SMaRT Assessment Tool: An Innovative Approach for Objective Assessment of Flap Designs

2021 ◽  
Vol 148 (5) ◽  
pp. 837e-840e
Author(s):  
Mehrad Jaberi ◽  
Jad Abi-Rafeh ◽  
Yehuda Chocron ◽  
Dino Zammit ◽  
Becher Al-Halabi ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Objective Assessment ◽  
Innovative Approach

Validation of the quality of ultrasound imaging and competence (QUICk) score as an objective assessment tool for the FAST examination

2015 ◽  
Vol 78 (5) ◽  
pp. 1008-1013 ◽  
Author(s):  
Markus Tyler Ziesmann ◽  
Jason Park ◽  
Bertram J. Unger ◽  
Andrew W. Kirkpatrick ◽  
Ashley Vergis ◽  
...  
Keyword(s):  
Ultrasound Imaging ◽  
Assessment Tool ◽  
Objective Assessment

scholarly journals Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Ademir Garcia Reberti ◽  
Nayme Hechem Monfredini ◽  
Olavo Franco Ferreira Filho ◽  
Dalton Francisco de Andrade ◽  
Carlos Eduardo Andrade Pinheiro ◽  
...  
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Active Role ◽  
Medical Schools ◽  
Multiple Choice Questions ◽  
Progress Test ◽  
Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

Improving the Selection of Candidates for Royal Marine Recruit Training by the use of a Combination of Performance Tests

2004 ◽  
Vol 90 (3) ◽  
pp. 117-124
Author(s):  
A. J. Allsopp ◽  
A. Shariff
Keyword(s):  
Assessment Tool ◽  
Objective Assessment ◽  
Performance Tests ◽  
Psychomotor Tests ◽  
Training Centre ◽  
Selection Strategies ◽  
Personal Qualities ◽  
Recruit Training ◽  
The Relationship ◽  
Selection Of

AbstractCandidates who wish to undertake Royal Marine recruit training, a physically strenuous course which now extends 32 weeks, must first of all successfully complete a Personal Qualities Assessment (PQA) and four psychomotor tests (Naval Recruiting Tests or RTs) before attending a three-day selection course at the Commando Training Centre, Lympstone, where their Physical capabilities are tested to the full. The effectiveness of theses procedures was untested until the Institute of Naval Medicine conducted a retrospective study during 1999-2000 from which the present study is taken.Data from 1232 recruits were examined to explore the relationship between the outcome of Commando training (pass or fail) with these various selection measures. Estimated aerobic power, time to complete the assault course and age were associated with outcome, as were PQA, RTs 1, 3, 4 and total RT score. A regression equation comprising aerobic fitness, assault course time, RT4 and age gave the best overall prediction of outcome (64%). It is suggested that this mathematical approach provides a scientifically valid and objective assessment tool for future selection strategies.

Validation of an Objective Assessment Tool for Tonsillectomy in Otolaryngology Resident Training

2020 ◽  
Author(s):  
Luke Jakubowski ◽  
Brittany A. Leader ◽  
Stacey L. Ishman ◽  
Robert Chun ◽  
Sergey S. Tarima ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Objective Assessment ◽  
Resident Training

The Effect of Timely Completion of an Objective Assessment Tool

2012 ◽  
Vol 172 (2) ◽  
pp. 190
Author(s):  
K. Laeeq ◽  
D. A. Diaz Voss Varela ◽  
M.U. Malik ◽  
H.W. Francis ◽  
N.I. Bhatti
Keyword(s):  
Assessment Tool ◽  
Objective Assessment ◽  
Timely Completion

scholarly journals Relative validity of a food frequency questionnaire to assess fruit and vegetable intake in healthy older adults

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Charlotte Neville ◽  
Michelle McKinley ◽  
Frank Kee ◽  
Ian Young ◽  
Chris Cardwell ◽  
...  
Keyword(s):  
Older Adults ◽  
Food Frequency Questionnaire ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Reference Method ◽  
Weighted Kappa ◽  
Fruit And Vegetable ◽  
Food Diary ◽  
Food Frequency ◽  
Time Points

AbstractAccurate assessment of dietary intake in older populations is important for determining the role of diet in healthy ageing. The food frequency questionnaire (FFQ) is a commonly used dietary assessment tool, however there is limited evidence regarding its utility for accurately assessing fruit and vegetable (FV) intake in older adults. The objective of this study was to validate FV intakes estimated from the FFQ used in the Northern Ireland Cohort for the Longitudinal Study of Ageing (NICOLA) against a food diary (FD).A dietary validation study was conducted in a sub-sample of 95 participants (45 males, 50 females, aged > 50 years) from NICOLA. Participants were asked to complete a FFQ and 4-day FD (reference method) at two time-points (Month 0 and Month 6). Self-reported FV intakes were compared between methods using Spearman's correlation coefficients, examining the percentage of participants classified into the same or adjacent quartile of FV intake, weighted kappa and Bland-Altman plots.Median fruit, vegetable and total FV intake were significantly higher in the FFQ than the FD at both Month 0 and Month 6 (all p < 0.001). Significant positive correlations (all p < 0.05) were observed between the FFQ and FD estimates of FV intake at both time-points (Month 0, r = 0.57, 0.50 and 0.49 for fruit, vegetables, total FV, respectively; Month 6 r = 0.56, 0.42 and 0.50, respectively). When FV intakes were classified into fourths (based upon quartiles of total FV portions by FD or FFQ), 80 % and 79 % of participants were classified into the same or adjacent quartile at Month 0 and Month 6, respectively. Weighted kappa indicated a fair-moderate agreement between the two methods for FV intake (weighted kappa = 0.35 and 0.37 at Month 0 and Month 6, respectively). Bland-Altman plots showed that, as FV intake increased, there was a widening in limits of agreements, between the FFQ and FD. There was also a significant positive correlation noted between total FV intakes reported at Month 0 and those reported at Month 6 (r = 0.70, p < 0.001).Over-reporting of FV intake was evident with the FFQ compared to the FD, however, the results showed good comparability between the methods in being able to rank older adults according to their FV intake. An additional analysis of FV biomarkers obtained from this sample will provide a more objective assessment of FV intake by each method.

