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Contribution: Prior studies on pedagogical methodologies to acquire soft skills have shown that developing collaborative tasks produces positive impact in students’ abilities. In this article, a pedagogical approach based on interdisciplinary practice and realistic problems is proposed to improve students’ teamwork skills. Background: Traditionally, soft skill acquisition has received scarce attention in high education curricula. Consequently, students finish their studies without having developed important competencies, such as communication, conflict resolution and teamwork skills. Intended Outcomes: Students who follow a realistic interdisciplinary approach improve both their soft and hard skills compared to students who follow a traditional collaborative pedagogical methodology. Through the approach proposed, students progress in completing tasks, participating in the team, collaborating in the organization, accepting agreements and taking into account the others’ points of view. Application Design: The experience involved students from two different disciplines, prospective computer science engineers and preservice teachers. They worked together to design an educational application that required prospective engineers to apply Human–Computer Interaction fundamentals. A quasi-experimental study was performed using either knowledge tests or self-assessment pre-post-tests, both subsequently analyzed using quantitative methods. Findings: 1) The prospective CS engineers who followed the interdisciplinary realistic practice approach achieved better learning outcomes than those who did not; 2) the educational context affects teamwork skill development; and 3) students improved their ability to work and participate in the team after the experience.

Background : The KOJI AWARENESS™ screening test is a self-administered screening tool for assessment of mobility, stability, and strength. It provides corrective exercises corresponding to the individual’s answers to the KOJI AWARENESS™ test questions. However, there is no evidence of the effectiveness of corrective exercises in improving KOJI AWARENESS™ screening test scores and activity-related pain. Methods : Twenty- six healthy subjects (11 female and 15 male ; age 20–50 years) were selected for participation. In a controlled laboratory setting, subjects were administered the KOJI AWARENESS™ test and were provided with individualized exercise programs based on the results of this first test. KOJI AWARENESS™ results were checked on the first day immediately after the first exercise session, and then again after the two-week program. Pain intensity was also assessed during daily training using a numerical rating scale. Results : Compared to pre-intervention, KOJI AWARENESS™ scores were significantly higher immediately after the first corrective exercise session and after 2 weeks of intervention (p < 0.001). Moreover, pain intensity was significantly lower after 2 weeks of intervention (p < 0.001). Conclusions : Individualized KOJI AWARENESS™ corrective exercises were effective immediately on the first day and also after the two-week program in improving the KOJI AWARENESS™ score and reducing pain intensity during daily training.

Background : The KOJI AWARENESS™ screening test is a self-administered screening tool for assessment of mobility, stability, and strength. It provides corrective exercises corresponding to the individual’s answers to the KOJI AWARENESS™ test questions. However, there is no evidence of the effectiveness of corrective exercises in improving KOJI AWARENESS™ screening test scores and activity-related pain. Methods : Twenty- six healthy subjects (11 female and 15 male ; age 20–50 years) were selected for participation. In a controlled laboratory setting, subjects were administered the KOJI AWARENESS™ test and were provided with individualized exercise programs based on the results of this first test. KOJI AWARENESS™ results were checked on the first day immediately after the first exercise session, and then again after the two-week program. Pain intensity was also assessed during daily training using a numerical rating scale. Results : Compared to pre-intervention, KOJI AWARENESS™ scores were significantly higher immediately after the first corrective exercise session and after 2 weeks of intervention (p < 0.001). Moreover, pain intensity was significantly lower after 2 weeks of intervention (p < 0.001). Conclusions : Individualized KOJI AWARENESS™ corrective exercises were effective immediately on the first day and also after the two-week program in improving the KOJI AWARENESS™ score and reducing pain intensity during daily training.

