scholarly journals Using computerized assessment in simulated colonoscopy: a validation study

2020 ◽  
Vol 08 (06) ◽  
pp. E783-E791
Author(s):  
Andreas Slot Vilmann ◽  
Christian Lachenmeier ◽  
Morten Bo Søndergaard Svendsen ◽  
Bo Søndergaard ◽  
Yoon Soo Park ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Assessment Tools ◽  
Continuous Assessment ◽  
Computerized Assessment ◽  
3 Dimensional ◽  
Phantom Model ◽  
Significant Difference ◽  
Simulation Based ◽  
Travel Length ◽  
Colon Data

Abstract Background and study aims Patient safety during a colonoscopy highly depends on endoscopist competence. Endoscopic societies have been calling for an objective and regular assessment of the endoscopists, but existing assessment tools are time-consuming and prone to bias. We aimed to develop and gather evidence of validity for a computerized assessment tool delivering automatic and unbiased assessment of colonoscopy based on 3 dimensional coordinates from the colonoscope. Methods Twenty-four participants were recruited and divided into two groups based on experience: 12 experienced and 12 novices. Participants performed twice on a physical phantom model with a standardized alpha loop in the sigmoid colon. Data was gathered directly from the Olympus ScopeGuide system providing XYZ-coordinates along the length of the colonoscope. Five different motor skill measures were developed based on the data, named: Travel Length, Tip Progression, Chase Efficiency, Shaft movement without tip progression, and Looping. Results The experinced had a lower travel length (P < 0.001), tip progression (P < 0.001), chase efficiency (P = 0.001) and looping (P = 0.006), and a higher shaft movement without tip progression (P < 0.001) reaching the cecum compared with the novices. A composite score was developed based on the five measurements to create a combined score of progression, the 3D-Colonoscopy-Progression-Score (3D-CoPS). The 3D-CoPS revealed a significant difference between groups (experienced: 0.495 (SD 0.303) and novices –0.454 (SD 0.707), P < 0.001). Conclusion This study presents a novel, real-time computerized assessment tool for colonoscopy, and strong evidence of validity was gathered in a simulation-based setting. The system shows promising opportunities for automatic, unbiased and continuous assessment of colonoscopy performance.

scholarly journals Reliability and validity of a computer game-based tool of upper extremity assessment for object manipulation tasks in children with cerebral palsy

2021 ◽  
Vol 8 ◽  
pp. 205566832110140
Author(s):  
Anuprita Kanitkar ◽  
Sanjay T Parmar ◽  
Tony J Szturm ◽  
Gayle Restall ◽  
Gina Rempel ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Upper Extremity ◽  
Performance Measures ◽  
Assessment Tool ◽  
Computer Game ◽  
Object Manipulation ◽  
Manual Dexterity ◽  
Assessment Tools ◽  
Significant Difference ◽  
Children With Cerebral Palsy

Introduction A computer game-based upper extremity (CUE) assessment tool is developed to quantify manual dexterity of children with Cerebral Palsy (CP). The purpose of this study was to determine test-retest reliability of the CUE performance measures (success rate, movement onset time, movement error, and movement variation) and convergent validity with the Peabody Developmental Motor Scale version 2 (PDMS-2) and the Quality of Upper Extremity Skills Test (QUEST). Methods Thirty-five children with CP aged four to ten years were tested on two occasions two weeks apart. Results CUE performance measures of five chosen object manipulation tasks exhibited high to moderate intra-class correlation coefficient (ICC) values. There was no significant difference in the CUE performance measures between test periods. With few exceptions, there was no significant correlation between the CUE performance measures and the PDMS-2 or the QUEST test scores. Conclusions The high to moderate ICC values and lack of systematic errors indicate that the CUE assessment tool has the ability to repeatedly record reliable performance measures of different object manipulation tasks. The lack of a correlation between the CUE and the PDMS-2 or QUEST scores indicates that performance measures of these assessment tools represent distinct attributes of manual dexterity.

