparent, but some students recognize the influence of their cultural identity on communication. The study also explores students' experiences and difficulties in learning English, such as language barriers, cultural gaps, and limited exposure to foreign cultures. Conclusions: The study concludes that while students have ICC potential, targeted interventions are necessary to improve their overall competence. Recommendations include enhancing language proficiency, cultural knowledge, and exposure to authentic language use and cultural references. Finally, students express their desire to improve listening skills, vocabulary, oral communication, grammar understanding, and intercultural competence, which should guide curriculum design and educational strategies.

Namudzaj al-Lughah al-'Arabiyyah li Aghrad Muhaddadah: Tashmim al-Mursyidin al-Siyahiyyin al-Nathiqin bi Lughah al-‘Arabiyyah

This study aims to work on an ASP (Arabic for Specific Purposes) model designed by Arabic-speaking tour guides. As the background, the increase in the number of tourists coming from the Middle East from year to year shows that Indonesian tourism is in high demand, but it seems that the tourism industry in Indonesia does not expect the number of tourists coming from the Middle East to increase because both the government and the private sector are doing more promotion. Arabic language teaching especially in the realm of tourism becomes the center of this study. This research uses a qualitative approach, and the data collection techniques subsume interviews, observations, and documentation from the implementation of ASP training in Jogjakarta. This study has found that the ASP Model for tourism is student-centered learning with practical-based learning strategies considering needs analysis and prior information. ASP model is prepared for students at an advanced level. Students are also familiar with the basics of tourist guidance and interpretation skills in tourism. The foregoing is underlined by a notion that the teaching of ASP for tourism is inseparable from fluency of speech and comfortable statements.

INVESTIGATING THE ROLE OF AMERICAN AND BRITISH CULTURAL COMPETENCE IN IMPROVING EFL STUDENTS' INTERPRETATION SKILLS

Culture and language are inseparable from each other. Consequently, the integration of cultural content into language education becomes highly valuable, promoting the embracement of diverse cultures and intercultural understanding. This research aimed to explore the viewpoints of English major students on the importance of acquiring competence in American and British cultural competence for interpretation skills. A survey with two sections was employed to gather data from 32 participants, and descriptive statistics were used for data analysis. Overall, the study's findings indicated that EFL students had positive attitudes towards American and British cultures and the integration of these factors in interpretation courses. However, challenges arise when interpreting between Vietnamese and English due to unfamiliar cultural terms and concepts, as well as the lack of equivalent idioms in Vietnamese-English and English-Vietnamese interpreting. In the light of findings, the study provides essential recommendations for students and educators, emphasizing the need to enhance students' academic performance and intercultural competence as well as foster positive perceptions of the target cultures.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0012/a.php" alt="Hit counter" /></p>

Pilot study of massive open online course (MOOC) implementation in electrocardiography (ECG) learning: perspectives from general practitioners

Link of Video Abstract: https://youtu.be/N3kTT9WiLNw Background: Cardiovascular disease (CVD) is Indonesia's primary cause of morbidity and mortality. Rapid detection and appropriate treatment of CVD cases are needed to reduce mortality. Electrocardiography (ECG) is a simple examination modality that can detect many cardiac abnormalities. General practitioners are expected to master the interpretation of basic ECG. Massive open online course (MOOC) is a breakthrough that can facilitate profound learning without temporal and physical barriers and support continuing medical education. This pilot study aimed to evaluate the implementation of MOOC in ECG learning among a limited number of general practitioners. Methods: Consecutive sampling was used to recruit the subjects. Subjects were given ten weeks to finish all modules and quizzes. Pre-test and post-test were taken. User satisfaction was evaluated using a questionnaire. A focused group discussion (FGD) was conducted to explore subjects' learning experiences and perspectives toward the learning system using MOOC. Results: 17 general practitioners participated in the study, but only seven could finish all the modules and quizzes. All subjects were aged under 30 years old. Those who could complete the course took 10-39 days. Post-test scores were significantly higher than pre-test scores (p=0.038). Although subjects agreed that MOOC was convenient, attractive, and suitable for general practitioners in clinical practice, they demanded an explanation of the quiz answers. They suggested that some modules should be optional. Conclusion: MOOC learning was suitable for general practitioners to improve their ECG interpretation skills. Some features should be added to increase user satisfaction. A study with extensive subjects is needed to analyze the effectiveness of this ECG course.

