scholarly journals Newborn Life Support Course: Does it make me more confident when resuscitating a newborn?

2020 ◽  
Author(s):  
Laurent RENESME ◽  
Maria Merched ◽  
Olivier Tandonnet ◽  
Julien Naud
Keyword(s):  
Quality Of Care ◽  
Life Support ◽  
Multiple Choice ◽  
Neonatal Resuscitation ◽  
Tertiary Level ◽  
Job Tenure ◽  
Maternity Ward ◽  
Multiple Choice Questions ◽  
Clinical Applicability

Objective. To describe the effectiveness of the Neonatal Life Support (NLS) course in terms of attendees′ knowledge, perceived self-efficacy, and clinical applicability. Methods. We conducted an electronic survey of NLS course attendees (NLS+ group). The survey had six themes: i) demographic characteristics; ii) NLS clinical applicability; iii) attendee′s perceived proficiency at neonatal resuscitation; iv) attendee′s perceived experience of fluency, security, and quality of care during neonatal resuscitation; v) knowledge (multiple-choice questions); and vi) perceived personal and professional impact of the NLS course. A control group (NLS−) was recruited via our regional perinatal network. The survey data were analysed anonymously. Multiple linear regression analysis examined the following: NLS course, job tenure, maternity level, and profession. Results. The survey completion rate was 62% (200/323) for the NLS+ group. Among participants, 84% had participated in neonatal resuscitation since their course. The scores for positive perceived experience for neonatal resuscitation (fluency, security, and quality of care delivered) were higher in the NLS+ group than the NLS− group (p < 0.006). After adjustment, the independent factors associated with a higher positive perceived experience were the NLS course, work in tertiary level maternity ward, and job tenure > 5 years. The multiple-choice questions score (n = 10) was 8.2 ± 1.3 (NLS+) vs. 6.7 ± 1.5 (NLS−) (p < 0.0001). NLS course, medical degree, and work in a tertiary level maternity ward were independently associated with higher knowledge scores. Conclusion. The NLS course was associated with better knowledge of, and a positive perceived experience regarding, neonatal resuscitation.

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

Experience Versus Potential of Multiple-Choice Tests in Marketing Courses

1979 ◽  
Vol 1 (2) ◽  
pp. 24-33 ◽  
Author(s):  
James R. McMillan
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Classroom Evaluation ◽  
Quality Objective ◽  
Multiple Choice Items

Most educators agree that classroom evaluation practices need improvement. One way to improve testing is to use high-quality objective multiple-choice exams. Almost any understanding or ability which can be tested by another test form can also be tested by means of multiple-choice items. Based on a survey of 173 respondents, it appears that marketing teachers are disenchanted with multiple-choice questions and use them sparingly. Further, their limited use is largely in the introductory marketing course even though there are emerging pressures for universities to take a closer look at the quality of classroom evaluation at all levels.

scholarly journals Neonatal resuscitation guideline adherence: simulation study and framework for improvement

2020 ◽  
Vol 179 (11) ◽  
pp. 1813-1822
Author(s):  
Mathijs Binkhorst ◽  
Irene van de Wiel ◽  
Jos M. T. Draaisma ◽  
Arno F. J. van Heijst ◽  
Tim Antonius ◽  
...  
Keyword(s):  
Guideline Adherence ◽  
Life Support ◽  
Guideline Development ◽  
Neonatal Resuscitation ◽  
Assessment Method ◽  
Temperature Management ◽  
High Fidelity ◽  
Multiple Choice Questions ◽  
Airway Patency ◽  
Epinephrine Dose

Abstract We wanted to assess newborn life support (NLS) knowledge and guideline adherence, and provide strategies to improve (neonatal) resuscitation guideline adherence. Pediatricians completed 17 multiple-choice questions (MCQ). They performed a simulated NLS scenario, using a high-fidelity manikin. The literature was systematically searched for publications regarding guideline adherence. Forty-six pediatricians participated: 45 completed the MCQ, 34 performed the scenario. Seventy-one percent (median, IQR 56–82) of the MCQ were answered correctly. Fifty-six percent performed inflation breaths ≤ 60 s, 24% delivered inflation breaths of 2–3 s, and 85% used adequate inspiratory pressures. Airway patency was ensured 83% (IQR 76–92) of the time. Median events/min, compression rate, and percentage of effective compressions were 138/min (IQR 130–145), 120/min (IQR 114–120), and 38% (IQR 24–48), respectively. Other adherence percentages were temperature management 50%, auscultation of initial heart rate 100%, pulse oximeter use 94%, oxygen increase 74%, and correct epinephrine dose 82%. Ten publications were identified and used for our framework. The framework may inspire clinicians, educators, researchers, and guideline developers in their attempt to improve resuscitation guideline adherence. It contains many feasible strategies to enhance professionals’ knowledge, skills, self-efficacy, and team performance, as well as recommendations regarding equipment, environment, and guideline development/dissemination. Conclusion: NLS guideline adherence among pediatricians needs improvement. Our framework is meant to promote resuscitation guideline adherence. What is Known:• Inadequate newborn life support (NLS) may contribute to (long-term) pulmonary and cerebral damage.• Video-based assessment of neonatal resuscitations has shown that deviations from the NLS guideline occur frequently; this assessment method has its audiovisual shortcomings. What is New:• The resuscitation quality metrics provided by our high-fidelity manikin suggest that the adherence of Dutch general pediatricians to the NLS guideline is suboptimal.• We constructed a comprehensive framework, containing multiple strategies to improve (neonatal) resuscitation guideline adherence.

