Use Of Formal Assessment Research Articles

Exploring Interoceptive Awareness With Adults: Occupational Therapy Practitioner Knowledge, Perception, and Practice Patterns.

As the literature states, interoception is important in health and wellness. Disruption of this system can negatively impact occupational performance. We completed a descriptive study to understand how occupational therapy practitioners working with adults address interoceptive awareness. A researcher-developed survey gathered data on knowledge acquisition of interoception and perceived practice patterns related to assessment, intervention, and outcomes. Participants (N = 44) reported acquiring knowledge of interoception through professional websites, browsing databases, and continuing education as the most common information sources. Client self-report (56.8%) and clinical observation (54.5%) were the most commonly reported assessments. Rehabilitation practitioners (n = 8) reported no use of formal assessments. Most participants (63.89%) reported interoceptive awareness interventions to be effective. Further research is needed on best practices for interoception assessment and intervention related to occupational performance.

A Chaplain Shadowing Program to Teach Compassionate Care Among Physicians-in-Training.

To the Editor: In this letter, we share our belief in the importance of compassion and empathy training and briefly describe a successful method of teaching compassionate care through a chaplain shadowing program. Compassion and empathy are fundamental human aspects of providing patient- and family-centered care. With changes in health care leading to limited time for physical patient contact, work hour restrictions for trainees, the rise of shift-work culture, and medical advances decreasing the length of patient stay, opportunities to build rapport and trust as a physician are limited. However, the need for compassion as a fundamental component of care has not changed. This challenges physicians-in-training to be equipped with even better communication and interpersonal skills to develop trust with their patients. Methods to teach and assess compassion are challenging, and curriculum leaders struggle to reach a balance between the need to convey the importance of specific behaviors and the use of formal assessment as a tool to motivate learning of those behaviors.1 One way that medical students at our institution learn to practice compassionate care is by shadowing board-certified chaplains on hospital rounds through their membership in Leadership Through Ethics, a student-driven program.2 At the conclusion of these shadowing experiences, students have the opportunity to debrief, ask the chaplain questions, and submit written reflections on their experiences. Unprompted reflections highlight students’ perceived values and roles of the pastoral care department in connecting with patients and families as well as role-modeling compassion and empathy in their interactions. Furthermore, the unprompted written reflections and debriefing discussions may be used to communicate the values of compassion and empathy as alternative paradigms to formal assessment. Students furthermore have the opportunity to practice spiritual assessments and reflect on the personal impact these interactions have toward their future careers. We began our shadowing program in the Spring of 2016 and have received generally enthusiastic responses to it from students. Chaplains are vital members of the interdisciplinary care team and often have the interpersonal skills and availability to connect with patients and families, no matter what their religious affiliations, on a different level than most clinicians. It is important for physicians-in-training to incorporate the basic skills of performing a spiritual assessment into their everyday practice using the framework provided by the chaplains. As a way of modeling the importance of compassionate health care and integrating spiritual care into clinical training, pastoral care shadowing has proved to be an effective teaching modality at our medical school.

Training of Residents and Fellows in Retinopathy of Prematurity Around the World: An International Web-Based Survey.

To characterize retinopathy of prematurity (ROP) training practices in international residency and fellowship programs. A publicly available online-based platform (http://www.SurveyMonkey.com) was used to develop a 28-question multiple-choice survey that targeted ROP screening and treatment methods. The authors solicited training programs in the Philippines, Thailand, and Taiwan. Programs from three countries participated in the survey, and a total of 95 responses collected from residents, fellows, and attending ophthalmologists were analyzed. A descriptive analysis demonstrated that 45 participants (47%) reported 1% to 33% of ROP screenings were performed under direct supervision of attending ophthalmologists, and 35 (37%) reported the use of formal assessments. The majority of participants (Country A: 87%, Country B: 71%, and Country C: 75%) estimated 1% to 33% of their practice was spent screening for ROP. Notably, 44 participants (46%) reported performing zero laser photocoagulation treatments for ROP during training (Country A: 65%, Country B: 38%, and Country C: 38%). International ophthalmology trainees perform a limited number of ROP examinations and laser interventions. ROP screenings are often unsupervised and lead to no formal evaluation by an attending ophthalmologist. Limited ROP training among ophthalmologists may lead to misdiagnosis and ultimately mismanagement of a patient. Loss of vision and exposure to unwarranted treatments are among the implications of such errors. The findings highlight the need to improve ROP training in international ophthalmology residency and fellowship programs. [J Pediatr Ophthalmol Strabismus. 2019;56(5):282-287.].

An Examination of College Counselors' Work With Student Sex Addiction: Training, Screening, and Referrals

Given the prevalence of sex addiction (SA) among collegiate populations, the authors designed this study to examine college counselors' training in SA, use of formal assessments, and referrals to support groups. Results indicated that 84.4% of college counselors (N = 77) had at least one client present with SA‐related issues in the past year. Findings suggest the need for improvement in counselor training in SA, use of formal assessments, and referral practices.

