scholarly journals Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments

2017 ◽  
Vol 92 (12) ◽  
pp. 1774-1779 ◽  
Author(s):  
Stefanie S. Sebok-Syer ◽  
Don A. Klinger ◽  
Jonathan Sherbino ◽  
Teresa M. Chan
Keyword(s):  
Assessment Scores ◽  
Written Comments ◽  
Workplace Based Assessment ◽  
Mixed Messages ◽  
The Relationship

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

Mixed Messages: Iran versus Saudi Arabia and GCC

2018 ◽  
Vol 5 (4) ◽  
pp. 365-386
Author(s):  
Debbie Abuelghanam ◽  
Naser Tahboub
Keyword(s):  
Saudi Arabia ◽  
Middle East ◽  
Balance Of Power ◽  
Gulf Cooperation Council ◽  
Gulf Region ◽  
Regional Powers ◽  
Regional Group ◽  
Gulf States ◽  
Mixed Messages ◽  
The Relationship

Much has been written about the relationship between Iran and the Gulf states. This relationship, while extremely complex, historic as well as deep rooted, needs to be revisited, especially in the light of the growing discords. This article investigates the contest over the balance of power in the Middle East which is impacted by state interests, foreign policy, ideology, sectarianism, and geography. There are three questions that need to be asked: (a) What role does Iran play in the Gulf region? (b) What is its relationship with the Gulf Cooperation Council (GCC)? and (c) Is there room for the two regional powers (Iran and Saudi Arabia) in the Gulf region? Iran’s role in the Middle East has expanded exponentially by both diplomatic means as well as by proxy and direct interventions. It has become apparent that while once Saudi Arabia controlled the GCC, due to recent events, the regional group has become trivialized. As Saudi Arabia and Iran vie for power, the Gulf is tension-filled and fraught with the possibility of misperceptions and miscalculations.

scholarly journals Nuance and Noise: Lessons Learned From Longitudinal Aggregated Assessment Data

2017 ◽  
Vol 9 (6) ◽  
pp. 724-729 ◽  
Author(s):  
Teresa M. Chan ◽  
Jonathan Sherbino ◽  
Mathew Mercuri
Keyword(s):  
Tertiary Care ◽  
Lessons Learned ◽  
Teaching Hospitals ◽  
Average Score ◽  
Global Rating ◽  
Multilevel Regression ◽  
Assessment Data ◽  
Workplace Based Assessment ◽  
Competency Based ◽  
The Relationship

ABSTRACT Background  Competency-based medical education requires frequent assessment to tailor learning experiences to the needs of trainees. In 2012, we implemented the McMaster Modular Assessment Program, which captures shift-based assessments of resident global performance. Objective  We described patterns (ie, trends and sources of variance) in aggregated workplace-based assessment data. Methods  Emergency medicine residents and faculty members from 3 Canadian university-affiliated, urban, tertiary care teaching hospitals participated in this study. During each shift, supervising physicians rated residents' performance using a behaviorally anchored scale that hinged on endorsements for progression. We used a multilevel regression model to examine the relationship between global rating scores and time, adjusting for data clustering by resident and rater. Results  We analyzed data from 23 second-year residents between July 2012 and June 2015, which yielded 1498 unique ratings (65 ± 18.5 per resident) from 82 raters. The model estimated an average score of 5.7 ± 0.6 at baseline, with an increase of 0.005 ± 0.01 for each additional assessment. There was significant variation among residents' starting score (y-intercept) and trajectory (slope). Conclusions  Our model suggests that residents begin at different points and progress at different rates. Meta-raters such as program directors and Clinical Competency Committee members should bear in mind that progression may take time and learning trajectories will be nuanced. Individuals involved in ratings should be aware of sources of noise in the system, including the raters themselves.

scholarly journals Advancing Our Understanding of Narrative Comments Generated by Direct Observation Tools: Lessons From the Psychopharmacotherapy-Structured Clinical Observation

2019 ◽  
Vol 11 (5) ◽  
pp. 570-579 ◽  
Author(s):  
John Q. Young ◽  
Rebekah Sugarman ◽  
Eric Holmboe ◽  
Patricia S. O'Sullivan
Keyword(s):  
Direct Observation ◽  
Clinical Observation ◽  
High Quality ◽  
Written Comments ◽  
Checklist Score ◽  
Observation Tools ◽  
Assess Quality ◽  
The Relationship ◽  
Narrative Comments

