Assessment Of Skills Research Articles

Vascular pedicle dissection time in laparoscopic colectomies as a novel marker of surgical skill: a prospective cohort study

BackgroundOutcomes after colorectal resections depend on patient, pathology and operative factors. Existing validated surgical skills scores (such as the competency assessment tool (CAT)) are directly correlated with outcomes but are time-consuming to administer, limiting their clinical utility. The vascular pedicle dissection time (VPDT) is a novel, simple surgical skill assessment measure with the potential for computer vision automation. This study aimed to assess the VPDT and benchmark it against the CAT score.MethodsA prospective multicentre study was performed in New Zealand, recording videos of laparoscopic colorectal resections. Patient, operation and histology characteristics were also collected. The VPDT was calculated from retraction of the vascular pedicle to completion of medial dissection, including vascular division. Each laparoscopic video was scored by two independent colorectal surgeons, and the median CAT score was grouped into tertiles.ResultsIn total, 154 patients were included between December 2020 and November 2023 (74 (48.1%) right-sided and 80 (51.9%) left-sided resections). Median VPDT was significantly different between the CAT score groups for the right-sided resections (lower, 15 min; middle, 13 min; higher, 10 min; p = 0.036) and the left-sided resections (lower, 46 min; middle, 40 min; higher, 26 min; p = < 0.001). There was no significant difference in R1 resection, anastomotic leak rate, the occurrence of Clavien–Dindo > 3 complications or re-admission between the CAT groups.ConclusionsThis study showed that the VPDT was inversely correlated with the CAT score, indicating that it quantifies operative technical skill. A current study is evaluating the suitability of VPDT for real-time measurement using computer vision algorithms. This could allow for automated assessment of surgeons’ learning curve and skills.

Impact of a 3-Month Recall Using High-Fidelity Simulation or Screen-Based Simulation on Learning Retention During Neonatal Resuscitation Training for Residents in Anesthesia and Intensive Care: Randomized Controlled Trial.

Retention capacities are dependent on the learning context. The optimal interval between two learning sessions to maintain a learner's knowledge is often a subject of discussion, along with the methodology being used. Screen-based simulation could represent an easy alternative for retraining in neonatal resuscitation. The aim of the study was to evaluate the benefits of a 3-month recall session using high-fidelity simulation or screen-based simulation, assessed 6 months after an initial neonatal resuscitation training session among anesthesia and intensive care residents. All participating anesthesia and intensive care residents were volunteers, and they underwent training in the same session, which included a theoretical course and high-fidelity simulation. The attendees were then randomized into three groups: one with no 3-month recall, one with a high-fidelity simulation recall, and one with a screen-based simulation recall. To reassess the skills of each participant, a high-fidelity simulation was performed at 6 months. The primary outcomes included expert assessment of technical skills using the Neonatal Resuscitation Performance Evaluation score and nontechnical skills assessed by the Anesthesia Non-Technical Skills score. Secondary outcomes included a knowledge quiz and self-assessment of confidence. We compared the results between groups and analyzed intragroup progressions. Twenty-eight participants were included in the study. No significant differences were observed between groups at the 6-month evaluation. However, we observed a significant improvement in theoretical knowledge and self-confidence among students over time. Regarding nontechnical skills, as evaluated by the Anesthesia Non-Technical Skills score, there was significant improvement between the initial training and the 6-month session in both recall groups (16 vs 12.8, P=.01 in the high-fidelity group; 16 vs 13.9, P=.05 in the simulation group; 14.7 vs 15.1, P=.50 in the control group). For technical skills assessed by the Neonatal Resuscitation Performance Evaluation score, a nonsignificant trend toward improvement was observed in the two recall groups, while a regression was observed in the control group (all Ps>.05). The increase in students' self-confidence was significant across all groups but remained higher in the two 3-month recall groups. Initial neonatal resuscitation training for anesthesia and intensive care residents leads to improved knowledge and self-confidence that persist at 6 months. A 3-month recall session, whether through high-fidelity simulation or screen-based simulation, improves nontechnical skills (eg, situation management and team communication) and technical skills. Screen-based simulation, which saves time and resources, appears to be an effective educational method for recall after initial training. The study outcomes justify the need for further studies with larger sample sizes to confirm the promising role of serious games in educational programs for medical students.