Background: Tuberculosis (TB) is still one of the major health problems in the world, especially in countries with dense populations. Indonesia is listed among the top three countries with the highest burden of tuberculosis worldwide. The low coverage of case detection in Indonesia is one of the reasons for ineffective TB control. Therefore, this disease remains a threat to spread in today's Indonesian society. Digital technology can be used to increase the effectiveness and efficiency of case detection. This study aims to create a new paradigm for detecting new cases of tuberculosis using a self-assessment website-based application. Methods: This descriptive quantitative research used univariate analysis. Respondents for this research were sampled from all East Java people who filled out the E-TIBI application. Result: In total, there were 4,658 E-TIBI users in East Java, with 20.80% suspected of tuberculosis. The most frequent symptoms found in the respondents were fatigue, cough for > 2 weeks, and weight loss. Discussion: A self-assessment paradigm based on digital technology was applied to the design of this E-TIBI application. From this application, the public can quickly determine whether they or others are suspected of having tuberculosis. This result shows that the whole community can easily access the E-TIBI application for initial tuberculosis screening. Conclusion: Through this application, direct community participation can increase the detection of new cases to support the government and WHO programs in eliminating tuberculosis by 2030.

Background: Tuberculosis (TB) is still one of the major health problems in the world, especially in countries with dense populations. Indonesia is listed among the top three countries with the highest burden of tuberculosis worldwide. The low coverage of case detection in Indonesia is one of the reasons for ineffective TB control. Therefore, this disease remains a threat to spread in today's Indonesian society. Digital technology can be used to increase the effectiveness and efficiency of case detection. This study aims to create a new paradigm for detecting new cases of tuberculosis using a self-assessment website-based application. Methods: This descriptive quantitative research used univariate analysis. Respondents for this research were sampled from all East Java people who filled out the E-TIBI application. Result: In total, there were 4,658 E-TIBI users in East Java, with 20.80% suspected of tuberculosis. The most frequent symptoms found in the respondents were fatigue, cough for > 2 weeks, and weight loss. Discussion: A self-assessment paradigm based on digital technology was applied to the design of this E-TIBI application. From this application, the public can quickly determine whether they or others are suspected of having tuberculosis. This result shows that the whole community can easily access the E-TIBI application for initial tuberculosis screening. Conclusion: Through this application, direct community participation can increase the detection of new cases to support the government and WHO programs in eliminating tuberculosis by 2030.

In this article, we look at three teacher education programs across three countries – Australia, Bhutan, and Canada – to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection; (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice; and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory.

Introduction: The focus of residency training is to ensure that graduates attain a minimum level of skills and knowledge in order to be able to practice independently. While there are multiple formal methods to evaluate a resident, there is a paucity of literature that describes whether programs have residents perform individual self-assessment (ISA) with the development of individualized learning plans (ILP) to better themselves. We sought to investigate the current state of emergency medicine (EM) residency programs using ISA and determine whether these assessments are used to develop an ILP for each resident.Methods: An electronic survey was developed by educators at our institution and sent to all program leaders of United States EM residencies approved by the Accreditation Council for Graduate Medical Education. An individualized email request was sent to non-responders. Results were obtained from February–May 2019.Results: Of 240 programs we contacted, 119 (49.5%) completed the survey. Seventy-nine percent of programs reported that they had all residents perform an ISA. These were completed semiannually in 69% of the programs surveyed, annually in 19%, less than annually in 8%, and quarterly or more frequently in 4%. Of those programs requiring a resident ISA, only 21% required that all residents develop an ILP; 79% had only those residents requiring additional help or no residents develop an ILP.Conclusion: Most programs that completed the survey reported having residents complete an individual self-assessment, but there was variation in the areas assessed. The majority of programs had only lower performing, or no residents, develop an ILP based on this.

Introduction: The focus of residency training is to ensure that graduates attain a minimum level of skills and knowledge in order to be able to practice independently. While there are multiple formal methods to evaluate a resident, there is a paucity of literature that describes whether programs have residents perform individual self-assessment (ISA) with the development of individualized learning plans (ILP) to better themselves. We sought to investigate the current state of emergency medicine (EM) residency programs using ISA and determine whether these assessments are used to develop an ILP for each resident.Methods: An electronic survey was developed by educators at our institution and sent to all program leaders of United States EM residencies approved by the Accreditation Council for Graduate Medical Education. An individualized email request was sent to non-responders. Results were obtained from February–May 2019.Results: Of 240 programs we contacted, 119 (49.5%) completed the survey. Seventy-nine percent of programs reported that they had all residents perform an ISA. These were completed semiannually in 69% of the programs surveyed, annually in 19%, less than annually in 8%, and quarterly or more frequently in 4%. Of those programs requiring a resident ISA, only 21% required that all residents develop an ILP; 79% had only those residents requiring additional help or no residents develop an ILP.Conclusion: Most programs that completed the survey reported having residents complete an individual self-assessment, but there was variation in the areas assessed. The majority of programs had only lower performing, or no residents, develop an ILP based on this.