Up the staircase of reading

The article addresses the “lowest floors“ of reading skills, in an attempt to formulate assumptions as to the conditions that can be provided by school and family together, so that some reading difficulties may be overcome. In addition to “evidence”: qualitative research of particular aspects of reading as opposed to the overall act of reading, the “lowest floors” are also seen to include the skill level of the reader. Our work takes its bearings from the understanding that “closing gaps” inside the boundless field of various research on reading could be productive for educational practice, as well as that “upper floors”: interpretation skills, influence directly the identity formation of adolescents, such that they will be in their lives as adults. Given parental participation, we would be interested mainly in leverage points ways of compensating reading difficulties.

Impact of Interpretation Skills in Geography through Augmented Reality Integrated with Chatbot

Technologies like Augmented Reality (AR) and Artificial Intelligence (AI) like Chatbot are widely used in people's lives and work, especially to motivate, collaborate and improve learning skills. Numerous applications have been created to meet needs for daily life and learning as a result of the rising study into the use of augmented reality and artificial intelligence in education. AR is a technology used for better visualization, and a chatbot application developed with AI is used for assistance at any time. Integrating AR and Chatbot would impact increasing the student learning experience in the geography compared to the conventional approach. To support this, a pilot study was conducted for 30 middle school students to study the impact of integrated AR-AI applications on the student’s learning experience in understanding geography concepts.

Appraising the performance of ChatGPT in psychiatry using 100 clinical case vignettes.

ChatGPT has emerged as the most advanced and rapidly developing large language chatbot system. With its immense potential ranging from answering a simple query to cracking highly competitive medical exams, ChatGPT continues to impress the scientists and researchers worldwide giving room for more discussions regarding its utility in various fields. One such field of attention is Psychiatry. With suboptimal diagnosis and treatment, assuring mental health and well-being is a challenge in many countries, particularly developing nations. To this regard, we conducted an evaluation to assess the performance of ChatGPT 3.5 in Psychiatry using clinical cases to provide evidence-based information regarding the implication of ChatGPT 3.5 in enhancing mental health and well-being. ChatGPT 3.5 was used in this experimental study to initiate the conversations and collect responses to clinical vignettes in Psychiatry. Using 100 clinical case vignettes, the replies were assessed by expert faculties from the Department of Psychiatry. There were 100 different psychiatric illnesses represented in the cases. We recorded and assessed the initial ChatGPT 3.5 responses. The evaluation was conducted using the objective of questions that were put forth at the conclusion of the case, and the aim of the questions was divided into 10 categories. The grading was completed by taking the mean value of the scores provided by the evaluators. Graphs and tables were used to represent the grades. The evaluation report suggests that ChatGPT 3.5 fared extremely well in Psychiatry by receiving "Grade A" ratings in 61 out of 100 cases, "Grade B" ratings in 31, and "Grade C" ratings in 8. Majority of the queries were concerned with the management strategies, which were followed by diagnosis, differential diagnosis, assessment, investigation, counselling, clinical reasoning, ethical reasoning, prognosis, and request acceptance. ChatGPT 3.5 performed extremely well, especially in generating management strategies followed by diagnoses for different psychiatric conditions. There were no responses which were graded "D" indicating that there were no errors in the diagnosis or response for clinical care. Only a few discrepancies and additional details were missed in a few responses that received a "Grade C" CONCLUSION: It is evident from our study that ChatGPT 3.5 has appreciable knowledge and interpretation skills in Psychiatry. Thus, ChatGPT 3.5 undoubtedly has the potential to transform the field of Medicine and we emphasize its utility in Psychiatry through the finding of our study. However, for any AI model to be successful, assuring the reliability, validation of information, proper guidelines and implementation framework are necessary.

PlateletSeq: A novel method for discovery of blood-based biomarkers.

Platelets are small circulating fragments of cells that play important roles in thrombosis, haemostasis, immune response, inflammation and cancer growth. Although anucleate, they contain a rich RNA repertoire which offers an opportunity to characterise changes in platelet gene expression in health and disease. Whilst this can be achieved with conventional RNA sequencing, a large input of high-quality RNA, and hence blood volume, is required (unless a pre-amplification step is added), along with specialist bioinformatic skills for data analysis and interpretation. We have developed a transcriptomics next-generation sequencing-based approach that overcomes these limitations. Termed PlateletSeq, this method requires very low levels of RNA input and does not require specialist bioinformatic analytical skills. Here we describe the methodology, from sample collection to processing and data analysis. Specifically, blood samples can be stored for up to 8days at 4°C prior to analysis. Platelets are isolated using multi-step centrifugation and a purity of≤1 leucocyte per 0.26x106 platelets is optimal for gene expression analysis. We have applied PlateletSeq to normal adult blood samples and show there are no age-associated variations and only minor gender-associated differences. In contrast, platelets from patients with myeloproliferative neoplasms show differences in platelet transcript profiles from normal and between disease subtypes. This illustrates the potential applicability of PlateletSeq for biomarker discovery and studying platelet biology in patient samples. It also opens avenues for assessing platelet quality in other fields such as transfusion research.