Teaching Note—SBIRT: Opportunities to Expand Addiction-Related Clinical Processes, Technical Skills, and Relational Competencies in Social Work

ABSTRACT Social work plays a critical role in preparing professionals for substance use screening, intervention, and treatment. Educators must offer competency-based, clinical learning experiences grounded in social work values and ethics to build student competence and confidence. This Teaching Note introduces the Screening, Brief Intervention, and Referral to Treatment (SBIRT) model, highlighting its evidence base, application in clinical social work curricula, and alignment with Council for Social Work Education competencies. SBIRT equips students with practical, adaptable skills in assessment, clinical practice, and care coordination. Moreover, SBIRT’s theoretical framework translates social work values and ethics into action through a patient-centered approach. Given the prevalence of substance use, this content is relevant for students in community-based behavioral health, schools, and healthcare settings.

Comprehensive Geriatric Health Assessment Core Competencies and Skills for Primary Care Nurses: A Scoping Review

Objective: This scoping review aims to explore and synthesize the core competencies and skills required for primary care nurses conducting comprehensive geriatric assessments. Comprehensive geriatric assessments have become integral to providing holistic, patient-centered care for older adults with complex health needs, but the specific competencies required in primary care remain underresearched. Design: The review followed Arksey and O’Malley’s five-stage scoping review framework, incorporating studies from PubMed, CINAHL, EMBASE, and the Cochrane Library. A comprehensive search was conducted from May 2014 to May 2024, and a population–concept–context (PCC) framework was used to identify relevant studies. Results: Nineteen studies met the inclusion criteria, revealing six key competency domains for nurses involved in comprehensive geriatric assessments: Clinical Assessment and Diagnostic Competencies, Care Planning and Coordination, Professional and Interpersonal Competencies, Environmental and Systemic Competencies, Technical and Procedural Competencies, and Quality Improvement and Evidence-Based Practice. These competencies are essential for providing high-quality care to older adults and supporting integrated, multidisciplinary approaches to geriatric care. Conclusions: The identified competency domains provide a structured framework that can enhance primary care nurses’ ability to deliver more effective, individualized, and coordinated care to older adults. However, the standardization of these competencies remains crucial for ensuring consistency in practice.

Algebra and other relevant physics skills: The effectiveness of mastery practice on skills accuracy and exam grade in introductory physics

We conducted two studies to investigate the extent to which brief, spaced, mastery practice on skills relevant to introductory physics affects student performance. The first study investigated the effect of practice of “specific” physics skills, each one relevant to only one or a few items on the course exam. This study employed a quasiexperimental design with 766 students assigned to “intervention” or “control” conditions by lecture section sharing common exams. Results of the first study indicate significant improvement in the performance for only some of the exam items relevant to the specific skills practiced. We also observed between-section performance differences on other exam items not relevant to training, which may be due to specific prior quiz items from individual instructors. The second study investigated the effect of practice on the “general” skill of algebra relevant to introductory physics, a skill which was relevant to most of the exam items. This study employed a similar quasiexperimental design with 363 students assigned to treatment or control conditions, and we also administered a reliable pre- and post-test assessment of the algebra skills that was iteratively developed for this project. Results from the second study indicate that 75% of students had high accuracy on the algebra pretest. Students in the control condition who scored low on the pretest gained about 0.7 standard deviations on the post-test, presumably from engagement with the course alone, and students in the algebra practice condition had statistically similar gains, indicating no observed effect of algebra practice on algebra pre- to post-test gains. In contrast, we find some potential evidence that the algebra practice improved final exam performance for students with high pretest scores and did not benefit students with low pretest scores, although this result is inconclusive: the point estimate of the effect size was 0.24 for high pretest scoring students, but the 95% confidence interval [−0.01, 0.48] slightly overlapped with zero. Further, we find a statistically significant positive effect of algebra practice on exam items that have higher algebraic complexity and no effect for items with low complexity. One possible explanation for the added benefit of algebra practice for high-scoring students is fluency in algebra skills may have improved. Overall, our observations provide some evidence that spaced, mastery practice is beneficial for exam performance for specific and general skills, and that students who are better prepared in algebra may be especially benefitting from mastery practice in relevant algebra skills in terms of improved final exam performance. Published by the American Physical Society 2025