scholarly journals Effect of Manual Data Cleaning on Nutrient Intakes using the Automated Self-Administered 24-Hour Dietary Assessment Tool (ASA24)

2021 ◽  
Author(s):  
Yasmine Y Bouzid ◽  
Joanne E Arsenault ◽  
Ellen L Bonnel ◽  
Eduardo Cervantes ◽  
Annie Kan ◽  
...  
Keyword(s):  
Energy Intake ◽  
Assessment Tool ◽  
Data Cleaning ◽  
Dietary Assessment ◽  
Assessment Tools ◽  
Energy Requirements ◽  
Nutrient Intakes ◽  
Significant Difference ◽  
Before And After ◽  
Total Fat

Abstract Background Automated dietary assessment tools such as ASA24® are useful for collecting 24-hour recall data in large-scale studies. Modifications made during manual data cleaning may affect nutrient intakes. Objectives We evaluated the effects of modifications made during manual data cleaning on nutrients intakes of interest: energy, carbohydrate, total fat, protein, and fiber. Methods Differences in mean intake before and after data cleaning modifications for all recalls and average intakes per subject were analyzed by paired t-tests. Chi-squared test was used to determine whether unsupervised recalls had more open-ended text responses that required modification than supervised recalls. We characterized food types of text response modifications. Correlations between predictive energy requirements, measured total energy expenditure (TEE), and mean energy intake from raw and modified data were examined. Results After excluding 11 recalls with invalidating technical errors, 1499 valid recalls completed by 393 subjects were included in this analysis. We found significant differences before and after modifications for energy, carbohydrate, total fat, and protein intakes for all recalls (p &lt; 0.05). Limiting to modified recalls, there were significant differences for all nutrients of interest, including fiber (p &lt; 0.02). There was not a significantly greater proportion of text responses requiring modification for home compared to supervised recalls (p = 0.271). Predicted energy requirements correlated highly with TEE. There was no significant difference in correlation of mean energy intake with TEE for modified compared to raw data. Mean intake for individual subjects was significantly different for energy, protein, and fat intakes following cleaning modifications (p &lt; 0.001). Conclusions Manual modifications can change mean nutrient intakes for an entire cohort and individuals. However, modifications did not significantly affect correlation of energy intake with predictive requirements and measured expenditure. Investigators can consider their research question and nutrients of interest when deciding to make cleaning modifications.

scholarly journals UNCOVERING LEARNERS’ EXPERIENCES TO NEW NORMAL EDUCATION: IMPLICATIONS OF ASYNCHRONOUS INSTRUCTION IN GE 5: SCIENCE, TECHNOLOGY, AND SOCIETY COURSE TEACHING

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Jeneva J. Diez ◽  
Emiernafe M. Ebro ◽  
Ronna Joy C. Dequito ◽  
Tomas Jr A. Diquito
Keyword(s):  
Assessment Tool ◽  
Learning Experiences ◽  
Course Evaluation ◽  
Assessment Tools ◽  
Instructional Materials ◽  
Technology And Society ◽  
New Normal ◽  
Asynchronous Instruction ◽  
Science Technology ◽  
Significant Difference

<p>The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

scholarly journals P130: Feasibility of self-assessing functional status in older emergency department patients

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S111-S111
Author(s):  
V. Boucher ◽  
V. Boucher ◽  
M. Lamontagne ◽  
J. Lee ◽  
M. Émond
Keyword(s):  
Emergency Department ◽  
Activities Of Daily Living ◽  
Functional Status ◽  
Daily Living ◽  
Assessment Tool ◽  
Assessment Method ◽  
Assessment Tools ◽  
Self Assessment ◽  
Medical Reason ◽  
Significant Difference