The implementation of a virtual field trip to aid geological interpretation within an undergraduate volcanology course

Geological skills such as interpreting outcrops are often taught during fieldwork. However, recent advancements in digital technologies and the demand for more inclusive and accessible learning has provided an opportunity to teach these skills in virtual field trips (VFT). The Iceland VFT was developed to teach students about volcanic features and processes in Iceland and help students develop geological skills within a third-year, classroom-based, physical volcanology course. To determine the effectiveness of the VFT at aiding the development of student interpretation skills, we calculated the learning gains from an applied sketching exercise administered pre- and post- VFT, where students were asked to sketch a photograph of a lava flow outcrop and interpret flow shape and features from a range of different perspectives. The largest learning gains were for lava flow interpretation in map-view (0.40) followed by lava flow interpretation in side-view (0.31). Student responses to a post-VFT evaluation exercise indicate that the instructional/360 videos and the 3D landscape and rock models allowed students to spatially explore volcanic features within the landscape which aided their ability to interpret what the lava flow outcrop within the applied sketching exercise might look like in multiple perspectives. We conclude that the VFT supported students’ geological interpretation of lava flows and recommend that virtual fieldtrips with interactive spatially challenging exercises can be used to improve students’ conceptual understanding of content delivered in lectures and laboratories as well as preparation or reinforcement of fieldwork.

Anwā’u al-Ikhtibārāt wa al-Mustawiyāt al-Mi’yāriyyah li Mahārah al-Kalām fī al-Lugah al-‘Arabiyyah

One of the important components of Arabic Language learning is speaking skills. To determine the success of teaching speaking skills, a teacher needs to evaluate the form of a test. This research aims to determine the types of tests for speaking skills and the standard assessment criteria. The method of this research is library research with a descriptive analysis approach. The primary data source in this research is the book Linguistic Tests, and the secondary data source is books related to learning speaking skills in Arabic. The data collection technique in this research is through books, documentation, articles, and journals related to research. The data analysis technique uses content analysis. The results of this research show that the types of tests in speaking skills are pronunciation tests, oral sentence structure tests, tests on the use of visual stimuli, and expression delivery tests. The standard criteria for assessment of speaking skills include standards for introduction, spoken language, and standards for structure. Linguistics, standards for body language, standards for ideas, standards for conversational etiquette, standards for using means of persuasion, standards for using various means of presentation, Standards for interpretation skills during presentations, and standards for delivery.

The Effects of Mobile-Assisted Collaborative Language Learning on EFL Students' Interpreting Competence and Motivation

As globalization continues to grow, there is an increasing need for skilled interpreters. However, the interpreting skills of many students are still deficient: firstly, they are incapable of understanding the source language clearly; secondly, they are incapable of expressing standard English accurately. Therefore, the purpose of this study is to investigate how mobile-assisted collaborative language learning (MACLL) can help English as a foreign language (EFL) students improve their interpreting competence and motivation. The study used a quantitative methodology and involved a sample of 60 students from one university. Their performance was monitored over a semester. To facilitate MACLL, mobile technologies such as Chaoxing App, iFlytek Input, and Praat were used as teaching tools. The results showed that MACLL had a positive effect on the improvement of students' interpreting competence, as evidenced by their improvement in academic performance and acquisition of language knowledge. The research also showed that students' learning motivation was enhanced in the MACLL environment.

An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course.

This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre-laboratory, lab work, and post-laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (N = 33) and experimental (N = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work.