Perspective: Counselling Simulator – a gamified tool for the development and consolidation of risk assessment skills in trainee counsellors

Perspective: Counselling Simulator – a gamified tool for the development and consolidation of risk assessment skills in trainee counsellors

Challenges and Opportunities for the Assessment of Social-Emotional Skills

Purpose This review paper addresses three major challenges hindering progress in the field of social-emotional learning in education. Design/Approach/Methods We first discuss how social-emotional skills could be conceptualized, contrasting identity versus self-efficacy approaches. Second, we argue to develop more objective assessments of social-emotional skills and their development, as a supplement of currently and frequently used self- and informant descriptions relying on Likert-based scales. Third and finally, we discuss recurrent issues that are raised when debating the implementation of social-emotional skill learning in the classroom. Findings The review suggests that, at this point in time, both self-efficacy and identity conceptualizations of social-emotional skills are valuable approaches. Future research will need to explore which conceptualization for which skills demonstrates the best predictive validity, taking into account the nature of outcomes and contexts. The desired characteristics of more objective social-emotional skill measures are defined, and we encourage to examine how these overlap with self-reports using construct maps. Finally, we underscore the importance of having a comprehensive and evidence-informed taxonomy of social-emotional skills to guide the debate on the inclusion of social-emotional skill learning in curricula and its implementation in the classroom. Originality/Value This short review is primarily written for practitioners and policymakers to give a quick and accessible update on the key challenges in social-emotional learning today. The review should trigger more in-depth reading on the topic, but also support readers to understand current problems and help them dealing with questions and potential objections that might be raised by different stakeholders.

Using Neural Networks to Test Knowledge During the Training Process

The article discusses the use of neural networks in education. The main idea is that the neural network model can accurately evaluate students' knowledge. The authors focus on computer-based tests as the primary way to monitor learning progress. The goal of this research is to teach neural networks to analyze data, assess knowledge levers and provide personalized learning recommendations. The emphasis is on using computer testing to track process and evaluate how well the neural network system works. Results show that neural networks can effectively measure students knowledge, especially computer –based assessments. Neural networks are useful tools for organizing complex learning systems and demonstrate potential for improving knowledge structuring and organization. The novelty of this article is in using Al for accurate analysis skill assessment. The analysis of this article is to test the hypothesis about the possibility of effectively assessing student learning using a neural network model. The use of neural networks in the learning process shows the possibility of improving the learning system. Future studies plan to enhance learning pace, select appropriate materials, and optimize the learning process by analyzing educational data.

Speech and language skills in a case of Watson syndrome

ABSTRACT Watson syndrome is a rare genetic condition partly characterised by developmental delays and learning difficulties. A profile of speech and language skills associated with this developmental syndrome is yet to be described in the literature. In order to address this gap, this study presents the case of an 18-year-old man with Watson syndrome and reports both standardised and naturalistic assessments of speech, language, oro-motor skills, and semantic and phonemic fluency. Analyses included norm-referencing, discrepancy comparison, phonological process analysis, and acoustic analyses of voice and conversational fluency. The participant’s semantic fluency approximated to the 84th percentile and the vocabulary, voice, and receptive language measures were within standard normative range. In contrast, expressive language difficulties and articulatory difficulties associated with impaired oro-motor skills were apparent. Specific tongue-motor difficulty impeded oral diadochokinesis, with gliding, stopping, and cluster reduction among the phonological processes observed to mitigate oro-motor difficulties. Language scores were lowest on tasks of working memory, syntax, and pragmatics, however neither syntax nor pragmatics presented increased difficulty in naturalistic conversation, indicating an influence of reduced working memory on language performance. The absence of explicit cognitive or communicative difficulty suggests specific speech and language difficulties. To conclude, the findings are discussed from both clinical and theoretical perspectives. Watson syndrome and the aetiology of communication difficulties are suggested as directions for future research, to validate these findings and diversify understanding of inclusive communication approaches.