Introduction: Geriatric Emergency Department (ED) guidelines recommend systematic screening of older patients for geriatric syndromes. However, compliance issues to this recommendation have already been observed. Self-assessment tools could be an interesting solution as self-assessed general, mental and physical health was shown to be predictive of functional decline and mortality. The Older Americans Resources and Services scale (OARS), is a simple geriatric functional assessment scale that is widely used by professionals to quantify patients’ ability to perform activities of daily living (ADL) and instrumental activities of daily living (IADL). However, its use as a self-assessment tool has never been tested. Objective: to evaluate the feasibility of the self-assessed OARS compared to its standard administration by a research assistant (RA) in older ED patients. Methods: A planned sub-analysis of a single center randomized crossover pilot study in 2018 was realized. Patients aged ≥65 who consulted to the ED for any medical reason were included. Patients were excluded if they: 1) required resuscitation (CTAS 1); 2) were unable to consent/to speak French; 3) had a physical condition preventing the use of an electronic tablet. Patients were randomized 1:1 to either 1) tablet-based functional status self-assessment or 2) the RAs questionnaire administration at first, after which they crossed-over to the other assessment method. Paired t-tests were used to assess the score differences. Results: 60 patients were included. Mean age was 74.4 ± 7.6 and 34 (56.7%) participants were women. Mean OARS score according to RA was 25.1 ± 3.3 and mean self-assessed OARS score was 26.4 ± 2.5 (p < 0.0001). There was also differences when looking at the AVQ and AIVQ separately. Mean AVQ scores were 12.5 ± 1.8 and 13.5 ± 0.9 (p < 0.0001) and mean AIVQ scores were 12.6 ± 1.8 and 12.9 ± 1.8 (p = 0.04) for RA assessment and self-assessment, respectively. Conclusion: Our results show a statistically significant difference between RA assessment and patient self-assessment of functional status, and this difference seems to be more pronounced regarding AVQ than AIVQ. The study confirms that self-assessment of functional status by older ED patients is feasible, but further testing is required in order to confirm the validity and psychometric values of this self-administered version of the OARS.

scholarly journals Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation

2021 ◽  
Vol 8 ◽  
pp. 238212052110424
Author(s):  
Brittany J Daulton ◽  
Laura Romito ◽  
Zach Weber ◽  
Jennifer Burba ◽  
Rami A Ahmed
Keyword(s):  
Student Performance ◽  
Internal Consistency ◽  
Interprofessional Education ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Individual Performance ◽  
Individual Student ◽  
Interprofessional Teamwork ◽  
Significant Difference ◽  
Simulation Based

There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency ( F(2, 91)  =  0.756, P  = .472). The competency reports for nursing ( M = 3.06, SD = 0.45), medicine ( M = 3.19, SD = 0.42), and pharmacy ( M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency ( α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and “average” unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.

scholarly journals Comparison of Accuracy of NUTRIC and Modified NUTRIC Scores in Predicting 28-Day Mortality in Patients with Sepsis: A Single Center Retrospective Study

Nutrients ◽  
2018 ◽  
Vol 10 (7) ◽  
pp. 911 ◽  
Author(s):  
Dae Jeong ◽  
Sang-Bum Hong ◽  
Chae-Man Lim ◽  
Younsuck Koh ◽  
Jarim Seo ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Critically Ill ◽  
Assessment Tool ◽  
Area Under The Curve ◽  
Assessment Tools ◽  
Nutritional Risk ◽  
Tertiary Referral Hospital ◽  
Nutrition Risk ◽  
Significant Difference ◽  
Using Data

The NUTRIC (Nutrition Risk in the Critically Ill) and modified NUTRIC scores are nutrition risk assessment tools specifically for intensive care unit (ICU) patients. A modified NUTRIC score is composed of all variables except for IL-6 level in the NUTRIC score. Their use in qualifying critically ill patients at nutritional risk has been extensively evaluated, although not in studies of patients with sepsis, when interleukin 6 levels, which are not included in the modified NUTRIC score, may be elevated. The present study was a retrospective comparison of the accuracy of the NUTRIC and modified NUTRIC scores in predicting 28-day mortality of 482 adult patients with sepsis who were admitted to the medical ICU of a tertiary referral hospital in South Korea between January 2011 and June 2017 and who had ICU stays longer than 24 h. The NUTRIC and modified NUTRIC scores were calculated using data from the patients’ electronic medical records relating to the first 24 h of admission to the ICU. The area under the curve of the NUTRIC Score for predicting 28-day mortality was 0.762 (95% confidence interval (CI): 0.718–0.806) and of the modified NUTRIC Score 0.757 (95% CI: 0.713–0.801). There was no significant difference between the two scores (p = 0.45). The modified NUTRIC score was a good nutritional risk assessment tool for critically ill septic patients.