Development of an assessment tool for team integration in alliance projects

2015 ◽  
Vol 8 (4) ◽  
pp. 813-827 ◽  
Author(s):  
Che Khairil Izam Che Ibrahim ◽  
Seosamh B. Costello ◽  
Suzanne Wilkinson
Keyword(s):  
Mixed Methods Research ◽  
Quantitative Research ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Real Life ◽  
Infrastructure Projects ◽  
Content Type ◽  
Survey Interviews ◽  
Questionnaire Surveys ◽  
Team Integration

Purpose – The purpose of this paper is to report on a doctoral thesis that developed an Alliance Team Integration Performance Index (ATIPI), an assessment tool for measuring team integration performance in alliance projects. It provides a summary of the thesis findings, shares the candidate’s doctoral journey and discusses both the thesis “with publication” format and the doctoral programme at the University of Auckland. Design/methodology/approach – This study employed a qualitative and quantitative research methodology (mixed methods research). Research methods applied as reported in this thesis include the Delphi questionnaire survey, interviews and empirical questionnaire surveys with the alliance experts involved in road infrastructure projects. Findings – Results from the thesis indicate that the ATIPI is characterized by three elements: first, the most significant Key Indicators (KIs), signifying their dominant influence; second, the suitable quantitative measures for each of the KIs, to promote objective assessment over time; and third, the performance-level boundaries for each KI, to reduce the subjectivity of assessment and promote consistency. The assessment tool was found to be both practical and applicable based on a validation interview and subsequent testing with alliance experts on real life alliance infrastructure projects. Practical implications – As team integration is the central tenet of alliance projects, the ATIPI is an ideal assessment tool to facilitate the measurement of team integration performance consistently and objectively over the life cycle of alliance projects. Also, the ATIPI is expected to make a fundamental and positive difference towards improving the integration practice of alliance teams. Originality/value – This study extends the team integration literature by providing significant insights into the practical evaluation of team integration performance, specifically in alliance projects.

Objective structured practical examination (OSPE) as a tool in formative assessment of II MBBS students, in pathology

2017 ◽  
Vol 6 (1) ◽  
pp. 221
Author(s):  
Ranga Rao D. ◽  
Parameswari Babu U. ◽  
Kalyan Chakravarthy C. V. ◽  
Ramya N.
Keyword(s):  
Assessment Tool ◽  
Objective Assessment ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Difficulty Level ◽  
Medical Sciences ◽  
Cross Sectional ◽  
Internal Assessment ◽  
Practical Examination ◽  
Strongly Agree

Background: Assessment drives the student learning. Regular periodical assessment not only improves learning habits, but also enhances the competence in all levels of medical education. Traditional practical examination is more subjective. It depends on examiners subjectivity, varying difficulty level of various experiments, and also internal marks variation etc. These flaws can be overcome by newer methods like OSPE. The aim of the study was to implement OSPE as a tool of internal assessment for practical skills in the II MBBS. To compare this with traditional practical examination (TPE). To obtain the students and faculty feedback regarding OSPE as a tool of assessment.Methods: A cross sectional study was carried out for 158 students in II internal pathology practical examination for six days in the second week of September 2016 at Department of Pathology, Dr. Pinnamaneni Siddhartha institute of medical sciences & Research Foundation, Chinnaoutpalli. Faculty and students were sensitized; blueprint were used to arrange twenty OSPE stations for the exercises conducted as per TPE and for the same 25 marks as per TPE. Simultaneously, all the students were subjected to both TPE and OSPE at the same time and venue. TPE was assessed by two professors and OSPE by separate eight faculty members independently without interaction with the students. The procedural stations were evaluated by using checklist and the response stations which consisted of short answers and MCQs, facilitated correction. Feedback was given to the student on their performance and feedback was obtained from the students and faculty regarding OSPE by questionnaire with Yes/No answers.Results: Performance score of students in OPSE (13.73 ±2.49) was higher as compared to TPE (9.27±1.86) which was statistically significant. Based on the response to the questionnaire, students perception towards OSPE was analyzed. Majority strongly agree OSPE to be fairer, more transparent and objective in comparison to TPE. In contrast, all the faculty members unanimously opined that OSPE was difficult to arrange, time taken and faculty versus students ratio was high for evaluation. Though, the faculty (91%) overall opined that OSPE should be included as a method of assessment.Conclusions: Present study revealed that OSPE was acceptable, feasible and reliable to the students as well as for faculty for the internal assessment in pathology. Opinions of both students and faculties strongly agreed that OPSE is more effective objective assessment tool.

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