Video-assessment of Surgical Performance in Robotic Gastro-enterostomy During Pancreatoduodenectomy: Evaluating the Learning Curve and Risk of Delayed Gastric Emptying.

The aim of this study is to identify learning curves for robotic gastro-enterostomy (RGE) during RPD and the predictive value of the objective structured assessment of technical skills (OSATS) score for DGE according to the Birkmeyer et al and UPMC method. In some series, robotic pancreatoduodenectomy (RPD) has been associated with increased risk of delayed gastric emptying (DGE). It is unclear whether this is attributable to learning curve. Improved surgical performance and experience has not yet been linked to a decrease in delayed gastric emptying in RPD. Post-hoc study of the prospective multicenter (LAELAPS-3) training program including videos of RGE during RPD. Surgical performance was scored with OSATS by two blinded graders. The main outcomes are the combined OSATS scores of two blinded graders over time (learning curve). Secondary outcome is the correlation between OSATS scores and clinically relevant DGE (grade B/C). Videos from 192 RGE anastomoses were included. DGE occurred in 42/192 (21.9%) patients. Mean OSATS score was 22.4 (SD±5.1) and predicted DGE (AUC 0.668, P<0.001). The predictive OSATS elements for DGE were gentleness (AUC 0.719, P<0.001), instrument handling (AUC 0.595 P=0.043), tissue exposure (AUC 0.625, P=0.009), and summary score (AUC 0.665, P<0.001). An OSATS score >25 was associated with a 59.9% reduced relative risk of grade B/C DGE (11.3% (8/71) vs 28.1% (34/121); OR 0.325, P=0.006). CUSUM analysis of RGE-OSATS identified a turning point at 34 procedures (27.5% (36/140) before vs 11.5% (6/52) after; OR 0.156, P=0.035. On multivariable analysis for grade B/C DGE, OSATS ≤25 remained an independent risk factor (OR 2.907, P=0.028). Better surgical performance during gastro-enteric anastomosis in RPD, as assessed by OSATS, is associated with a reduced rate of grade B/C DGE. OSATS could serve as a tool for competency-based training programs and quality-controlled implementation of RPD.

Digital Technology Innovation in TVET: Rifdarmon-Based E-Learning Model Enhancing Learning Outcomes and 4C Skills

Automotive Electrical Electronics courses require effective learning models that can develop both technical knowledge and 21st-century skills. E-learning approaches offer potential solutions to enhance educational outcomes in this field. This study examined the effectiveness of the Rifdarmon-Based E-Learning Model in improving learning outcomes and 4C skills (creativity, critical thinking, collaboration, and communication) in an Automotive Electrical Electronics course at Universitas Negeri Padang's Automotive Engineering Department. The research employed an experimental design comparing an experimental group using the Rifdarmon-Based E-Learning Model with a control group using conventional learning methods. Pre-tests and post-tests were conducted to measure learning outcomes, while specialized assessments evaluated 4C skills development. The experimental group showed significant improvements in learning outcomes, with pre-test scores increasing from 69.1 to 87.2 in post-test, compared to the control group's increase from 64.9 to 84.4. The 4C skills assessment revealed higher scores in the experimental group (86.6) versus the control group (74.95). Statistical analyses confirmed the model's effectiveness with a large effect size (point estimate -2.511) and significant multivariate test results (F=29.356, p&lt;0.001). The Rifdarmon-Based E-Learning Model proved effective in enhancing both learning outcomes and 4C skills development in Automotive Electrical Electronics education. The integration of e-learning with the Rifdarmon model demonstrated significant improvements in students' academic performance and complex skill development compared to conventional learning methods.

Training and assessment of skills in flexible optical intubation - Protocol of a scoping review.