scholarly journals Comparison in the quality of distractors in three and four options type of multiple choice questions

2017 ◽  
Vol Volume 8 ◽  
pp. 287-291 ◽  
Author(s):  
AAG Rahma ◽  
Mahdi Shamad ◽  
Muawia E A Idris ◽  
Omer Elfaki ◽  
Walyeldin Elfakey ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions

Multiple Choice Questions of Information Entropy Analysis of Equivalent Options

2014 ◽  
Vol 556-562 ◽  
pp. 3726-3729
Author(s):  
Peng Dong Du ◽  
Tao Sun
Keyword(s):  
Information Entropy ◽  
Multiple Choice ◽  
Calculation Formula ◽  
Entropy Analysis ◽  
Multiple Choice Questions ◽  
Single Item ◽  
Problem Number

Single choice is one of the most extensive use of various types of test after test, the effectiveness of each option subject judgment can provide an important reference for the evaluation of the quality of test. In this paper, through the analysis of the single item choice information entropy problem, provides the calculation formula of this kind of problem number of equivalent options K.

scholarly journals TEACHING METHODOLOGIES;

2012 ◽  
Vol 19 (05) ◽  
pp. 597-603
Author(s):  
Fatima MUKHTAR ◽  
NOREEN HASHMI ◽  
MUHAMMAD ALI RAUF ◽  
Amna Anzar ◽  
Khurram Islam Butt ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Approach ◽  
Multiple Choice ◽  
Problem Based Learning ◽  
Good Teacher ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Skills Laboratory

Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

scholarly journals Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis

2017 ◽  
Vol 6 (6) ◽  
pp. 1265
Author(s):  
Manju K. Nair ◽  
Dawnji S. R.
Keyword(s):  
Item Analysis ◽  
Multiple Choice ◽  
Discrimination Index ◽  
Response Type ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Best Response ◽  
Difficulty Index ◽  
Upper Third

Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and the least score at the bottom. Only the upper third and lower third were included. The response to each item was entered in Microsoft excel 2010. Difficulty index, Discrimination index and number of non functional distractors per item were calculated.Results: 40 multiple choice questions and 120 distractors were analysed in this study. 72.5% items were good with a difficulty index between 30%-70%. 25% items were difficult and 2.5% items were easy. 27.5% items showed excellent discrimination between high scoring and low scoring students. One item had a negative discrimination index (-0.1). There were 9 items with non functional distractors.Conclusions: This study emphasises the need for improving the quality of multiple choice questions. Hence repeated evaluation by item analysis and modification of non functional distractors may be performed to enhance standard of teaching in Pharmacology.

scholarly journals Quality Analysis of Islamic Education Problem Based on Higher Order Thinking Skill Class V SDS Budi Mulia Medan

2020 ◽  
Vol 2 (2) ◽  
pp. 610-615
Author(s):  
Ali Imran Sinaga ◽  
Salamuddin ◽  
Alnida Azty
Keyword(s):  
Multiple Choice ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Islamic Education ◽  
Quality Analysis ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
Class V ◽  
The Subject