DIAGNOSTICS OF THE FORMATION OF INTERPRETATION SKILLS OF ARTS FACULTY STUDENTS IN THE PROCESS VOCAL AND CHOIR EDUCATION

The article reveals the diagnostic methods of formation of interpretation skills of students of arts faculties in the process of vocal and choral training. The structure of interpretive skills included four components: motivational-value, communicative-evaluative, reflexive-emotional and activity-volitional, which in turn had three indicators. We checked the formation of interpretation skills using four levels, namely: creative, sufficient, fragmentary, zero. On the example of motivational and value (indicators: manifestation of students' interest in the interpretive possibilities of performing vocal and choral works; tendency to self-immersion in the process of evaluating vocal and choral works; positive attitude towards vocal and choral performance in the process of professional training) and communicative and evaluative components (indicators: active expression of an evaluative attitude towards modern technologies in vocal and choral art; expressed desire to learn the vocal and choral repertoire, attentive attitude towards the content and construction of stage images; a tendency to associate artistic images in the rehearsal process of working on vocal and choral works) diagnostic work is shown.Keywords: students of the Faculty of Arts, formation of interpretation skills, vocal and choral art, motivational and valuable, communicative and evaluative components.

Brain computed tomography reading of stroke patients by resident doctors from different medical specialities: An eye-tracking study

BackgroundUsing the eye-tracking technique, our work aimed to examine whether difference in clinical background may affect the training outcome of resident doctors’ interpretation skills and reading behaviour related to brain computed tomography (CT). MethodsTwelve resident doctors in the neurology, radiology, and emergency departments were recruited. Each participant had to read CT images of the brain for two cases. We evaluated each participant’s accuracy of lesion identification. We also used the eye-tracking technique to assess reading behaviour. We recorded dwell times, fixation counts, run counts, and first-run dwell times of target lesions to evaluate visual attention. Transition entropy was applied to assess the temporal relations and spatial dynamics of systematic image reading. ResultsThe eye-tracking results showed that the image reading sequence examined by transition entropy was comparable among resident doctors from different medical specialties (p = 0.82). However, the dwell time of the target lesions was shorter for the resident doctors from the neurology department (4828.63 ms, p = 0.01) than for those from the resident doctors from the radiology (6275.88 ms) and emergency (5305.00 ms) departments. The eye-tracking results in individual areas of interest only showed differences in the eye-tracking performance of the first-run dwell time (p = 0.05) in the anterior cerebral falx. DiscussionOur findings demonstrate that resident doctors from different medical specialties may achieve similar imaging reading patterns for brain CT. This may mitigate queries regarding the influence of different backgrounds on training outcomes.

E-learning module for cytopathology education based on virtual microscopy

In cytopathology education, Virtual Microscopy e-learning modules (VM-eLM) have achieved remarkable results in the improvement and personalization of learning. However, it remains to be determined whether these modules can significantly contribute to improving the accuracy of cytological diagnosis. The aim of this work was to create a VM-eLM for gynecologic cytopathology education designed to improve screening and interpretation skills in two groups of cytologists: experienced and nonexperienced. The module was designed in Moodle with both Whole Slide Images and Static Images taken from Papanicolaou smears that were diagnosed as: negative for intraepithelial lesion, low-grade squamous intraepithelial lesion, high-grade squamous intraepithelial lesion, squamous cell carcinoma, or adenocarcinoma. We assessed the effectiveness of the module using 1) clinical quality indicators to measure skill development and 2) a user survey. After training, participants significantly improved their cytological screening skills, decreasing their false negative diagnosis by 78% in the non-experienced group and eliminating them entirely in the experienced group. Nonexperienced participants also significantly increased their recognition of low-grade squamous intraepithelial lesion and high-grade squamous intraepithelial lesion by 31% and 50%, respectively. Participants positively evaluated the module, highlighting its novelty, the possibility to train remotely, the immediate feedback and the quality of the Whole Slide Images. We designed, implemented and tested a VM-eLM for Gynecologic Cytopathology Education that improved cytological screening skills for both non-experienced and experienced cytologists, also increasing the diagnostic accuracy of preinvasive lesions by less experienced cytologists. The module was positively evaluated by participants, who perceived an improvement in their interpretive skills.

Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook

To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.

A study to compare the performance of anganwadi workers in owned and rented anganwadi centers in a district of the western part of India

ABSTRACT Introduction: The Integrated Child Development Services (ICDS) scheme is one of the flagship programs, and under this, various activities like non-formal education on one hand and breaking the vicious cycle of malnutrition, morbidity, and mortality on the other hand are carried out by anganwadi worker (AWW). The aim of this study is to assess the AWWs performance and beneficiary participation in respect to the ICDS scheme. Methodology: This is a community-based, cross-sectional study done in two stages using a simple random sampling technique. Ahmedabad Municipal Corporation (AMC) area is divided into 10 parts called ghatak, and out of these 10 ghataks, 6 were chosen in the first stage, and in the second stage, 12 anganwadi centers were selected from these 6 selected ghataks using simple random sampling. Result: In this study, 58.3% of anganwadi workers were graduates. While talking about work related to “Home Visit” and “Immunization Sessions,” there was no statistically significant difference between owned and rented anganwadi center noted. While in “Nutrition & health education”-related work, there was a statistically significant difference between owned and rented anganwadi centers observed. Accuracy of weighing, plotting, and interpretation skill was more than 90% found in both the rented and owned anganwadi center. An almost similar level of nutritional status was observed in both owned and rented centers. Conclusion: In terms of performance and participation, there was not much difference between corporation own and rented anganwadi centers, although there were shared concerns related to frequent changes of place of rented anganwadi centers affecting the participation of beneficiaries.