Flexible optical intubation (FOI) is the preferred technique for managing anticipated difficult airways, particularly in awake patients when anatomical factors complicate conventional laryngoscopy. Mastering the procedure requires skills, but a comprehensive overview of the evidence on training and assessment of FOI skills is lacking. There is no evidence-based consensus on educational strategies and recommendations for skill acquisition and retention, thus highlighting a significant gap in airway management training. Accordingly, we aim to assess the current evidence on training and assessment in FOI for future educational recommendations. This scoping review adheres to the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) statement and the PRISMA Extension for Scoping Reviews guideline. Eligible studies include qualitative and quantitative research focusing on education, technical training, and assessment of FOI skills in clinical personnel with no obligate comparator. Outcomes should be assessable using Kirkpatrick's four levels of training evaluation. A systematic literature search will be conducted across multiple databases, including Cochrane Library, EMBASE, Cinahl, Scopus, and PubMed. Two independent authors will screen the studies, with discrepancies resolved by a third reviewer. Extracted data will be analyzed descriptively, with a discussion on potential biases in the included literature. The quality of the studies will be assessed using the Medical Education Research Study Quality Instrument (MERSQI). The results of this scoping review may serve as a foundation for educational recommendations. By synthesizing available evidence, this review aims to guide future research and policy recommendations for FOI skill acquisition and maintenance.

Assessment of safety orientation in driving skills aligned with performance: a data-triangulation approach

Accurate assessment of Subjective Driving Skills (SDS) is crucial for improving road safety, as direct methods are often biased and do not align well with actual driving performance. This study aimed to develop an unbiased SDS assessment method aligned with driving performance. The specific objectives are (1) reducing bias in SDS assessments, (2) verifying alignment between assessed safety orientation and ground driving performance, and (3) exploring the influence of socio-demographic factors on safety orientation. A combined questionnaire and photographic speed survey were conducted among 389 experienced car drivers in Mangalore, India. Factor analysis, a Double Lane Change (DLC) test conducted on the ground with a test vehicle equipped with Inertial Measurement Unit (IMU) sensors, correlation analysis and multiple linear regression were performed. Factor analysis confirmed the two-factor structure: Perceptual-Motor (PM) and safety skills. Further, PM and safety skills scores were calculated using factor loadings, and safety orientation was determined from their difference. DLC results showed that the assessed safety orientation aligned with the ground performance. Correlation and regression analyses showed that male drivers perceived slightly higher PM skills than female drivers. PM skills decreased with age, while safety orientation increased. Academic education had no significant effect on safety skills or safety orientation. While on-road exposure improved PM skills, weekly driving distance reduced safety orientation. Formally trained drivers had slightly higher safety skills and safety orientation than lay-instructed drivers. These findings provide several valuable insights for enhancing road safety. They suggest that safety programs address overconfidence in male drivers, incorporate road safety awareness into educational curriculums, and offer enhanced training for all experienced drivers. Younger drivers may benefit from targeted safety campaigns, while professional drivers could require specialised safety programs. Regular safety assessments and refresher courses are crucial for maintaining safety awareness, particularly for drivers with higher weekly driving distances.

Mixed methods evaluation of a digital resource to build students’ skills in ASsessing cardiovascular risk, MOtivating change, and SUStaining a healthier lifestyle in themselves and others- ASMOSUS: a study protocol

BackgroundCardiovascular disease (CVD) is a prevalent cause of morbidity and mortality globally. Nurses and nursing students are in an optimum role to assess, manage and promote lifestyle changes associated with CVD risk. Patients and service users are more likely to adopt these changes if the person delivering the information embodies this lifestyle themselves. Literature suggests that nurses and nursing students show detrimental behaviours in association with smoking, obesity, nutrition, physical inactivity and alcohol. It is therefore essential to address CVD risk factors, management and lifestyle promotion early on in a healthcare professionals’ career- ideally the university delivering their nursing program. This aligns with the Nursing and Midwifery Council curricula in the United Kingdom (UK) on the topic of public health and health promotion. Although already taught there is a gap between knowledge and adoption of healthy lifestyle behaviours. This is potentially resolved through consolidating self-efficacy in nursing students and their ability to apply theory to practice.MethodsThis study will evaluate a digital educational resource: ASMOSUS. This resource was co-designed with nursing students, academic and clinical staff to provide the skills to assess CVD risk, motivate change and encourage adoption of a healthy lifestyle in themselves and others. All nursing students will receive the ASMOSUS digital resource as part of their routine teaching, followed by either a 90-minute face to face tutor-led class or via a live online platform such as Microsoft Teams to consolidate skills with their peers. A mixed-methods study will be carried out in two phases. Phase one will use two questionnaires to investigate student knowledge on CVD risk and self-efficacy, using a pre-post test design. Phase two will explore the experience of the students in using the resource and the impact on their skills and self-efficacy using focus groups.DiscussionThis study has the potential to engage nursing students as the health professionals of the future in the early adoption of the knowledge and skills in CVD risk assessment, management and promotion of a healthy lifestyle. This will inform not only the health and wellbeing of nursing students themselves but translate into role modelling for patients and optimal patient care.