Studiens syfte är att undersöka högstadielärares idéer och tillämpning av formativ bedömning i ämnet idrott och hälsa, samt vilken typ av formativ bedömning lärarna anser hjälper eleverna bäst i deras lärande. Till studien hör följande frågeställningar: (1) Vilka idéer, värderingar och normer kännetecknar lärares uppfattning om formativ bedömning och dess tillämpning i undervisningen? (2) Vilken typ av formativ bedömning anser idrottslärare hjälper eleverna bäst i sitt lärande? (3) Vilka skillnader finns mellan idrottslärare i deras användning och konceptualisering av formativ bedömning? Studiens kvalitativa ansats har resulterat i semi-strukturerade intervjuer med sex verksamma lärare inom ämnet Idrott och hälsa (IH) i årskurs 7-9. Kopplingen mellan ämnet IH och idrottsrörelsen befästs bland annat genom att lärarna beskriver hur de hämtat mycket av sin inspiration kring återkoppling från föreningslivet. Det är främst den direkta och muntliga formen av återkoppling (feedback) som används och anses ha stor effekt på elevernas lärande. Motiveringen handlar om att förmågorna inom IH oftast synliggörs på sekunder och det är där och då lärarna ska stötta eleverna framåtsyftande. Lärarna ser självbedömning och kamratbedömning som problematiskt. De relaterar främst till aspekter av tid, planering och elevernas förmåga att bedöma varandra. Studien synliggör även exempel på framgångsfaktorer för när den formativa bedömningen fungerar bäst.

This classroom project is the result of the work in a state SEN in Castelló. The experience has taken place in a secondary school classroom with 8 students, and it stems from the inquisitiveness, doubts and reflections of two teachers who are convinced that it is possible to companion learning in a different way. The project is based on a respectful and inclusive education approach, applied through learning stations work organization., El proyecto de aula que explicamos a continuación es el resultado del trabajo en un centro público de educación especial de la ciudad de Castelló. La experiencia se ha llevado a cabo en un aula con 8 alumnos de la etapa de secundaria, y es fruto de las inquietudes, dudas, reflexiones y debates de dos maestros convencidos de que es posible acompañar los aprendizajes de otra manera, independientemente que sea en centro ordinario o en centro específico. La base del proyecto la encontramos en una educación respetuosa e inclusiva, aplicada a través de la organización del trabajo en estaciones de aprendizaje.

Studiens syfte är att undersöka högstadielärares idéer och tillämpning av formativ bedömning i ämnet idrott och hälsa, samt vilken typ av formativ bedömning lärarna anser hjälper eleverna bäst i deras lärande. Till studien hör följande frågeställningar: (1) Vilka idéer, värderingar och normer kännetecknar lärares uppfattning om formativ bedömning och dess tillämpning i undervisningen? (2) Vilken typ av formativ bedömning anser idrottslärare hjälper eleverna bäst i sitt lärande? (3) Vilka skillnader finns mellan idrottslärare i deras användning och konceptualisering av formativ bedömning? Studiens kvalitativa ansats har resulterat i semi-strukturerade intervjuer med sex verksamma lärare inom ämnet Idrott och hälsa (IH) i årskurs 7-9. Kopplingen mellan ämnet IH och idrottsrörelsen befästs bland annat genom att lärarna beskriver hur de hämtat mycket av sin inspiration kring återkoppling från föreningslivet. Det är främst den direkta och muntliga formen av återkoppling (feedback) som används och anses ha stor effekt på elevernas lärande. Motiveringen handlar om att förmågorna inom IH oftast synliggörs på sekunder och det är där och då lärarna ska stötta eleverna framåtsyftande. Lärarna ser självbedömning och kamratbedömning som problematiskt. De relaterar främst till aspekter av tid, planering och elevernas förmåga att bedöma varandra. Studien synliggör även exempel på framgångsfaktorer för när den formativa bedömningen fungerar bäst.

