Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video During Basic Skills Training

Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants’ perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance ( p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.

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Simulation versus live tissue training randomised trial for ECMO proficiency: is one better than the other?

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000682 ◽

2020 ◽

pp. bmjstel-2020-000682

Author(s):

Thornton Mu ◽

Tricia Garcia-Choudary ◽

Amanda Staudt ◽

Melissa Tyree ◽

Krystal Valdez-Delgado ◽

...

Keyword(s):

Animal Model ◽

Assessment Tool ◽

Randomised Trial ◽

Skills Training ◽

Task Completion ◽

Self Assessment ◽

Live Tissue ◽

Performance Quality ◽

Study Participants ◽

Completion Times

IntroductionExtracorporeal membrane oxygenation (ECMO) is a classic low-volume high-risk procedure that requires just in time and/or refresher training through animal or simulation modalities. This manuscript evaluated the performance of ECMO personnel trained with both modalities to determine which is better suited for ECMO skills training.MethodsParticipants (physicians, nurses and respiratory/medical technicians) completed a series of ECMO scenarios with synthetic tissue cannulation task trainer as well as a live tissue model. Objective performance quality was based on task completion using a validated ECMO skills assessment tool.ResultsThirty-eight individuals completed this study. Participants completed individual scenario tasks 3 min faster using the simulator (26 min vs 29 min; p=0.03). No differences were seen in percentage of individual tasks completed. In the group scenarios, participants completed a higher percentage of critical tasks using the simulator (97%) versus the animal model (91%; p=0.05), but no differences were seen in task completion times. Additionally, no differences were seen in either lab-based or participants’ prelab cognitive scores.ConclusionsRegardless of their self-assessment or experience, participants’ objective performances were similar among both animal and simulation labs. Task completion times were quicker with simulation model. The distinction between simulation versus animal model may be less important as both demonstrate benefit in development of and/or maintaining skill competency. In the era of questioning the need for and costs of live tissue training, expanding the role of simulation may achieve similar training goals.

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Manager as coach characteristics for dealing with team challenge

Journal of Work-Applied Management ◽

10.1108/jwam-06-2019-0022 ◽

2019 ◽

Vol 11 (2) ◽

pp. 165-173 ◽

Cited By ~ 4

Author(s):

H.A. Smith

Keyword(s):

Assessment Tool ◽

Value Added ◽

Qualitative Assessment ◽

Structured Interviews ◽

Self Assessment ◽

Validity Of Results ◽

Content Type ◽

Training Tool ◽

Starting Point ◽

Coaching Style

Purpose The purpose of this paper is to reference academic publications and semi-structured interviews with management experts employing a coaching style within their teams to create a platform for evaluating specific coaching mechanisms, evolving insights to the characteristics required of a manager applying coaching to deal with team challenge. A practical perspective led by managers using critical incidents to explore and highlight areas of experience and expertise in dealing with team challenge. Design/methodology/approach This qualitative assessment was derived from 30 semi-structured interviews which were recorded, transcribed and thematically analysed to assist in added insight for work-based management of dealing with team challenge. Data from 30 interviews were collected via Skype, FaceTime or Zoom to create the necessary rapport and capture the experience of dealing with team challenge. An audio record of each interview was captured to create a synchronised, fully indexed transcript from which characteristics and mechanisms could be identified. Findings Findings illustrated that the characteristics of the work-based manager themselves is an essential part of the mix when dealing with team challenge, the application of a coaching style accentuated the competencies and characteristics required of the manager to successfully address team challenge, demanding a specific coaching mindset. The starting point is the manager themselves knowing all the details before they intervene by utilising the traditional competencies of a professional coach. Research limitations/implications Only one sample of 30 interviewees contributed to this research, a wider sample would be advisable, including a wider cultural base to assess characteristics in a variety of contexts. There was a wide sector representation in this research (public, private and third sector), but specific sector analysis would also be interesting to assess validity of results more rigorously. Practical implications The practical outputs from this research of the manager’s self-assessment can be used by managers as a check list when dealing with team challenge or by HR managers as an assessment tool to decide which managers to invest in coaching training. The characteristics may be a means of deciphering the skills of the managers. Finally the self-assessment could be used as a training tool to support work-based learning or coach training on how to address team challenge and offer a discussion prompt around these elements as being essential. Social implications Coaching dialogue is a social interaction and this research contributes to enhancing the quality and purpose of social interactions in the workplace. By employing a coaching style of listening, questioning and reflecting managers can utliise a standard framework for solving issues in the workplace. Originality/value Dealing with challenge in teams through the analysis of the coaching style applied by 30 managers is unique, the value added through this research has been an enhanced appreciation of the manager as coach role and an appreciation to the established team models of Fleishman, Katzenbach and Smith, Hackman and Edmondson. This added layer enabling managers to deal with team challenge associated with our ever changing work environment.