scholarly journals Pre-Service Teachers’ Assessment of Student Learning In Science Education

2019 ◽  
Vol 4 (2) ◽  
pp. 34-40
Author(s):  
Edsel O Coronado
Keyword(s):  
Student Learning ◽  
Student Teachers ◽  
Assessment Tool ◽  
Group Discussion ◽  
Education Institution ◽  
Assessment Tools ◽  
P Value ◽  
Significant Difference ◽  
Teacher Education Institution ◽  
Assessment Of Student Learning

This research was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. An explanatory sequential mixed method design was used in the study. Three instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. 17 pre-service teachers participated from one teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning. The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.

scholarly journals The Fitness Barometer: A Best Practice Example for Monitoring Motor Performance With Pooled Data Collected From Practitioners

2021 ◽  
Vol 9 ◽  
Author(s):  
Tanja Eberhardt ◽  
Klaus Bös ◽  
Claudia Niessner
Keyword(s):  
Motor Performance ◽  
Best Practice ◽  
Assessment Tool ◽  
Age Groups ◽  
Mean Value ◽  
Assessment Tools ◽  
Chi Square ◽  
Motor Test ◽  
Significant Difference ◽  
Chi Square Test

Introduction: Motor Performance (MP) in children is an important resource for their future active lifestyle and health. Monitoring of MP is crucial to derive information of trends and to implement specific programs on the base of current MP levels. A variety of MP assessment tools exist, making it difficult to determine a “gold-standard” for assessment and to compare the findings. In Germany, the German Motor Test 6–18 (GMT 6–18) and Kinderturntest Plus 3–10 (KITT+ 3–10) are widely used MP assessment tools. The aim of this paper is to show which key questions can be answered within the context of a best practice example of a MP assessment tool and what can be derived from this for a practical application (the Fitness Barometer).Methods: The raw data of the Fitness Barometer was collected with the MP assessment tools GMT 6–18 and KITT+ 3–10 from 2012 through 2020. Data was pooled anonymously with the e-Research infrastructure MO|REdata and categorized into percentiles for MP and BMI. Overall, we included data of 23,864 children for the statistical analyses. T-tests for independent samples, percentage frequency analysis, descriptive statistics (chi- square-test) and single analysis of variance were conducted.Results and Discussion: Children tested reached a mean value of 57.03 (SD = 18.85). Of the sample, 12.7% children were overweight or obese and there is a significant difference between age groups [χ(4)2 = 178.62, p &lt; 0.001, Cramer V = 0.09; n = 23.656]. The relationship between BMI category and mean value of MP was significant [F(4,19,523) = 224.81, p &lt; 0.001]. During 2020, the year of the COVID-19 pandemic, mean value of endurance and speed decreased [Welch's F(1,573) = 8.08, p = 0.005; Welch's F(1,610) = 35.92, p &lt; 0.001]. The GMT 6–18 and KITT+ 3–10 are valid, objective, reliable, and economic MP assessment tools for monitoring MP levels and derive added practical value. Specific programs and interventions should focus on the findings of these. The Fitness Barometer is a best practice example how a standardized assessment tool of monitoring MP point to trends on which practical evidence-based suggestions can be derived with many various partners and expertise.

scholarly journals Assessing collaborative performance on construction projects through knowledge exchange

2017 ◽  
Vol 24 (6) ◽  
pp. 968-987 ◽  
Author(s):  
Gergana Staykova ◽  
Jason Underwood
Keyword(s):  
Construction Projects ◽  
Qualitative Methodology ◽  
Assessment Tool ◽  
Single Case ◽  
Knowledge Exchange ◽  
Assessment Tools ◽  
Continuous Assessment ◽  
Structured Interviews ◽  
Content Type ◽  
Collaborative Performance