2023 CCS/CSE Standards for Physician Training and Maintenance of Competence in Adult Echocardiography: Executive Summary.

Echocardiography is an imaging modality essential to the provision of contemporary cardiovascular care. Since the publication of the 2010 CCS/CSE Guidelines, 1 Burwash IG, Basmadjian A, Bewick D, Choy JB, Cujec B, Jassal DS, MacKenzie S, Nair P, Rudski L, Yu E, Tam JW. 2010 Canadian Cardiovascular Society/Canadian Society of Echocardiography Guidelines for Training and Maintenance of Competency in Adult Echocardiography. Can J Cardiol 2010;27:862-864. Google Scholar clinical echocardiography has expanded with respect to both technologies and applications. At the same time there has been a shift in emphasis away from quantity of training (duration and case volumes) to actual demonstration of competency to determine successful completion of training. 2 Royal College of Physicians and Surgeons of Canada “Competency by Design: Reshaping Medical Education” 2014 https://www.royalcollege.ca/rcsite/documents/educational-strategy-accreditation/royal-college-competency-by- design-ebook-e.pdf Accessed 8 March 2023. Google Scholar Concurrently, there is growing evidence of considerable variability in echocardiography competence among general cardiology trainees. 3 Nair P. Siu S.C. Sloggett C.E. Biclar L. Sidhu R.S. Yu E.H.C. The assessment of technical and interpretative proficiency in echocardiography. J Am Soc Echocardiogr. 2006; 19: 924-931 Abstract Full Text Full Text PDF PubMed Scopus (37) Google Scholar , 4 Bierowski M.J. Qureshi U. Ramedani S. Grewal S. Shah R. Park B. Peterson B.R. Variable exposure to echocardiography core competencies when applying minimum recommended procedural numbers of cardiology fellows in training. Cardiovasc Ultrasound. 2022; 20: 24-32 Crossref Scopus (0) Google Scholar , 5 Yu C.C.W. Pendrith C. Chun S. Echocardiographic interpretation skills of graduating cardiology trainees. Can J Cardiol. 2022; 38: 1304-1306 Abstract Full Text Full Text PDF PubMed Scopus (1) Google Scholar

Assessment of cardiopulmonary point-of-care ultrasound objective structured clinical examinations in graduating anesthesiology residents across multiple residency programs

Study objectiveTo implement and assess a cardiopulmonary point-of-care ultrasound (POCUS) objective structured clinical examination (OSCE) in a large cohort of graduating anesthesia residents. DesignObservational cohort study. SettingUniversity-affiliated hospitals. Subjects150 graduating anesthesia residents in their last nine months of training. InterventionsA standardized cardiopulmonary OSCE was administered to each resident. MeasurementsThe cardiac views evaluated were parasternal long axis (PLAX), apical 4 chamber (A4C), and parasternal short axis (PSAX). The pulmonary views evaluated were pleural effusion (PLE) and pneumothorax (PTX). In addition, a pre- and post-exam survey scored on a 5-point Likert scale was administered to each resident. Main resultsA4C view (mean 0.7 ± 0.3) scored a lower mean, compared to PSAX (mean 0.8 ± 0.3) and PLAX (mean 0.8 ± 0.4). Residents performed well on the PTX exam (mean 0.9 ± 0.3) but more poorly on the PLE exam (mean 0.6 ± 0.4). Structural identification across cardiac and pulmonary views were mostly high (means >0.7), but advanced interpretive skills and maneuvers had lower mean scores. Pre- and post- OSCE survey results were positive with almost all questions scoring >4 on the Likert scale. ConclusionOur study demonstrates that a cardiopulmonary POCUS OSCE can be successfully implemented across multiple anesthesia training programs. While most residents were able to perform basic ultrasound views and identify structures, advanced interpretive skills and maneuvers performed lower.