Review Current Practical Skills Assessment in Machining Course Based on Psychomotor Domain

Abstract Background Sutureless ophthalmic procedures are becoming more commonplace, reducing opportunities for ophthalmology residents to learn microsurgical suturing techniques. There is no standard curriculum in place to address this gap in clinical training among ophthalmology residency programs. Objective The aim of this study was to design, implement, and evaluate a preliminary microsurgical suturing curriculum for ophthalmology residents using Kern's six-step approach for curriculum development as a guideline, and the principles of distributed practice and guided, self-directed practice. Methods We designed a faculty-led teaching session on fundamental microsurgical suturing techniques for all 15 ophthalmology residents from Yale University over one academic year. Suturing skills were evaluated, followed by a guided teaching session, 30 days of self-directed practice time, and a re-evaluation of skills. The residents were evaluated through a written knowledge assessment and practical skills assessment. The residents also evaluated their skill level before and after the teaching session and practice period through written Likert-scale surveys. Data were evaluated in Excel using descriptive statistics and the paired t-test. Results After the session, postgraduate year 2 (PGY-2) residents felt more confident in recognition and use of surgical instruments (p < 0.01). PGY-3 residents felt less confident in their knowledge of microsurgical suturing after the session (p = 0.02). PGY-4 residents felt they were better able to identify different suture types after the session (p = 0.02). All residents improved on the written knowledge assessment (p < 0.001) and in all categories of the practical skills assessment (p < 0.001). Conclusions Implementation of a faculty-led microsurgical suturing training session, followed by 1-month of practice time, significantly improved residents' knowledge and practical application of various microsurgical suturing techniques that are necessary for performing common ophthalmic procedures.

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Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions

Creative Education ◽

10.4236/ce.2012.326137 ◽

2012 ◽

Vol 03 (06) ◽

pp. 908-911

Author(s):

Susanne P. Boyle

Keyword(s):

Pharmacy Students ◽

Skills Assessment ◽

Practical Skills ◽

The Individual

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Trainers' perceptions of the direct observation of practical skills assessment in histopathology training: a qualitative pilot study

Journal of Clinical Pathology ◽

10.1136/jclinpath-2012-200682 ◽

2012 ◽

Vol 65 (6) ◽

pp. 538-540 ◽

Cited By ~ 6

Author(s):

Alison Finall

Keyword(s):

Pilot Study ◽

Direct Observation ◽

Skills Assessment ◽

Practical Skills

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Assessing Students’ Practical Skills in Basic Electronic Laboratory based on Psychomotor Domain Model

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.09.687 ◽

2012 ◽

Vol 56 ◽

pp. 546-555 ◽

Cited By ~ 7

Author(s):

Kamilah Radin Salim ◽

Marlia Puteh ◽

Salwani Mohd Daud

Keyword(s):

Domain Model ◽

Practical Skills ◽

Psychomotor Domain

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Electronic Practical Skills Assessments in the Health Professions: A Review

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2014.1471 ◽

2014 ◽

Author(s):

Suzanne Snodgrass ◽

Samantha Ashby ◽

Laura Onyango ◽

Trevor Russell ◽

Darren Rivett

Keyword(s):

Personal Digital Assistant ◽

Health Professions ◽

Electronic Version ◽

Student Feedback ◽

Skills Assessment ◽

Practical Skills ◽

Administrative Burden ◽

Advantages And Disadvantages ◽

Objective Structured Clinical Examinations ◽

Paper To Electronic

Objective Structured Clinical Examinations (OSCEs) evaluate the practical skills of students training in the health professions. OSCEs have several limitations, including a large administrative burden, potential inaccuracies when transferring student scores from paper to electronic mediums, and difficulties providing individualised student feedback. The “eOSCE,” an electronic version of the traditional paper-based OSCE, potentially addresses these issues. In the eOSCE, examiners use electronic means (e.g. computer, personal digital assistant) to record student scores and comments about their performance, and the system provides students with individualised feedback. The literature from 12 databases was searched to identify articles discussing the use of electronic methods for practical skills assessment, focussing on health professions. Thirteen articles described the evaluation of health students’ practical skills using electronic means. This review discusses the types of electronic methods used for practical skills assessments and the advantages and disadvantages of the types of eOSCEs compared to traditional paper-based formats.

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Translation Research for the Rehabilitation of Left Spatial Neglect and Associated Disorders of Attention in Stroke Patients

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld18.2.55 ◽

2008 ◽

Vol 18 (2) ◽

pp. 55-65 ◽

Cited By ~ 2

Author(s):

Nkiruka Arene ◽

Argye E. Hillis

Keyword(s):

Theoretical Basis ◽

Attention Bias ◽

Spatial Neglect ◽

Clinical Use ◽

Stroke Patients ◽

Translation Research ◽

Unilateral Neglect ◽

Assessment And Treatment ◽

Sound Theoretical Basis ◽

Review Current

Abstract The syndrome of unilateral neglect, typified by a lateralized attention bias and neglect of contralateral space, is an important cause of morbidity and disability after a stroke. In this review, we discuss the challenges that face researchers attempting to elucidate the mechanisms and effectiveness of rehabilitation treatments. The neglect syndrome is a heterogeneous disorder, and it is not clear which of its symptoms cause ongoing disability. We review current methods of neglect assessment and propose logical approaches to selecting treatments, while acknowledging that further study is still needed before some of these approaches can be translated into routine clinical use. We conclude with systems-level suggestions for hypothesis development that would hopefully form a sound theoretical basis for future approaches to the assessment and treatment of neglect.

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Pediatric Benign Vocal Fold Lesions: A Team Approach

Perspectives on Voice and Voice Disorders ◽

10.1044/vvd19.3.105 ◽

2009 ◽

Vol 19 (3) ◽

pp. 105-112 ◽

Cited By ~ 3

Author(s):

Geralyn Harvey Woodnorth ◽

Roger C. Nuss

Keyword(s):

Vocal Fold ◽

Evaluation Process ◽

Team Approach ◽

Speech Language Pathologist ◽

Benign Vocal Fold Lesions ◽

Different Types ◽

Team Evaluation ◽

Surgical Treatments ◽

Review Current ◽

Vocal Fold Nodules

Abstract Many children with dysphonia present with benign vocal fold lesions, including bilateral vocal fold nodules, cysts, vocal fold varices, and scarring. Evaluation and treatment of these children are best undertaken in a thoughtful and coordinated manner involving both the speech-language pathologist and the otolaryngologist. The goals of this article are (a) to describe the team evaluation process based on a “whole system” approach; (b) to discuss etiological factors and diagnosis; and (c) to review current medical, behavioral, and surgical treatments for children with different types of dysphonia.

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