Purpose How knowledge exchange (KE) can be used for the continuous assessment and improvement of collaborative performance of project-based organisations in construction is explored. Collaboration on construction projects must be facilitated by people alongside practice of continuous performance assessment and improvement. Currently available assessment tools fail to explicitly define appropriate behaviours and actions due to a poor understanding of what it means for people to collaborate. In contrast, it is established that KE is the focus of collaborative efforts on construction projects; therefore, as most knowledge resides with people, it represents their role in collaboration. The paper aims to discuss these issues. Design/methodology/approach Through a phenomenological/interpretivist and qualitative methodology, how KE can be used for the continuous assessment and improvement of collaborative performance in project-based organisations in construction is explored. A single case study of a UK rail strategic alliance was adopted and six semi-structured interviews were conducted and analysed through a thematic analysis. Findings An assessment tool is proposed based on a set of 20 characteristics of KE, divided into seven categories and linked to indicators of collaboration. The tool can be applied to highly collaborative projects where BIM and Lean are implemented, and project participants are collocated. By measuring their performance against the set criteria, project teams can assess which of their behaviours and actions are inappropriate, and focus their efforts on correcting them. Originality/value Defining the abstract indicators traditionally used to assess collaboration in terms of characteristics pertinent to day-to-day communication amongst participants on collaborative projects to facilitate the continuous assessment and improvement of collaborative performance.

scholarly journals Development and evaluation of a simulation-based resuscitation scenario assessment tool for emergency medicine residents

CJEM ◽  
2012 ◽  
Vol 14 (03) ◽  
pp. 139-146 ◽  
Author(s):  
Andrew Koch Hall ◽  
William Pickett ◽  
Jeffrey Damon Dagnone
Keyword(s):  
Emergency Medicine ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Single Point ◽  
Assessment Tools ◽  
High Fidelity ◽  
Emergency Medicine Resident ◽  
Medicine Resident ◽  
Simulation Based ◽  
Junior Residents

ABSTRACT Objective: We sought to develop and validate a three-station simulation-based Objective Structured Clinical Examination (OSCE) tool to assess emergency medicine resident competency in resuscitation scenarios. Methods: An expert panel of emergency physicians developed three scenarios for use with high-fidelity mannequins. For each scenario, a corresponding assessment tool was developed with an essential actions (EA) checklist and a global assessment score (GAS). The scenarios were (1) unstable ventricular tachycardia, (2) respiratory failure, and (3) ST elevation myocardial infarction. Emergency medicine residents were videotaped completing the OSCE, and three clinician experts independently evaluated the videotapes using the assessment tool. Results: Twenty-one residents completed the OSCE (nine residents in the College of Family Physicians of Canada– Emergency Medicine [CCFP-EM] program, six junior residents in the Fellow of the Royal College of Physicians of Canada–Emergency Medicine [FRCP-EM] program, six senior residents in the FRCP-EM). Interrater reliability for the EA scores was good but varied between scenarios (Spearman rho 5 [1] 0.68, [2] 0.81, [3] 0.41). Interrater reliability for the GAS was also good, with less variability (rho 5 [1] 0.64, [2] 0.56, [3] 0.62). When comparing GAS scores, senior FRCP residents outperformed CCFP-EM residents in all scenarios and junior residents in two of three scenarios (p , 0.001 to 0.01). Based on EA scores, senior FRCP residents outperformed CCFP-EM residents, but junior residents outperformed senior FRCP residents in scenario 1 and CCFPEM residents in all scenarios (p 5 0.006 to 0.04). Conclusions: This study outlines the creation of a high-fidelity simulation assessment tool for trainees in emergency medicine. A single-point GAS demonstrated stronger relational validity and more consistent reliability in comparison with an EA checklist. This preliminary work will provide a foundation for ongoing future development of simulationbased assessment tools.

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