Candidate reactions to a postgraduate year 1 pharmacy residency supplemental application

Disclaimer In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. Purpose The purpose of this study was to gauge postgraduate year 1 (PGY1) pharmacy residency candidates’ reactions to supplemental applications, as well as aspects specific to our process, including a personality test and situational judgment test (SJT). Methods After rank lists were submitted, applicants to our program were invited to complete an online survey. Outcomes of interest included candidates’ perceptions of relevance and fairness. Whether candidates’ attitudes differed based on the receipt of an interview offer was also assessed. Results Of 199 applicants to our program for the 2021-2022 training year, 48 applicants (24.1%) completed the survey, 15 of whom had received an interview offer. Most (64.6%) agreed that supplemental applications were useful, and nearly all (95.8%) indicated that they were willing to submit one for programs in which they were most interested. The process was seen as being fair, although ratings were higher among those who received interview offers. Most respondents believed that the personality test and SJT were relevant to the role of a resident, but attitudes towards the SJT were generally more favorable and less likely to vary according to whether candidates received an interview offer. Candidates believed that the personality test and SJT were not as representative of them as letters of reference or their curriculum vitae, but perceptions of academic performance varied. Conclusion Applicants responded positively to our supplemental application and indicated that they would be willing to complete one for programs of interest. These findings should help assuage concerns about the use of supplemental applications, particularly when short-answer or essay formats are avoided.

Automatic Short Answer Grading System in Indonesian Language Using BERT Machine Learning

A system capable of automatically grading short answers is a very useful tool. The system can be created using machine learning algorithms. In this study, a machine system using BERT is proposed. BERT is an open-source system that is set to English by default. The use of languages other than English Language is a challenge to be implemented in BERT. This study proposes a novel system to implement Indonesian Language in the BERT system for automatic grading of short answers. The experimental results were measured using two measuring instruments: Cohen's Kappa coefficient and the Confusion Matrix. The result of measuring the BERT output of the implemented system has a Cohen Kappa coefficient of 0.75, a precision of 0.94, a recall of 0.96, a Specificity of 0.76 and an F1 Score of 0.95. Based on the measurement results, it can be seen that the implementation of the automatic short answer grading system in Indonesian Language using BERT machine learning has been successful.

Comparing subspecialty and intensive care providers perspectives on pediatric complex chronic patients: A survey study

Introduction Pediatric complex chronic care patients present unique challenges regarding healthcare provision: complex medical regimes, complicated family/provider dynamics, and multiple healthcare teams that can result in inconsistent care. This study examined subspecialty providers’ perspectives regarding pediatric complex chronic care patients and compared them with acute care providers while exploring opportunities to better facilitate care provided to pediatric complex chronic care patients. Methods This survey study occurring within a Canadian tertiary care pediatric center, utilized REDCap to deploy surveys involving Likert Scale and short answer questions. The Kruskal–Wallis test compared subspecialty provider perspectives when providing care to pediatric complex chronic care patients versus non-pediatric complex chronic care patients; and perspectives between subspecialty and acute care providers. Results Survey response rate was 24/46 (52.2%). Eight overarching themes emerged from Likert scale questions. Short answer questions revealed factors that may facilitate care provided to pediatric complex chronic care patients: access to funding; discharge planning; communication methods between specialists; and healthcare provider continuity. Several differences were identified when working with pediatric complex chronic care patients, compared to non-pediatric complex chronic care patients: increased time/resource burden; managing expectations of patients/families; navigating discrepancies in goals of care; complexity of coordination between services; increased efforts in coordinating discharge from hospital and working with medicalized patients/families. Discussion Exploring pediatric subspecialty provider perspectives of pediatric complex chronic care patients revealed opportunities to enhance care provided: increased resources to ease the strain of care provision for parents, implementation of a discharge coordinator, complex care clinics with a pediatrician to “quarterback” care, and co-management between the complex care pediatrician and acute care physician when admitted to an acute care service. Implementation of these initiatives may improve the care provided to pediatric complex chronic care patients.

Exploring the Value of Using Patient-Oriented MRI Reports in Clinical Practice

Purpose Standard radiology reports (SRR) are designed to communicate information between doctors. With many patients having instantaneous access to SRRs on patient portals, interpretation without guidance from doctors can cause anxiety and panic. We designed a patient-centred prostate MRI template report (PACERR) to address some of these challenges and tested whether PACERRs improve patient knowledge and experience. Materials and Methods Patients booked for clinical prostate MRI were randomly assigned to SRR or SRR + PACERR. Questionnaires included multiple-choice that targeted 4 domains (understanding, usefulness, next steps, emotional experience) hypothesized to improve with patient-centred reports and short answer questions, testing knowledge regarding MRI results. Clinical encounters were observed and recorded to explore whether adding PACERR improved communication. Likert scaled-responses and short-answer questions were compared using Mann-Whitney U test and Kruskal-Wallis test. Results Of the 40 participants, the majority were MRI naïve (70%). Patients receiving a PACERR had higher scores in the categories of patient understanding (mean: 4.17 vs. 3.39, p=0.006), usefulness (mean: 4.58 vs. 3.07, p<0.001), and identifying next steps (mean: 1.89 vs. 3.03, p=0.003) but not emotional experience (mean: 4.18 vs. 3.79, p=0.22). PACERR participants found the layout and design more patient friendly (mean: 4.47 vs. 2.61, p<0.001) and easier to understand (mean: 4.37 vs. 2.38, p<0.001). In the knowledge section, overall, the PACERR arm scored better (87% vs. 56%, p=0.004). Conclusion With the addition of Prostate MRI PACERR, participants had better understanding of their results and felt more prepared to involve themselves in discussions with their doctor.