Physical Education Meets Teacher Evaluation: Supporting Physical Educators in Formal Assessment of Student Learning Outcomes

Few physical educators engage in formal assessment of student learning outcomes. Recent trends in high-stakes teacher evaluation make formal assessment of learning progress/outcomes by physical educators a teaching function, central to a “well-rounded education” through recent federal legislation. This project targeted the following research questions: (a) Can physical educators increase their use of formal-formative assessment of student learning out-comes as a consequence of a professional development intervention that includes on-site coaching support? and (b) Can physical educators reliably collect formal-formative assessment data on student learning? Seven (4 females, 3 males; experience range: 4–15 years) licensed secondary school physical education teachers volunteered as participants. The intervention included professional development (PD) workshops, ongoing on-site coaching support, and prompt-ing. A multiple baseline design (MBD) across subjects determined the efficacy of the intervention on teachers’ use of formal-formative assessment practices. Postcheck follow-up observations were made during the following school year. Data were collected via the vali-dated Systematic Observation of Formal Assessment of Students by Teachers (SOFAST). The reliability of teachers’ use of formal assessment was established with a second trained observer simul-taneously collecting identical data on the same aspects of student performance as the teacher. Data were plotted graphically across sessions and assessed with standard visual analysis criteria, which demonstrated the functional relationship between the intervention and teachers’ use of formal-formative assessment of student out-comes. Standard interobserver agreement calculations determined the reliability of the teachers’ assessments of students’ MVPA levels versus outside observers’ via the total interval method. All seven teachers increased their use of formal assessment of student per-formance and shifted focus of the assessment toward subject-matter performance. Their formal assessment observations were found to be reliable. Experienced secondary school physical education teachers can successfully and reliably employ formal-formative assessment of student performance outcomes. Subscribe to TPE

Clinician perceptions of sleep problems, and their treatment, in patients with non-affective psychosis

Aims and method: To assess clinicians’ views about their understanding and treatment of sleep problems in people with non-affective psychosis. An online survey was emailed to adult mental health teams in two NHS trusts.Results: One hundred and eleven clinicians completed the survey. All clinicians reported disrupted sleep in their patients, and endorsed the view that sleep and psychotic experiences each exacerbate the other. However, most clinicians (n = 92, 82%) assessed sleep problems informally, rather than using standard assessment measures. There was infrequent use of the recommended cognitive-behavioural treatments for sleep problems such as persistent insomnia, with the approaches typically used being sleep hygiene and medications instead.Clinical implications: Clinicians recognise the importance of sleep in psychosis, but the use of formal assessments and recommended treatments is limited. Barriers to treatment implementation identified by the clinicians related to services (e.g. lack of time), patients (e.g. their lifestyle) and environmental features of inpatient settings.

The Current State of Musculoskeletal Ultrasound Education in Physical Medicine and Rehabilitation Residency Programs

BackgroundExposure to musculoskeletal ultrasound (MSUS) is now a mandatory component of physical medicine and rehabilitation (PM&R) residency training. However, reports on the extent of the implementation and efficacy of MSUS education are lacking in the literature. ObjectiveTo determine the extent to which PM&R residencies are implementing MSUS education. DesignCross-sectional. SettingInstitutional. ParticipantsThirty-six of the 78 United States PM&R residency programs accredited by the Accreditation Council for Graduate Medical Education. MethodsAll 78 programs were solicited with an online survey via the residency program director and coordinator in July 2014. The 25 questions on the survey were aimed at determining program MSUS educational characteristics and their effectiveness. Main Outcome MeasuresDescription of teaching methods used for MSUS, residency demographics, characteristics of MSUS faculty expertise, and faculty-perceived competency in MSUS examinations and procedures among residents. Data were analyzed using both descriptive statistics and tests for independence to identify correlations between program characteristics and resident MSUS competency. ResultsA response was received from 36 of the 78 residency programs (46.2%). Of the 36 residency programs that responded, 97.2% provide exposure to MSUS (a figure that drops to 44.9% when nonrespondents are included); 61% had mandatory MSUS training (28.2% when including nonrespondents); and 44.4% had a formal curriculum (20.5% when including nonrespondents). The most common MSUS educational tools used were lecture (88.9%), outpatient clinic (86.1%), and hands-on workshops (86.1%). Sixty-one percent of responding programs evaluate residents with formal assessment tools. Overall, faculty at 38.8% and 44.4% of programs believed that at least 50% of residents who graduate are competent in diagnostic and interventional MSUS, respectively. These rates were significantly associated with the use of formal assessment. ConclusionMSUS education is growing in PM&R, but many programs still have not adopted a formal educational curriculum. Formal assessment to evaluate resident MSUS skills significantly improves faculty-perceived MSUS competency.

Re-organisation of oesophago-gastric cancer services in England and Wales: a follow-up assessment of progress and remaining challenges.

