scholarly journals Using the Clerkship Shelf Exam Score as a Qualification for an Overall Clerkship Grade of Honors

2019 ◽  
Vol 94 (3) ◽  
pp. 328-332 ◽  
Author(s):  
David C. Schilling
2020 ◽  
Vol 231 (4) ◽  
pp. S252
Author(s):  
Lindsay Volk ◽  
Hanna E. Labiner ◽  
Nell Maloney Patel ◽  
Dylan Rhichard Nieman
Keyword(s):  

2020 ◽  
Vol 95 (10) ◽  
pp. 1466-1467
Author(s):  
Christopher Mattson ◽  
Yoon Soo Park

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Allison C Koller ◽  
Jon C Rittenberger ◽  
Thomas J Songer ◽  
Andrea L Rosso ◽  
Jessica E Salerno ◽  
...  

Background: Cardiac arrest is a significant public health problem, impacting over 500,000 people in the United States annually. The four major etiologies of arrest are cardiac, respiratory, traumatic, and other. The objective was to determine the impact of etiology on cognition in cardiac arrest survivors using the Montreal Cognitive Assessment (MOCA). Hypothesis: Cardiac arrest etiology impacts cognitive exam score, and patient demographics and characteristics modify that relationship. Methods: A retrospective cohort analysis was performed on all Pittsburgh Post Cardiac Arrest Service (PCAS) patients from 2012-18. Data were acquired through medical record review. T-tests, linear and logistic regression were used to assess the relationships between exam score and modifying factors. MOCA score was analyzed as a binomial variable using a pass/fail threshold of 26/30 points (86.7%) and above for normal cognition. For statistical significance, an alpha level of 0.05 was used. Results: In total, 192 patients completed the MOCA: 104 with cardiac etiology, 35 with respiratory, 4 with trauma, and 49 with other. Median age for all patients was 59.3 years, and 58% were male. Mean (SE) MOCA score for all patients was 72.8 (1.1) percent. When MOCA score was converted to a binomial indicator of normal cognition, respiratory, traumatic, and other etiologies were more likely to exhibit impairment than cardiac etiology arrest when age, sex, witnessed status, length of ICU stay and coma were controlled for (OR: 2.52, 3.43, 2.18 respectively). These findings were nullified when time from arrest to MOCA administration was included. Of the MOCA subcategories, delayed recall was the most severely impacted, with patients recalling an average of 1.67 of 5 words after 5 minutes. Additionally, respiratory arrests performed significantly worse than cardiac etiology arrests in attention (4.1 vs 4.9 points, p=0.004) and language domains (1.9 vs. 2.3, p=0.04). Conclusions: Respiratory, traumatic, and other etiologies were more likely to exhibit abnormal cognition on the MOCA than those with a cardiac etiology. The etiological findings were nullified when time to cognitive examination was controlled for. Timing appears to influence cognitive assessments more than etiology.


2018 ◽  
Vol 8 (2) ◽  
pp. 114
Author(s):  
Dilek Ilhan Beyaztaş ◽  
Sakine Göçer-Şahin

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.


2019 ◽  
Vol 11 (2) ◽  
pp. 182-186 ◽  
Author(s):  
Jennifer S. Jackson ◽  
Michael Bond ◽  
Jeffrey N. Love ◽  
Cullen Hegarty

ABSTRACT Background  Emergency medicine (EM) uses a standardized template for residency application letters of recommendations. In 1997, the Standardized Letter of Recommendation was developed with categories for applicant comparison. Now named the Standardized Letter of Evaluation (SLOE), it is a universal requirement in the EM residency application process. In 2016, a website called “eSLOE” was launched for credentialed academic EM faculty to enter applicant data, which generates a SLOE. Objective  This article outlines website creation for the eSLOE and its successful national implementation in the 2016–2017 EM residency application cycle. We analyzed current trends in applicant assessments from the eSLOE data and compared them to prior data. Methods  Data from 2016–2017 were sorted and analyzed for each question on the eSLOE. An analysis of Global Assessment and Qualifications for EM rankings, clerkship grade, and comparison with prior SLOE data was performed. Results  Analysis of 6715 eSLOEs for 3138 unique applicants revealed the following Global Assessment rankings: top 10%, top one-third, middle one-third, and lower one-third. There was less spread with the distribution for clerkship grade and Qualifications for EM. The 2011–2012 standard letter of recommendation global assessment data, with top 10%, top one-third, middle one-third, and lower one-third, also revealed top-clustered results with less spread compared with the ranking usage in 2016–2017. Conclusions  Results indicate an improved spread of all rank categories for Global Assessment, enhancing the eSLOE's applicant discrimination. There has been an overall improvement in rank designation when compared with previously published data.


2020 ◽  
Vol 9 (2) ◽  
pp. 686-693
Author(s):  
Heru Suwardianto ◽  
Vitaria Wahyu Astuti

The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment  (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure assessment (ρ = 0.023), competence of critical nursing care (ρ = 0.049), clinical reasoning process (ρ = 0.028) and patient safety (ρ = 0.001) have a significant relationship to the critical care exam score. The implementation of learning methods for journal sharing of critical care has a positive impact on competencies and results in good student competencies.   


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