The purpose of this study was to analyze the theoretical quality of the subjects of Islamic Education class V SDS Budi Mulia is based on Higher Order Thinking Skill (HOTS) based on aspects of material, construction, language and based on HOTS based on Bloom's Taxonomy of cognitive domains. This research was conducted at SDS Budi Mulia Medan Tanjung Mulia Hilir District Medan North Sumatra Province and the subject and object of research are Islamic Education teacher class V and Islamic Education questions in semester I Class V. The research method used is to use a qualitative approach and use the instrument of semester I Islamic Education questions and interviews with Islamic Education teachers to theoretically analyze the quality of items based on material, construction and language aspects and based on quality analysis of HOTS-based items. The results of the study of 35 multiple choice questions obtained the following results: (1) based on the analysis of the item quality aspects of the material feasibility of 91.42% (32 questions) worth using, there are some questions that do not meet the criteria such as material that is not in accordance with the composition, answer choices which is not homogeneous and logical and the existence of questions that do not have the answer key, (2) based on the analysis of the quality of the aspects of the construction feasibility of 88.57% (31 questions) are suitable to be used, there are some questions that do not meet the criteria such as the subject still gives clues to the answer key and the length of the choice of money answers are not the same, (3) based on the analysis of items about the aspect of language worthiness of 42.85% (20 questions) worth using, there are some questions that do not meet the criteria such as using language that is not in accordance with Indonesian language rules, and the choice of answers repeat the same word / group of words, and (4) Based on an analysis of the quality of items according to the Bloom domain's taxonomy cognitive can be concluded from 35 multiple choice questions obtained that there are 17 questions (48.6%) including the LOTS questions category with details C1 (remembering) = 8 questions (22.8%), C2 (understanding) = 3 questions (8 , 7%), C3 (applying) = 6 questions (17.1%). While the rest included in the HOTS questions category, however all of them were in the C4 criteria (Analysis) = 18 questions (51.4%) while none of the questions were in C5 and C6.

scholarly journals Where there is no nurse: an observational study of large-scale mentoring of auxiliary nurses to improve quality of care during childbirth at primary health centres in India

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e027147 ◽  
Author(s):  
Krishna D Rao ◽  
Swati Srivastava ◽  
Nicole Warren ◽  
Kaveri Mayra ◽  
Aboli Gore ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Postpartum Haemorrhage ◽  
Neonatal Resuscitation ◽  
Staff Nurses ◽  
Normal Delivery ◽  
Primary Health ◽  
Primary Health Centres ◽  
Significant Difference ◽  
Health Centres

ObjectiveClinician scarcity in Low and Middle-Income Countries (LMIC) often results in de facto task shifting; this raises concerns about the quality of care. This study examines if a long-term mentoring programme improved the ability of auxiliary nurse-midwives (ANMs), who function as paramedical community health workers, to provide quality care during childbirth, and how they compared with staff nurses.DesignQuasi-experimental post-test with matched comparison group.SettingPrimary health centres (PHC) in the state of Bihar, India; a total of 239 PHCs surveyed and matched analysis based on 190 (134 intervention and 56 comparison) facilities.ParticipantsAnalysis based on 335 ANMs (237 mentored and 98 comparison) and 42 staff nurses (28 mentored and 14 comparison).InterventionMentoring for a duration of 6–9 months focused on nurses at PHCs to improve the quality of basic emergency obstetric and newborn care.Primary outcome measuresNurse ability to provide correct actions in managing cases of normal delivery, postpartum haemorrhage and neonatal resuscitation assessed using a combination of clinical vignettes and Objective Structured Clinical Examinations.ResultsMentoring increased correct actions taken by ANMs to manage normal deliveries by 17.5 (95% CI 14.8 to 20.2), postpartum haemorrhage by 25.9 (95% CI 22.4 to 29.4) and neonatal resuscitation 28.4 (95% CI 23.2 to 33.7) percentage points. There was no significant difference between the average ability of mentored ANMs and staff nurses. However, they provided only half the required correct actions. There was substantial variation in ability; 41% of nurses for normal delivery, 60% for postpartum haemorrhage and 45% for neonatal resuscitation provided less than half the correct actions. Ability declined with time after mentoring was completed.DiscussionMentoring improved the ability of ANMs to levels comparable with trained nurses. However, only some mentored nurses have the ability to conduct quality deliveries. Continuing education programmes are critical to sustain quality gains.

The Influence of Response Lines on Response Behavior in the Context of Open-Question Formats

2007 ◽  
Vol 66 (2) ◽  
pp. 103-107 ◽  
Author(s):  
Matthias Spörrle ◽  
Beatrice Gerber-Braun ◽  
Friedrich Försterling
Keyword(s):  
Rating Scales ◽  
Multiple Choice ◽  
Response Behavior ◽  
Multiple Choice Questions ◽  
Response Quality ◽  
Constant Increase ◽  
Open Question ◽  
Question Formats ◽  
Formal Features

Research on questionnaire design has shown that respondents take a questionnaire’s formal aspects into account when formulating their answers to closed-ended questions (e.g., rating scales, multiple-choice questions). As similar research on open-response questions has been scanty, the objective of this study was to investigate the systematic influence of formal features of open-response questions on response behavior. Specifically, in two studies using different topics of opinion, we examined how the responses to open-ended questions vary as a function of the number of lines provided for the response. In both studies, increasing the number of response lines resulted in a constant increase in response length (quantity). It also resulted in an increase in the number of arguments in a response (quality) when only a few response lines were provided, which plateaued when many lines were provided. Overall, these results demonstrate that formal features of open-response questions implicitly communicate the expected quantity and quality of the answer.

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