[EN] This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.

Introduction: The development and deployment of a web-based, self-triage tool for severe respiratory syndrome coronavirus 2 (COVID-19 disease) aimed at preventing surges in healthcare utilization could provide easily understandable health guidance with the goal of mitigating unnecessary emergency department (ED) and healthcare visits. We describe the iterative development and usability testing of such a tool. We hypothesized that adult users could understand and recall the recommendations provided by a COVID-19 web-based, self-triage tool.Methods: We convened a multidisciplinary panel of medical experts at two academic medical schools in an iterative redesign process of a previously validated web-based, epidemic screening tool for the current COVID-19 pandemic. We then conducted a cross-sectional usability study over a 24-hour period among faculty, staff, and students at the two participating universities. Participants were randomly assigned a pre-written health script to enter into the self-triage website for testing. The primary outcome was immediate recall of website recommendations. Secondary outcomes included usability measures. We stratified outcomes by demographic characteristics.Results: A final sample of 877 participants (mean age, 32 years [range, 19-84 years]; 65.3% female) was used in the analysis. We found that 79.4% of the participants accurately recalled the recommendations provided by the website. Almost all participants (96.9%) found the website easy to use and navigate.Conclusion: Adult users of a COVID-19 self-triage website, recruited from an academic setting, were able to successfully recall self-care instructions from the website and found it user-friendly. This website appears to be a feasible way to provide evidence-based health guidance to adult patients during a pandemic. Website guidance could be used to reduce unnecessary ED and healthcare visits.

[EN] This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.

[EN] This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.

[EN] This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.

In the current study, 34 nine graders in a Swedish school were given a test where they would interpret sarcastic and ironic utterances from the American series Modern Family by explaining the implication in their own words. They were also asked to assess their own knowledge of English by filling out a questionnaire containing both qualitative and quantitative questions. The aims were to investigate whether the students understood the implications and if the total score could be connected to their own perception of their level of proficiency. The results show that although plenty of the students assessed themselves being highly comfortable with English as a foreign language, it did not result in a high understanding of sarcastic and ironic utterances. Out of 646 possible points, the students only reached a score of 156 in total. It was also clear that their self assessments did not comply with their results. While confident students received low scores, insecure students did well on the test.

The purpose of this study is to measure the effect of self assessment and self reflection on middle school math performance. There has been much research around the positive effects of self assessment in many areas of education, but this study will focus specifically on math. Middle schoolers seem to struggle with intrinsic motivation. They struggle to complete homework and to see the value in homework. Studies have shown that self assessment and reflection can help increase motivation and lead to more successful experiences for students. One class of 33 eighth graders was studied. Students completed daily assessments and reflections regarding their understanding. They also reflected and assessed their performance on chapter tests. A pre and post study survey was also used to gauge student’s mathematical beliefs. I believe through self assessment and self reflection, I will see an increase in motivation, scores and a more positive overall attitude.

Introduction: The development and deployment of a web-based, self-triage tool for severe respiratory syndrome coronavirus 2 (COVID-19 disease) aimed at preventing surges in healthcare utilization could provide easily understandable health guidance with the goal of mitigating unnecessary emergency department (ED) and healthcare visits. We describe the iterative development and usability testing of such a tool. We hypothesized that adult users could understand and recall the recommendations provided by a COVID-19 web-based, self-triage tool.Methods: We convened a multidisciplinary panel of medical experts at two academic medical schools in an iterative redesign process of a previously validated web-based, epidemic screening tool for the current COVID-19 pandemic. We then conducted a cross-sectional usability study over a 24-hour period among faculty, staff, and students at the two participating universities. Participants were randomly assigned a pre-written health script to enter into the self-triage website for testing. The primary outcome was immediate recall of website recommendations. Secondary outcomes included usability measures. We stratified outcomes by demographic characteristics.Results: A final sample of 877 participants (mean age, 32 years [range, 19-84 years]; 65.3% female) was used in the analysis. We found that 79.4% of the participants accurately recalled the recommendations provided by the website. Almost all participants (96.9%) found the website easy to use and navigate.Conclusion: Adult users of a COVID-19 self-triage website, recruited from an academic setting, were able to successfully recall self-care instructions from the website and found it user-friendly. This website appears to be a feasible way to provide evidence-based health guidance to adult patients during a pandemic. Website guidance could be used to reduce unnecessary ED and healthcare visits.

