A Model of the Knowledge Assessment Using Bayes’ Network

2017 ◽  
pp. 35-47
Author(s):  
Małgorzata Śliwa ◽  
Justyna Patalas-Maliszewska
Keyword(s):  
Knowledge Assessment ◽  
Bayes Network

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

scholarly journals Exertional Heat Stroke Knowledge and Management among Emergency Medical Service Providers

2021 ◽  
Vol 18 (9) ◽  
pp. 5016
Author(s):  
Rebecca Hirschhorn ◽  
Oluwagbemiga DadeMatthews ◽  
JoEllen Sefton
Keyword(s):  
Service Providers ◽  
Heat Stroke ◽  
The United States ◽  
Knowledge Assessment ◽  
Years Of Experience ◽  
Exertional Heat Stroke ◽  
Emergency Medical ◽  
Previously Treated ◽  
Stroke Knowledge ◽  
Cooling Methods

This study evaluated emergency medical services (EMS) providers’ knowledge of exertional heat stroke (EHS) and assessed current EMS capabilities for recognizing and managing EHS. EMS providers currently practicing in the United States were recruited to complete a 25-item questionnaire. There were 216 questionnaire responses (183 complete) representing 28 states. On average, respondents were 42.0 ± 13.0 years old, male (n = 163, 75.5%), and white (n = 176, 81.5%). Most respondents were Paramedics (n = 110, 50.9%) and had ≥16 years of experience (n = 109/214, 50.9%) working in EMS. Fifty-five percent (n = 99/180) of respondents had previously treated a patient with EHS. The average number of correct answers on the knowledge assessment was 2.6 ± 1.2 out of 7 (~37% correct). Temporal (n = 79), tympanic (n = 76), and oral (n = 68) thermometers were the most prevalent methods of temperature assessment available. Chemical cold packs (n = 164) and air conditioning (n = 134) were the most prevalent cooling methods available. Respondents demonstrated poor knowledge regarding EHS despite years of experience, and over half stating they had previously treated EHS in the field. Few EMS providers reported having access to an appropriate method of assessing or cooling a patient with EHS. Updated, evidence-based training needs to be provided and stakeholders should ensure their EMS providers have access to appropriate equipment.

scholarly journals The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

2021 ◽  
Author(s):  
Charles F. C. Taylor ◽  
Octavia R. Kurn ◽  
Steven P. Glautier ◽  
Deepika Anbu ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Medical Curriculum ◽  
Psychology Students ◽  
Peer Teaching ◽  
Interdisciplinary Education ◽  
Knowledge Assessment ◽  
Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

scholarly journals Development and validation of antisnake venom knowledge assessment tool (AKAT) for healthcare practitioners

Toxicon X ◽  
2020 ◽  
Vol 8 ◽  
pp. 100064
Author(s):  
Auwal A. Bala ◽  
Abubakar I. Jatau ◽  
Ismaeel Yunusa ◽  
Mustapha Mohammed ◽  
Al-Kassim H. Mohammed ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Knowledge Assessment ◽  
Development And Validation

scholarly journals A Novel Microsurgical Suturing Pilot Course for Ophthalmology Residents Based on Kern's Model for Curriculum Development

2020 ◽  
Vol 12 (02) ◽  
pp. e244-e250
Author(s):  
Aliya C. Roginiel ◽  
Christopher C. Teng ◽  
Jessica H. Chow
Keyword(s):  
Curriculum Development ◽  
Clinical Training ◽  
Training Session ◽  
Surgical Instruments ◽  
Knowledge Assessment ◽  
Skills Assessment ◽  
Practical Skills ◽  
Teaching Session ◽  
Suturing Techniques ◽  
Practice Time

Abstract Background Sutureless ophthalmic procedures are becoming more commonplace, reducing opportunities for ophthalmology residents to learn microsurgical suturing techniques. There is no standard curriculum in place to address this gap in clinical training among ophthalmology residency programs. Objective The aim of this study was to design, implement, and evaluate a preliminary microsurgical suturing curriculum for ophthalmology residents using Kern's six-step approach for curriculum development as a guideline, and the principles of distributed practice and guided, self-directed practice. Methods We designed a faculty-led teaching session on fundamental microsurgical suturing techniques for all 15 ophthalmology residents from Yale University over one academic year. Suturing skills were evaluated, followed by a guided teaching session, 30 days of self-directed practice time, and a re-evaluation of skills. The residents were evaluated through a written knowledge assessment and practical skills assessment. The residents also evaluated their skill level before and after the teaching session and practice period through written Likert-scale surveys. Data were evaluated in Excel using descriptive statistics and the paired t-test. Results After the session, postgraduate year 2 (PGY-2) residents felt more confident in recognition and use of surgical instruments (p < 0.01). PGY-3 residents felt less confident in their knowledge of microsurgical suturing after the session (p = 0.02). PGY-4 residents felt they were better able to identify different suture types after the session (p = 0.02). All residents improved on the written knowledge assessment (p < 0.001) and in all categories of the practical skills assessment (p < 0.001). Conclusions Implementation of a faculty-led microsurgical suturing training session, followed by 1-month of practice time, significantly improved residents' knowledge and practical application of various microsurgical suturing techniques that are necessary for performing common ophthalmic procedures.

scholarly journals Knowledge assessment: Squeezing information from multiple-choice testing.

2015 ◽  
Vol 21 (2) ◽  
pp. 167-177
Author(s):  
Raymond S. Nickerson ◽  
Susan F. Butler ◽  
Michael T. Carlin
Keyword(s):  
Multiple Choice ◽  
Knowledge Assessment ◽  
Choice Testing

Ethical Aspects of Genotype Disclosure: Perceptions of Participants in a Nutrigenetic Study in Finland

2021 ◽  
pp. 1-11
Author(s):  
Suchetana De ◽  
Maaria Tringham ◽  
Anu Hopia ◽  
Raija Tahvonen ◽  
Anna-Maija Pietilä ◽  
...  
Keyword(s):  
Basic Education ◽  
Ethical Issues ◽  
Research Process ◽  
Lifestyle Changes ◽  
Knowledge Assessment ◽  
Categorical Variables ◽  
Continuous Variables ◽  
Allele Status ◽  
Group Members ◽  
Questionnaire Online

<b><i>Objective:</i></b> The aim of this study was to gain insight into the understanding of genetics and perceptions on the ethical issues related to genotype disclosure of the participants in a nutrigenetic study. <b><i>Methods:</i></b> A close-ended questionnaire was developed based on literature and discussions among the research group members. The questionnaire contained a ­total of 33 questions, which were divided into 4 categories – demographics, knowledge assessment, concerns related to participation, and opinions on disclosure of information. Majority of the participants (250 out of 281) of a nutrigenetic study, in which effect of disclosing <i>APOE</i> allele status on lifestyle changes was studied, completed the questionnaire online following the informed consent process. The responses from the knowledge assessment and the concern categories were transformed into knowledge and concern scales, respectively, and analysed by descriptive statistical methods. The statistical associations between the categorical variables were determined using χ<sup>2</sup> test of independence. The relationship between the continuous variables was assessed using Pearson product-moment correlation coefficient and internal consistency of questions by Cronbach’s alpha. <b><i>Results:</i></b> No correlation was observed between the level of education and knowledge scores. About 10% of the participants thought that the genetic predisposition would be stressful to them and their family members. <b><i>Conclusions:</i></b> Careful distribution of information before a nutrigenetic study supports understanding and reduces concerns of genetic susceptibility. In Finland, strong basic education is likely to have strengthened the trust in research process.

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