ABSTRACT Background While prior research has focused on the validity of quantitative ratings generated by direct observation tools, much less is known about the written comments. Objective This study examines the quality of written comments and their relationship with checklist scores generated by a direct observation tool, the Psychopharmacotherapy-Structured Clinical Observation (P-SCO). Methods From 2008 to 2012, faculty in a postgraduate year 3 psychiatry outpatient clinic completed 601 P-SCOs. Twenty-five percent were randomly selected from each year; the sample included 8 faculty and 57 residents. To assess quality, comments were coded for valence (reinforcing or corrective), behavioral specificity, and content. To assess the relationship between comments and scores, the authors calculated the correlation between comment and checklist score valence and examined the degree to which comments and checklist scores addressed the same content. Results Ninety-one percent of the comments were behaviorally specific. Sixty percent were reinforcing, and 40% were corrective. Eight themes were identified, including 2 constructs not adequately represented by the checklist. Comment and checklist score valence was moderately correlated (Spearman's rho = 0.57, P < .001). Sixty-seven percent of high and low checklist scores were associated with a comment of the same valence and content. Only 50% of overall comments were associated with a checklist score of the same valence and content. Conclusions A direct observation tool such as the P-SCO can generate high-quality written comments. Narrative comments both explain checklist scores and convey unique content. Thematic coding of comments can improve the content validity of a checklist.

scholarly journals Networking for sustainable supplier development; evidence from a Finnish industrial cluster

2020 ◽  
Vol 4 (2) ◽  
pp. 22-36
Author(s):  
Osmo Kauppila ◽  
Henri Jounila ◽  
Arto Reiman
Keyword(s):  
Industrial Cluster ◽  
Third Party ◽  
Supplier Development ◽  
Financial Indicators ◽  
Network Approach ◽  
Mixed Methods Approach ◽  
Assessment Scores ◽  
Quantitative Analyses ◽  
The Impact ◽  
The Relationship

This article examines a network approach to sustainably developing suppliers in the context of a Finnish industrial cluster. The approach (HSEQ AP) aims to assess and develop the health, safety, environmental and quality-related capabilities of the suppliers of the buying companies that form the cluster. In this study, the impact of this approach, which has been operating for more than a decade, is examined through a mixed-methods approach. Suppliers that have been audited two times or more (n = 29) were quantitatively analyzed in terms of safety performance, consecutive assessment scores and the relationship between assessment scores and financial indicators. To support the quantitative analyses, interviews were conducted with buyers and suppliers. The results suggest that the HSEQ AP can be linked to improvement in operational results and to enhancing social sustainability in the supply network, and that the suppliers and buyers generally find it a worthy investment. The antecedents for this network approach are partially similar to supplier development in general: Buyer demonstration of commitment, particularly through purchasing processes, is crucial and not fully realized in all cases. The use of a competent, trained third-party assessor was seen to bring value, and the suppliers also rated buyer participation very highly. Interestingly, no significant improvement was found regarding environmental capabilities. The HSEQ AP can be viewed as a CSR practice, but the results show there could be further potential to unlock.

The Association Between Sequential Organ Failure Assessment Scores and Mortality in Patients With Sepsis During the First Week: The JSEPTIC DIC Study

2018 ◽  
Vol 35 (7) ◽  
pp. 656-662 ◽  
Author(s):  
Tsuyoshi Nakashima ◽  
Kyohei Miyamoto ◽  
Toshio Shimokawa ◽  
Seiya Kato ◽  
Mineji Hayakawa
Keyword(s):  
Septic Shock ◽  
Severe Sepsis ◽  
Hospital Mortality ◽  
Sequential Organ Failure Assessment ◽  
Organ Failure ◽  
Sofa Score ◽  
Assessment Scores ◽  
Coagulation Study ◽  
Failure Assessment ◽  
The Relationship

Objective: Predicting prognosis is a complex process, particularly in patients with severe sepsis or septic shock. This study aimed to determine the relationship between the Sequential Organ Failure Assessment (SOFA) scores for individual organs during the first week of admission and the in-hospital mortality in patients with sepsis. Methods: This study was a post hoc evaluation of the Japan Septic Disseminated Intravascular Coagulation study and included patients admitted to 42 intensive care units in Japan for severe sepsis or septic shock, between January 2011 and December 2013. We assessed the relationship between the organ and total SOFA scores on days 1, 3, and 7 following admission and the in-hospital mortality using logistic regression analysis. Results: We evaluated 2732 patients and found the in-hospital mortality rate was 29.1%. The mean age of the patients (standard deviation) was 70.5 (14.1) years, and the major primary site of infection was the abdomen (33.6%). The central nervous system (CNS) SOFA score exhibited the strongest relationship with mortality on days 1 (adjusted odds ratio [aOR]: 1.49, 95% confidence interval [CI]: 1.40-1.59), 3 (aOR: 1.75, 95% CI: 1.62-1.89), and 7 (aOR: 1.93, 95% CI: 1.77-2.10). The coagulation SOFA scores showed a weak correlation with mortality on day 1, but a strong correlation with mortality on day 7 (aOR: 2.04, 95% CI: 1.87-2.24). Conclusions: The CNS SOFA scores were associated with mortality in patients with severe sepsis on days 1, 3, and 7 following hospitalization. The coagulation SOFA score was associated with mortality on day 7. In clinical situations, the CNS SOFA scores during the acute phase and the CNS SOFA and coagulation SOFA scores during the subsequent phases should be evaluated in order to determine patient prognosis.