In the current study, 34 nine graders in a Swedish school were given a test where they would interpret sarcastic and ironic utterances from the American series Modern Family by explaining the implication in their own words. They were also asked to assess their own knowledge of English by filling out a questionnaire containing both qualitative and quantitative questions. The aims were to investigate whether the students understood the implications and if the total score could be connected to their own perception of their level of proficiency. The results show that although plenty of the students assessed themselves being highly comfortable with English as a foreign language, it did not result in a high understanding of sarcastic and ironic utterances. Out of 646 possible points, the students only reached a score of 156 in total. It was also clear that their self assessments did not comply with their results. While confident students received low scores, insecure students did well on the test.

The purpose of this study is to measure the effect of self assessment and self reflection on middle school math performance. There has been much research around the positive effects of self assessment in many areas of education, but this study will focus specifically on math. Middle schoolers seem to struggle with intrinsic motivation. They struggle to complete homework and to see the value in homework. Studies have shown that self assessment and reflection can help increase motivation and lead to more successful experiences for students. One class of 33 eighth graders was studied. Students completed daily assessments and reflections regarding their understanding. They also reflected and assessed their performance on chapter tests. A pre and post study survey was also used to gauge student’s mathematical beliefs. I believe through self assessment and self reflection, I will see an increase in motivation, scores and a more positive overall attitude.

We present an educative self-assessment app intended to increase awareness of app-related privacy risks. The privacy impact self-assessment (PISA) app is intended to stimulate smartphone user reflection over risks of data sharing and data extraction from their smartphones. An interactive user interface performs an end-user targeted dialogue about apps using personas with a variety of vulnerabilities. The guided dialogue about threats is intended to engage the user’s reflection about own app risk. We describe the underlying model and interaction design, summarize the personas and discuss the user interfaces implemented in the app.

Bakgrund: Självreflektion innebär att kunna iaktta sig själv, sina reaktioner och att kunnasamtala med sig själv om sina handlingar och om sina upplevelser. Det är ett medvetetsökande efter förståelse. Reflektion ger möjlighet att utveckla yrkesmässig medvetenhet omsitt eget sätt att fungera och reagera. Genom systematisk reflektion kan individen utvecklasoch koppla teori till praktik. Individen måste medvetet utvärdera sina erfarenheter för attkunna dra lärdom av dem. Syfte: Syftet var att belysa sjuksköterskors möjligheter till självreflektion inom psykiatriskvård. Metod: En integrativ litteraturstudie användes som metod. Data inhämtades från databasernaCinahl plus, PubMed och PsycINFO.Sammanlagt sex artiklar ligger till grund för resultat. Material har analyserats medWhittemore och Knafls (2005) analysmetod. Resultat: Sjuksköterskor behövde skapa utrymme för självreflektion. Studier visade attarbetsgivare behövde möjliggöra att självreflektion kunde utövas på arbetsplatsen ochmedarbetare måste värdesätta att självreflektion kunde fungera som ett hjälpmedel i denpsykiatriska omvårdnaden. Det var också viktigt att lärare och utbildare, i enutbildningssituation, var intresserade av individens lärande och hade kunskap om hur man lärut självreflektion. Slutsats: Möjligheter till självreflektion är tid, kunskap och en tillåtande miljö därsjuksköterskan eller sjuksköterskestudenten kan och vågar ställa frågor och där det finns engemensam norm som värdesätter självreflektion på arbetsplatsen., Backgound: Self-reflection means being able to observe oneself, their reactions and beingable to talk to themselves about their actions and their experiences. It is a conscious search forunderstanding. Reflection provides the opportunity to develop professional awareness ofone ́s own way of functioning and reacting. Through systematic reflection, the individual candevelop and link theory to practice. The individual must consciously evaluate theirexperiences in order to learn from them. Aim: The purpose of this study is to elucidate nurses ́ opportunities for self-reflection inpsychiatric careMethod: An integrative literature study was used as a method. Data were obtained from thedatabases Cinahl Plus, PubMed and PSYCinfo. A total of six articles form the basis for theresult. The material has been analyzed using the Whittemore and Knafls (2005) method. Results: Nurses need to create space for self-reflection. The study showed that employersneeded to enable self-reflection to be exercised in the workplace and employees needed toappreciate that self-reflection could serve as an aid in psychiatric nursing. It was alsoeducators, in an educational situation, were interested in the individual ́s learning and hadknowledge of how to teach self-reflection. Conclusion: Opportunities for self-reflection are time, knowledge and a permissiveenvironment where the nurse or nurse student can and dare to ask questions and where there isa common norm that values self-reflection in the workplace.