BackgroundThis study is an update on an earlier article in 2007 to assess the implementation of the Cancer Plan reform strategy in England and Wales.FindingsA national online survey to upper gastro-intestinal leads at network and trust level. The questionnaire was designed based on existing clinical practice guidelines and addressed governing principles and operational procedures related to the delivery of cancer care. It was sent in January 2012 to upper gastro-intestinal network and trusts leads at all cancer networks and acute NHS organisations in England and Wales. Responses were received from 100% of Cancer Networks and 91% of NHS organisations. Centralisation of surgery has improved with all but two trusts (5.4%) now meeting the minimum staffing level for oesophago-gastric cancer surgery. This is a substantial improvement since the 2007 survey when 21 trusts (46.7%) did not meet this requirement. The use of formal assessment for nutritional needs has improved, too. In 2007, the involvement of the palliative care team in multi-disciplinary teams was poor. While this has improved, 27 trusts (19.7%) still report that none of the palliative care team members routinely attend the multi-disciplinary team discussion.ConclusionsThe survey demonstrates improved compliance with organisational recommendations since the last assessment in 2007. Centralisation of surgery has improved and is nearly fully compliant with the reform strategy. Areas that require further improvement are nutritional support and inclusion of palliative care in multi-disciplinary team meetings.

How are top companies assessing their high-potentials and senior executives? A talent management benchmark study.

Although high-potential and executive assessment has been a popular topic in practice for decades, the primary emphasis in the literature has been on the development and use of specific tools and interventions. As a result, when organizations seek guidance on the practice of assessment in corporations, Industrial-Organizational psychology (I-O) practitioners and consulting psychologists have limited information available with which to compare. Moreover, industry reports often represent a specific tool, technique or point of view. There are relatively few empirical perspectives of the current practice of assessment in corporations, and even fewer that focus specifically on high-potentials and senior executives. This article attempts to close the gap in the literature by presenting the results of a benchmark survey. The survey was designed to provide insights and visibility to talent assessment efforts in large organizations with strong talent management and leadership development functions. Specifically, the results focus on the use of formal assessments with high-potentials and senior executives, including the purpose of the assessments, the application of various methodologies, a discussion of scope and ownership models, and the type of resources used to support such efforts. The article concludes with summary observations and implications for internal and external I-O, talent management and consulting practice.

A philosophical perspective on leading music activities for the over 50s

The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders’ and participants’ views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant and 13 activity leader questionnaires, from 28 participant and 13 activity leader individual interviews, and from 15 participant focus groups were analysed within a philosophical framework that refers to six approaches: liberal, progressive, behaviourist, humanistic, radical and analytic. NVivo and SPSS assisted with the quantitative and qualitative analyses. The analyses indicated that humanism was prevalent although other approaches, particularly behaviourist and progressive, were evident. Activity leaders’ emphasis on humanism might lead to more concern with the comfort side of participation than with musical progression. There was very little use of formal assessment or feedback to support progression. There was some discrepancy between purposes for participation between leaders and participants. There might be a need to clarify purpose, particularly if activities are part of adult education rather than adult social groups.

Teachers’ Practices and Beliefs Regarding Teaching Tuning in Elementary and Middle School Group String Classes

The purpose of this study was to examine teachers’ practices and beliefs related to the teaching of stringed instrument tuning in elementary and middle school group classes. The aspects examined included the following: (a) teachers’ beliefs about teaching tuning in their string classes, (b) activities teachers used when teaching tuning in string classes, (c) methods for assessing students’ tuning skills, (d) the grade level that tuning instruction begins, (e) the amount of instructional time used for teaching tuning, (f) teachers’ goals for students’ tuning independence, and (g) teacher, program, or school characteristics that affect how and when tuning is taught. Participants ( N = 139) reported that the average time required to develop tuning independence is 4.5 years. The amount of instructional time available and the level of students’ aural skills were the greatest perceived obstacles to developing tuning independence. Significant differences were found in tuning activities, beliefs about students’ tuning abilities, and assessment procedures and were based on participants’ age, teaching experience, and grade levels taught. The findings indicate a need for further development of tuning pedagogy and greater use of formal assessment to determine if students have developed the prerequisite skills for tuning.

Use of child development assessment in early childhood education: early childhood practitioner and student attitudes toward formal and informal testing

Twenty early childhood practitioners (ECPs) and final‐year Bachelor of Early Childhood Studies students completed a questionnaire about their use (or planned use) of formal and informal child development assessment instruments, their choice of specific instruments, and factors influencing decisions to conduct child development assessments within their early childhood programmes. While most ECPs and all students indicated use (or planned use) of informal assessment, 70% of students and only 10% of ECPs indicated use of formal assessment. Whereas ECPs identified ‘ease of use’ as most important, ‘accuracy of the instrument’ was most important to students. In deciding to use any assessment, students ranked ‘identifies children at risk’ as most important, compared with ECPs who ranked ‘provides a good picture of children's development’ as most important. Results are discussed in terms of their implications for the early childhood field and for pre‐service training in child development assessment.

Use of formal assessments among providers of residential services for the seriously mentally ill.

A survey of use of formal scales in assessment was sent to 1381 agencies that provide residential services to the seriously mentally ill. 271 residential agencies responded. A majority of respondents who used formal assessments used in-house measures. Scales were used most often in client care decisions. A substantial minority of respondents reported being somewhat or very dissatisfied with existing scales. Lack of predictive ability and staff time required were the most frequently cited difficulties. The study indicates a need for better assessments to aid client-care planning, and promote interagency communication.