Peningkatan Keterampilan Berbicara Menggunakan Model Cooperative Learning Tipe Example Non Example pada Peserta Didik di Kelas II SDN 18 Air Tawar Selatan Kota Padang

This study aims to determine the application of the Example Non Example Type Cooperative Learning model to improve the speaking skills of class II students of SDN 18 Air Tawar Selatan.This type of research is classroom action research using qualitative and quantitative approaches. This research was conducted in two cycles, cycle I consisting of 2 meetings and cycle II consisting of 1 meeting. Each cycle has four stages, namely planning, implementation, observation, and reflection. The subjects of this study were teachers and class II students totaling 23 people.The results of the cycle I teaching module research, meetings 1 and 2 obtained a percentage of 83.3% 87.5%, increasing in cycle II to 95.83%. Teacher activity in cycle I, meetings 1 and 2 obtained a percentage of 77.5% and 87.5%, increasing in cycle II to 97.5%. Student activity in cycle I, meetings 1 and 2 obtained a percentage of 77.5% and 90%, increasing in cycle II to 97.5%. The learning outcomes of student knowledge in cycle I, meetings 1 and 2 obtained an average of 75.65 and 79.56, increasing in cycle II to 88.26. The results of the skills assessment in cycle I, meetings 1 and 2 obtained an average of 78.07 and 81.62, increasing in cycle II to 87.85. Based on these results, it can be concluded that the Example Non Example Cooperative Learning model can improve the speaking skills of grade II elementary school students

Validation of a simulator for oncoplastic breast conserving surgery.

Validation of a simulator for oncoplastic breast conserving surgery.

Evaluating suturing skill improvement for pediatric minimally invasive esophageal anastomosis model: an observational cohort study based on simulator training

The study aimed to evaluate the enhancement of minimally invasive surgery (MIS) suturing skills through intensive simulator training, to compare various experimentally measured movement parameters with the established scoring system and to identify movement parameters that may be crucial for achieving proficiency. 55 participants of the intensive practical course of endoscopic surgery in children were included. Training commenced with daily single surgical knot practice, progressed to executing on the final day an anastomosis resembling those performed in esophageal atresia repair. The training effectiveness was gauged by the successful completion of anastomosis. Skills were evaluated by simulator equipped with specialized sensors, which converted data into a set of instrument movement parameters. Additionally, two researchers assessed skills using recorded videos and the objective structured assessment of technical skills (OSATS) questionnaire. Significant improvements in single surgical knot proficiency were noted each day, specifically in metrics: time, movement economy, smoothness, acceleration, instrument activity, and overall score. Strong correlation was observed between automated and human assessments. 48/55 participants attempted anastomosis on the final day, among whom 70% (34/48) attained success (median score 5.1/10, only 16.7% scored above 7/10). Movement economy and instrument distance covered emerged as the most relevant predictors of the anastomosis success. Intensive simulation training significantly enhances endoscopic suturing skills.

Development of Basic Chemistry Lab Work Module as Science Process Skills Assessment

In this research, a lab work module daily life base has been successfully developed in the basic chemistry 1 lab work. This module was created to make practicum implementation easier in the chemistry laboratory due to limited tools and materials. This research aims to assess students' science process skills. The lab work module development process uses the ADDIE model research approach. After that, the validation tests carried out were media experts and material experts, each consisting of two experts, and average validation test scores for material and media experts were found to be 4.67 and 4.54, respectively. These results indicate that the module is suitable for use as a learning resource. The next step was to test its practicality and effectiveness using pretest and posttest instruments, students' score results, and questionnaires. Data analysis was carried out using descriptive statistical methods and the results obtained were that the module was suitable and practical for use as a learning resource with a practicality percentage of 89.47%. Furthermore, the student's learning completion results were 100% and the N-Gain value was 0.71, which proves that the module created is effective. In conclusion, the product that has been developed is successful in improving students' science process skills.