This article approaches to the concepts of digital competence and digital literacy, whose primitive confusion has meant a limitation when presenting an action protocol in digital teacher training. Concrete attention is given to the reality of the university professor and the situation in higher education. For this, a pre-eminently qualitative investigation has been carried out, which shows the important fracture that arises between the skills required of the current teacher and the lack or ineffective academic training received to achieve them., Este artículo se acerca a los conceptos de competencia digital y alfabetismo digital, cuya primitiva confusión ha supuesto una limitación a la hora de presentar un protocolo de actuación en la formación digital docente. Se presta atención concreta a la realidad del profesor universitario y a la situación existente en la educación superior. Para ello, se ha llevado a cabo una investigación, preeminentemente cualitativa, que deja en evidencia la importante fractura que surge entre las destrezas que se le exigen al docente actual y la carente o poco efectiva formación académica que recibe para alcanzarlas.

This article approaches to the concepts of digital competence and digital literacy, whose primitive confusion has meant a limitation when presenting an action protocol in digital teacher training. Concrete attention is given to the reality of the university professor and the situation in higher education. For this, a pre-eminently qualitative investigation has been carried out, which shows the important fracture that arises between the skills required of the current teacher and the lack or ineffective academic training received to achieve them., Este artículo se acerca a los conceptos de competencia digital y alfabetismo digital, cuya primitiva confusión ha supuesto una limitación a la hora de presentar un protocolo de actuación en la formación digital docente. Se presta atención concreta a la realidad del profesor universitario y a la situación existente en la educación superior. Para ello, se ha llevado a cabo una investigación, preeminentemente cualitativa, que deja en evidencia la importante fractura que surge entre las destrezas que se le exigen al docente actual y la carente o poco efectiva formación académica que recibe para alcanzarlas.