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Responsible Resource Management in Remanufacturing—Framework for Qualitative Assessment in Small and Medium-Sized Enterprises

Resources ◽

10.3390/resources10020019 ◽

2021 ◽

Vol 10 (2) ◽

pp. 19

Author(s):

Paulina Golinska-Dawson ◽

Karolina Werner-Lewandowska ◽

Monika Kosacka-Olejnik

Keyword(s):

Resource Management ◽

Automotive Industry ◽

Circular Economy ◽

Management Practices ◽

Assessment Tool ◽

Qualitative Assessment ◽

Maturity Model ◽

Self Assessment ◽

Research Gap ◽

A Company

Through the remanufacturing process, obsolete, broken, and end-of-use products are brought to “a like new condition”. Remanufacturing is an example of implementation of circular economy at a company level. There are few studies on responsible resource management in a remanufacturing process. This paper contributes to this research gap by presenting a two-layered framework, which uses the maturity model theory, and it allows for a quick scan of a remanufacturing process. First, in the descriptive layer of the framework we define five maturity levels with regard to responsible resource management. We analyze water, emissions, energy, and materials, and describe relevant responsible resource management practices, which we link with maturity levels. We also design the relevant self-assessment tool which utilizes the existing expert’s knowledge of a company. Then, in the prescriptive layer of the framework, we propose a method for the identification of the maturity gap, and areas for improvement. We develop a procedure for prioritizing the measures, which shall be implemented in order to achieve a higher level of responsible resource management in a remanufacturing company. The framework is tested in small and medium-sized enterprises from the automotive industry.

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Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

Online Learning ◽

10.24059/olj.v11i4.10 ◽

2008 ◽

Vol 11 (4) ◽

Cited By ~ 2

Author(s):

Katrina A. Meyer

Keyword(s):

Higher Education ◽

Affirmative Action ◽

Student Perceptions ◽

Online Discussions ◽

Political Tolerance ◽

Self Assessment ◽

Face To Face ◽

The Face ◽

Online Setting ◽

And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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Testing a self-assessment tool for HP competencies with participants of training courses in Austria

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.1050 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

G Lang

Keyword(s):

Assessment Tool ◽

Core Competencies ◽

Empirical Studies ◽

Reliability And Validity ◽

International Standards ◽

Online Questionnaire ◽

Self Assessment ◽

High Quality ◽

Training Courses ◽

Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

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Beijing Friendship Hospital Osteoporosis Self-Assessment Tool for Elderly Male (BFH-OSTM) vs Fracture Risk Assessment Tool (FRAX) for identifying painful new osteoporotic vertebral fractures in older Chinese men: a cross-sectional study

BMC Musculoskeletal Disorders ◽

10.1186/s12891-021-04476-2 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Ning An ◽

Ji Sheng Lin ◽

Qi Fei

Keyword(s):

Assessment Tool ◽

Roc Curves ◽

Cross Sectional Study ◽

Self Assessment ◽

Cross Sectional ◽

Fracture Group ◽

Friendship Hospital ◽

Fracture Risk Assessment Tool ◽

Older Chinese ◽

Sensitivity Specificity

Abstract Background To compare the validation of four tools for identifying painful new osteoporotic vertebral compression fractures (PNOVCFs) in older Chinese men: bone mineral density (BMD), Asian osteoporosis self-assessment tool (OSTA), World Health Organization fracture risk assessment tool (FRAX) (without BMD) and Beijing Friendship Hospital Osteoporosis Self-Assessment Tool (BFH-OSTM). Methods A cross sectional study was conducted from 2013 to 2019. A total of 846 men aged ≥50 were included and were divided into two groups: Fracture Group (patients with PNOVCFs underwent percutaneous vertebroplasty surgery) and Non-Fracture Group (community dwelled subjects for healthy examination). All subjects accepted a dual-energy X-ray BMD test and a structured questionnaire. The results of BMD, OSTA, FRAX and BFH-OSTM scores were assessed and receiver-operating characteristic (ROC) curves were generated to compare the validity of four tools for identifying PNOVCFs. Optimal cutoff points, sensitivity, specificity, and areas under the ROC curves (AUCs) were determined. Results There were significant differences including BMD T score (femoral neck, total hip and L1-L4), OSTA, FRAX and BFH-OSTM scores between Fracture group and Non-fracture group. Compared to BMD and OSTA, BFH-OSTM and FRAX had better predictive value, the sensitivity, specificity and AUC value are 0.841, 81.29%, 70.67% and 0.796, 74.85%, 78.52%, respectively. Compared with FRAX, the BFH-OSTM has a better AUC value. Conclusions Both BFH-OSTM and FRAX can be used to identify POVCFs, However, BFH-OSTM model may be a more simple and effective tool to identify the risk of POVCFs in Chinese elderly men.

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