Applying natural language processing to automatically assess student conceptual understanding from textual responses

In this study, we applied natural language processing (NLP) techniques, within an educational environment, to evaluate their usefulness for automated assessment of students’ conceptual understanding from their short answer responses. Assessing understanding provides insight into and feedback on students’ conceptual understanding, which is often overlooked in automated grading. Students and educators benefit from automated formative assessment, especially in online education and large cohorts, by providing insights into conceptual understanding as and when required. We selected the ELECTRA-small, RoBERTa-base, XLNet-base and ALBERT-base-v2 NLP machine learning models to determine the free-text validity of students’ justification and the level of confidence in their responses. These two pieces of information provide key insights into students’ conceptual understanding and the nature of their understanding. We developed a free-text validity ensemble using high performance NLP models to assess the validity of students’ justification with accuracies ranging from 91.46% to 98.66%. In addition, we proposed a general, non-question-specific confidence-in-response model that can categorise a response as high or low confidence with accuracies ranging from 93.07% to 99.46%. With the strong performance of these models being applicable to small data sets, there is a great opportunity for educators to implement these techniques within their own classes. Implications for practice or policy: Students’ conceptual understanding can be accurately and automatically extracted from their short answer responses using NLP to assess the level and nature of their understanding. Educators and students can receive feedback on conceptual understanding as and when required through the automated assessment of conceptual understanding, without the overhead of traditional formative assessment. Educators can implement accurate automated assessment of conceptual understanding models with fewer than 100 student responses for their short response questions.

Qual o conhecimento em ressuscitação cardiopulmonar e uso do desfibrilador externo automático por estudantes de medicina?

Cardiopulmonary resuscitation (CPR) consists of a procedure where there is a combination of chest compressions and ventilation maneuvers, to reverse cardiac arrest (CRA). The medical student's knowledge in CPR identification, CPR maneuvers and AED use is important to be evaluated, allowing to verify their emergency care skills, contributing to save lives, besides making them potential knowledge multipliers. The aim of the present study was to evaluate medical students' knowledge regarding the parameters for CPR identification and CPR performance. This was an observational and cross-sectional study of medical students' theoretical knowledge of CPR, using an anonymous short-answer questionnaire and data analysis using Excel and Minitab software. It was possible to observe that most students considered themselves capable of identifying a victim in CPR. However, half of the total number of interviewees did not consider themselves capable of performing CPR. It is observed that there is a need for the implementation of practical training modules for these students, to increase their safety for action.

Teaching Secondary Geography

Geography is not only the study of the surface of the planet and the exploration of spatial and human - environment relationships, but also a way of thinking about the world. Guided by the Australian Curriculum and the Professional Standards for Teaching School Geography (GEOGstandards), Teaching Secondary Geography provides a comprehensive introduction to both the theory and practice of teaching Geography. This text covers fundamental geographical knowledge and skills, such as working with data, graphicacy, fieldwork and spatial technology, and provides practical guidance on teaching them in the classroom. Each chapter features short-answer and 'Pause and Think' questions to enhance understanding of key concepts, and 'Bringing It Together' review questions to consolidate learning. Classroom scenarios and a range of information boxes are provided throughout to connect students to additional material. Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

Is Sport Sustainable?—It Depends!

Is sport sustainable? Could sport be sustainable? Is there hope? The short answer is: it depends. This article discusses the six most essential issues on which answers to the questions above depend. First, it depends on what we already know about sport and sustainability. Second, it depends on how we observe or define sport and sustainability, respectively. Third, it depends on the ontology and epistemology on which the definitions and theories are based. Fourth, it depends on how we describe and explain the relationships and dependencies between sport, society and the environment. Fifth, it depends on how historical and sociological theories describe and explain how societies and civilizations operate, develop and eventually collapse. Sixth, it depends on whether we believe is it possible to plan and steer the future. These conditions indicate that the questions are challenging to answer but not impossible. Based on sociological systems theory, the author concludes that sport will not be sustainable unless modernity changes into a different kind of society—a world society that operates and governs from the binary code of sustainable/unsustainable instead of today's statal code of power/powerless.

Teaching Secondary History

Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the 'big ideas' of teaching with the nuance of History content. Each chapter features short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.