Bakgrund: Självreflektion innebär att kunna iaktta sig själv, sina reaktioner och att kunnasamtala med sig själv om sina handlingar och om sina upplevelser. Det är ett medvetetsökande efter förståelse. Reflektion ger möjlighet att utveckla yrkesmässig medvetenhet omsitt eget sätt att fungera och reagera. Genom systematisk reflektion kan individen utvecklasoch koppla teori till praktik. Individen måste medvetet utvärdera sina erfarenheter för attkunna dra lärdom av dem. Syfte: Syftet var att belysa sjuksköterskors möjligheter till självreflektion inom psykiatriskvård. Metod: En integrativ litteraturstudie användes som metod. Data inhämtades från databasernaCinahl plus, PubMed och PsycINFO.Sammanlagt sex artiklar ligger till grund för resultat. Material har analyserats medWhittemore och Knafls (2005) analysmetod. Resultat: Sjuksköterskor behövde skapa utrymme för självreflektion. Studier visade attarbetsgivare behövde möjliggöra att självreflektion kunde utövas på arbetsplatsen ochmedarbetare måste värdesätta att självreflektion kunde fungera som ett hjälpmedel i denpsykiatriska omvårdnaden. Det var också viktigt att lärare och utbildare, i enutbildningssituation, var intresserade av individens lärande och hade kunskap om hur man lärut självreflektion. Slutsats: Möjligheter till självreflektion är tid, kunskap och en tillåtande miljö därsjuksköterskan eller sjuksköterskestudenten kan och vågar ställa frågor och där det finns engemensam norm som värdesätter självreflektion på arbetsplatsen., Backgound: Self-reflection means being able to observe oneself, their reactions and beingable to talk to themselves about their actions and their experiences. It is a conscious search forunderstanding. Reflection provides the opportunity to develop professional awareness ofone ́s own way of functioning and reacting. Through systematic reflection, the individual candevelop and link theory to practice. The individual must consciously evaluate theirexperiences in order to learn from them. Aim: The purpose of this study is to elucidate nurses ́ opportunities for self-reflection inpsychiatric careMethod: An integrative literature study was used as a method. Data were obtained from thedatabases Cinahl Plus, PubMed and PSYCinfo. A total of six articles form the basis for theresult. The material has been analyzed using the Whittemore and Knafls (2005) method. Results: Nurses need to create space for self-reflection. The study showed that employersneeded to enable self-reflection to be exercised in the workplace and employees needed toappreciate that self-reflection could serve as an aid in psychiatric nursing. It was alsoeducators, in an educational situation, were interested in the individual ́s learning and hadknowledge of how to teach self-reflection. Conclusion: Opportunities for self-reflection are time, knowledge and a permissiveenvironment where the nurse or nurse student can and dare to ask questions and where there isa common norm that values self-reflection in the workplace.

[Objectives] To evaluate the impact of a massive online open course (MOOC) design on the appropriate use of antimicrobial agents, to determine specific study areas with better learning outcomes and to identify weak points., [Methods] A pre- and post-intervention study in the context of a training course on infectious diseases aimed at health professionals. We designed a questionnaire with 30 questions related to the management of infectious diseases in different clinical situations. Participants had to answer the questions based on their competencies and training for these situations. We analysed the scores obtained before and after the course and the resulting progress. In addition, an open response section was provided to enable a qualitative evaluation., [Results] Two thousand one hundred and forty-eight health professionals were enrolled in the course. The questionnaire was completed before and after the course by 606 participants, mainly physicians (81.2%) and pharmacists (15.4%). The mean overall scores for the pre- and post-course questionnaires were 6.2 (SD 1.38) and 7.9 (SD 0.88), respectively (overall score increase = 1.8, SD 1.21, P < 0.001). A significant increase in self-assessment was detected (P < 0.001) for all the questions. Qualitative assessments were provided by 218 participants with 225 comments, most of which were very positive., [Conclusions] The course with a MOOC design showed a great teaching capacity in the infectious diseases area for all the clinical situations analysed, notably in the management of severe infections with higher mortality. For future editions of this training activity, the need to include other infectious diseases, especially infections in primary care, was highlighted.

Aunque el discurso sobre competencia digital no es nuevo, la investigación sobre el concepto y sobre los instrumentos para medirla sigue de actualidad. Para planificar su docencia, es importante contar con instrumentos que nos permitan realizar diagnósticos efectivos al inicio de los estudios universitarios. En ese sentido, INCOTIC 2.0 cubre esa necesidad por medio de un cuestionario de autopercepción validado, fiabilizado y actualizado que nos permite determinar el nivel de uso de las TIC, el nivel de autopercepción de competencia digital y la naturaleza de las actitudes hacia las TIC del alumnado de forma rápida y eficaz. Todo ello es aplicable para caracterizar tanto individuos como grupos, y por tanto es un instrumento útil para la planificación del aprendizaje de esta competencia. El objetivo de este artículo es presentar el proceso de actualización, validación y fiabilización de esta herramienta, así como los primeros datos extraídos de su aplicación en un grupo piloto.