scholarly journals Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Lena Jafri ◽  
Imran Siddiqui ◽  
Aysha Habib Khan ◽  
Muhammed Tariq ◽  
Muhammad Umer Naeem Effendi ◽  
...  
Keyword(s):  
Residency Program ◽  
Teaching Method ◽  
Virtual Learning Environment ◽  
P Value ◽  
Assessment Scores ◽  
Clinical Events ◽  
Qualitative Feedback ◽  
Before And After ◽  
Workplace Based Assessment ◽  
Teaching Learning

Abstract Background The principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program. Methods Descriptive multimethod study was conducted. A WBA program was designed for PGs in Chemical Pathology on Moodle and forms utilized were case-based discussion (CBD), direct observation of practical skills (DOPS) and evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and posttest to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools. Results Six eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n = 7 and PGs n = 6), 12 ECEs (assessors n = 6 and PGs n = 5), and 20 DOPS (assessors n = 6 and PGs n = 6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, Overall mean time taken to evaluate PG’s was 12.6 ± 9.9 min and feedback time 9.2 ± 7.4 min. Mean WBA process satisfaction of assessors and PGs on Likert scale of 1 to 10 was 8 ± 1 and 8.3 ± 0.8 respectively. Conclusion Both assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs’ assessment scores after WBA implementation.

Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 731-742 ◽  
Author(s):  
Sachel M. Villafañe ◽  
Jennifer E. Lewis
Keyword(s):  
Internal Structure ◽  
Structural Equation ◽  
Student Assessment ◽  
Equation Modeling ◽  
College Chemistry ◽  
Interest In Science ◽  
Assessment Scores ◽  
Science Attitude ◽  
Race Ethnicity ◽  
The Relationship

Decisions about instruction, research, or policy often require the interpretation of student assessment scores. Increasingly, attitudinal variables are included in an assessment strategy, and it is important to ensure that interpretations of students' attitudinal status are based on instrument scores that apply similarly for diverse students. In this study, a shortened version of the Test of Science Related Attitudes (TOSRA) was used to gather validity evidence based on the internal structure of the instrument in an introductory chemistry course. Using measurement invariance analysis by sex and race/ethnicity, it was found that the internal structure holds by sex, but it did not hold by race/ethnicity in our sample. Further analysis revealed problems with the normality scales for Black students in our sample. Also, this study examined the relationship between the scales of the Shortened TOSRA, achievement in chemistry, and prior math knowledge. Using Structural Equation Modeling (SEM) it was found that two of the scales, attitude toward inquiry and career interest in science, have a small but significant influence on students' achievement in chemistry. This study highlights the importance of examining if the scores apply similarly for different groups of students in a population, since the scores of these assessments could be used to make decisions that will affect the students.

scholarly journals P113 An Exploration of Factors that Affect Perceived Onset Latency during the MSLT Test

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A58-A58
Author(s):  
M Puglia ◽  
A Turton ◽  
J Stonehouse ◽  
A Rossely ◽  
A Grbic ◽  
...  
Keyword(s):  
Room Temperature ◽  
Sleep Onset ◽  
Scale Space ◽  
Sleep Onset Latency ◽  
Onset Latency ◽  
Written Comments ◽  
Patient’S Experience ◽  
The Relationship ◽  
Test Outcomes ◽  
Perception Of Sleep

Abstract It is assumed that during the MSLT test, the sleep laboratory environment will be appropriately resourced to facilitate sleep. However, anecdotal evidence suggests that a variety of factors may actually hinder sleep onset, although this possibility has not been formally investigated in the literature. Thirty-four MSLT participants, who attended the sleep unit between 2018 and 2019, completed a questionnaire that was designed to test perception of sleep onset latency by asking them how easy/difficult it was for them to fall asleep on 17 items that came from four categories. The four categories were the 1. sleep unit environment, e.g. noise/ room temperature; 2. the MSLT procedure, e.g. wires/fixed nap times; 3. the MSLT staff e.g. manner/ clarity of explanations and 4. pain/distress unrelated to the test. All items were rated on a five-point Likert scale. Space was provided for written comments for each category. Overall, the relationship with staff had the greatest impact on perceived sleep onset latency. Forty-one percent of participants reported that the provision of a thorough explanation of the day’s procedure helped them fall asleep in naps. Thirty-five percent reported that their own pain and discomfort affected their ability to sleep. Light and noise had little impact. This research indicates that the staff-patient relationship plays a significant role in patient’s experience of the MSLT and may potentially affect test outcomes.

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