The effects of tactile stimulation and transcutaneous electrical nerve stimulation on upper limb function and daily activities in patients with stroke: a randomized controlled trial.

The purpose of this study was to evaluate the separate effects of tactile stimulation (TS) and transcutaneous electrical nerve stimulation (TENS), combined with occupational therapy (OT) and physiotherapy (PT), on sensory-motor recovery in the upper limb of patients with stroke. Thirty-six patients were randomly assigned to three groups (mean age: TS group = 60.7, TENS group = 54.1, control group = 52.2 years). The average onset time was 9.7 months for the TS group, 11.1 months for the TENS group, and 10.2 months for the control group. Participants underwent a 2-week intervention provided in addition to standard OT and PT. The TS group received coarse sand stimulation (rubbing) over the affected hand and forearm for 15 min per session. The TENS group underwent electrical stimulation applied to the affected forearm for 30 min per session (10 Hz), while the control group received sham stimulation with 1 min of active current. Hand function was assessed with the Semmes-Weinstein monofilaments and grip strength, dexterity with the box and block test and Southampton hand assessment procedure, and performance in daily activities with the assessment of motor and process skills. In the TS group, patients significantly improved hand sensory perception, grip strength, and dexterity while the TENS group showed improvement in grip strength and dexterity. The control group exhibited no significant changes. Between-group comparisons revealed significant differences favoring TS for hand sensory perception and TENS for dexterity. These findings suggest that adding TS or TENS to OT and PT may enhance sensory-motor recovery after a stroke.

Tools for assessing ball skills based on game scenarios: a systematic review and related insights.

Physical education teachers commonly use single or combined technique tests to assess to assess the skills performance of their students, but these tests still have limitations for ball skills that involve the perceptual-cognitive system and urgently need to adopt ball skill assessment tools based on game scenarios for evaluation. To provide a systematic review of ball skills performance assessment tools based on game scenarios, provide references for the development, application and pedagogical reflection of related tools. Computer searches of the Web of Science (WOS), PubMed, Scopus, SPORT Discus, and SciELO databases were conducted. Two researchers independently selected documents, and extracted information. Sixteen tools for the assessment of ball sport skills performance based on game scenarios were obtained. Depending on the item being assessed, the tools can be divided into comprehensive item assessment tools (4) and single item assessment tools (12); depending on the phase of the sport being assessed, the tools can be divided into offensive phase skill performance assessment tools (15) and defensive phase skill performance assessment tools (10); depending on the type of skill being assessed, the tools can be divided into with-ball skill assessment tools (14) and without-ball skill assessment tools (15). The WOS database contains eight of these tools, and the Game Performance Assessment Instrument, Performance Assessment in Team Sports, Sistema de avaliação táctica no Futebol and Game Performance Evaluation Tool have a citation frequency of more than 100 citations and an average annual citation frequency of more than 10 citations. 87.5% and 50.0% of the tools passed inter-observer reliability and intra-observer reliability. 100.0% of the tools passed content validity and 37.5% passed structural validity. Ball skill assessment tools based on game situations can evaluate students' technical and tactical performance in real game scenarios, reflecting their sports decision-making and awareness of thinking. In practice, ball sport skills performance can be assessed, fed back and improved through four stages of tool selection, observation recording, data analysis and data interpretation, depending on the actual situation. Based on the development ideas of foreign ball skills performance assessment tools, the following insights are proposed: 1) to promote the development and improvement of single ball skills performance assessment tools; 2) to select reasonable and effective tools for assessment according to the teaching progress; 3) to provide suitable assessment tools for the training and selection of reserve talents; 4) to push PE teachers to explore the structured teaching of ball skills.