In adolescence, antisocial behaviors increase in prevalence, an occurrence that has been related to the parallel increase of impulsive behaviors. However, impulsivity is a conglomerate of unidimensional impulsigenic traits, divided into aspects of behavioral dyscontrol and sensation seeking. In the present study, we examine how these traits differ between interned youth and an aged-matched control group, and how they relate to executive functioning. Results indicate that impulsigenic traits related to behavioral dyscontrol, but not sensation seeking, are more pronounced in interned adolescents. Also, executive functioning was predictive of lack of premeditation, a trait specifically related to antisocial behavior. One implication of this is that interventions improving executive functioning could be beneficial in the rehabilitation of interned adolescents with impulsivity-related problems.

In adolescence, antisocial behaviors increase in prevalence, an occurrence that has been related to the parallel increase of impulsive behaviors. However, impulsivity is a conglomerate of unidimensional impulsigenic traits, divided into aspects of behavioral dyscontrol and sensation seeking. In the present study, we examine how these traits differ between interned youth and an aged-matched control group, and how they relate to executive functioning. Results indicate that impulsigenic traits related to behavioral dyscontrol, but not sensation seeking, are more pronounced in interned adolescents. Also, executive functioning was predictive of lack of premeditation, a trait specifically related to antisocial behavior. One implication of this is that interventions improving executive functioning could be beneficial in the rehabilitation of interned adolescents with impulsivity-related problems.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

Department: Exhibition Design., Advisors: Lyons, Christina., The first part of this paper focuses on the thesis research. The thesis of this paper states that impulsive decision-making can be used as a self-assessment to lead visitors to learn new things about themselves. This paper will explain the factors that force us to make impulsive decisions—time constraint being the most prominent factor. The second part of this paper concentrates on a detailed design of the "Spectrum" exhibition at MoMA PS1, which caters to visitors such as millennials, artists, and high school groups. The exhibition, titled "Recreation of a Dream," welcomes visitors into an artistic and emotional environment to help them get closer to their dreams.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit instrument. The sampling frame for the study included the college of education faculty members at the university. The data for the study were collected in two different phases using a field-tested online survey that was created to collect the faculty perceptions of the newly developed instrument and process for completing the merit evaluation. The data collected from the surveys were analyzed using nonparametric tests and qualitative textual analysis. Findings from the study indicated favorable perceptions of the new merit evaluation and only a limited number of differences among the demographic groups.

The laboratory provides an opportunity for students to achieve many learning outcomes including to critically evaluate information, interpret and draw conclusions from scientific data, and communicate scientific results, information, or arguments. This paper describes a laboratory-writing task that involves self and peer evaluation. After discussion of the expectations of laboratory report writing during class, students self and peer evaluate reports. In a process similar to double-blind journal refereeing, students practise critically evaluating the quality of academic writing using a rubric. The summative assessment is based on how consistent their evaluations are with the evaluations of the same reports performed by their peers. The formative assessment is that students receive peer evaluations and feedback via a rubric on reports that they have written. The skill of critically evaluating their own reports is used to improve the laboratory reports in subsequent assessment tasks.

This study explores ways to engage students in peer feedback and self-assessment on different aspects of their work, from in-class activities to essays, problem sets and presentations in extended speaking course, English education, faculty of teacher training and education, The University of Muhammadiyah Purwokerto, Indonesia. Sharing the process of giving and receiving feedback with students is beneficial for the learning process as it enables students to take greater ownership of their learning and develop their critical thinking and feedback skills. A crucial factor in the effective use of self-assessment and peer feedback is to ensure that you introduce the idea to students early on in their course. In addition, it is useful to discuss, and revisit regularly, the purpose of the self-assessment or peer feedback activity, to encourage students to view it as an integral part of their learning

This study explores ways to engage students in peer feedback and self-assessment on different aspects of their work, from in-class activities to essays, problem sets and presentations in extended speaking course, English education, faculty of teacher training and education, The University of Muhammadiyah Purwokerto, Indonesia. Sharing the process of giving and receiving feedback with students is beneficial for the learning process as it enables students to take greater ownership of their learning and develop their critical thinking and feedback skills. A crucial factor in the effective use of self-assessment and peer feedback is to ensure that you introduce the idea to students early on in their course. In addition, it is useful to discuss, and revisit regularly, the purpose of the self-assessment or peer feedback activity, to encourage students to view it as an integral part of their learning