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This study develops and validates an English communicative competence model for Korean high school students, in response to the need to redefine the relevant concepts and components of competence that are demanded by the rapidly evolving future society. Drawing on Celce-Murcia's (2008) theoretical model on communicative competence, this research conceptualized a model that could assess high school students' English communicative competence by examining relevant domestic and international studies as well as theoretical reflections. Expert opinions from a two-stage Delphi survey were compiled and incorporated to revise, supplement, and validate the English communicative competence among high school students reflecting Korea's English education environment. Following this process, the conceptual model for English communicative competence was reorganized into five sub-competences (sociolinguistic, discourse, linguistic, interactional, and strategic competence) and 15 corresponding subfactors. The content validity ratio values for the conceptual definition and factor structure of this model were all above 0.64, thus affirming the validity of the conceptual definition and factor structure.

The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural-historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing.

International Online Collaboration Competencies (IOCCs) are considered essential for global virtual teams, yet no consensus exists on what experts consider as IOCCs and which competencies are involved. To develop a framework to support higher education in designing learning tasks and evaluation instruments for the acquisition of IOCCs, a three-round consensus study was conducted among a purposive sample of academic and field experts in international online collaboration. The final IOCCs framework includes a definition of IOC and 34 IOCCs within six competency domains: (1) information and communication technology, (2) international and intercultural, (3) communication and language, (4) collaboration, (5) management and organization, and (6) domain-specific. The framework may be a benchmark for program development for Internationalization of the Curriculum (IoC), evaluation, and continuous professional development. Further research is needed to evaluate how this IOCCs framework can be integrated into higher education settings to teach and evaluate IOCCs.

We report findings from an eDelphi study that aimed to explore 16 expert panelists' perspectives regarding the key attributes of learning experience design (LXD) as it relates to the following: design, disciplines, methods, and theory. Findings suggest consensus was reached regarding LXD's focus on learner-centrism and incorporating human-centered design practices to design learning environments. LXD practitioners adapt methods and theories from fields such as human--computer interaction and user experience. Implications suggest a need to develop specific methods and theories within our own field.

In the 1970s, research on artificial intelligence in education emerged with the aim of acknowledging and accommodating the psychological aspects of the learning process. Since then, its applications have evolved and it is now used for student learning and assessment, teachers' pedagogical practice, management of educational institutions, and lifelong learning. Nevertheless, the ethical challenges of educational programmes using these systems have not been thoroughly studied. Anchored on the theoretical frame of dialogic ethics, this paper presents a section of a participatory futures research project. The goal of the research is to develop a toolkit that educators can use to ensure a smooth and ethical transition to artificial intelligence-based education while preserving the interests of educational development. This paper emphasises the need for an informed and participatory process that involves all stakeholders and begins with an expert consultation through the Delphi method, the results of which allowed the construction of eight hypothetical futures scenarios. These scenarios provide evidence that examining the ethics of using artificial intelligence systems presents an opportunity to reflect on the ethics of education as a whole. They highlight the challenge of balancing the benefits and drawbacks of such systems, especially concerning educational goals and the interplay between diverse educational actors and personal development in educational settings. The study outcomes are intended to encourage discussions on the integration of ethical artificial intelligence in education and facilitate the continuing professional development of teachers by equipping them with scenarios that can be used as a resource for training purposes.

Purpose: To establish a consensus on the complexity of 16 fundamental movement skills (FMS). Initially, complexity was defined as how difficult it would be to teach FMS to children and for the children to learn them. Method: The study was conducted using a modified Delphi method and a mobile application called Move Improve® to showcase video demonstrations of 16 FMS. Six experts discussed and rated the complexity of each FMS using a 5-point Likert scale until a 75% consensus was obtained during three rounds. Result: Dribble was rated as the most complex (average five) and run as the least (average one). The highest percentage of consensus at 100% was obtained for dribble, overhead throw, run, and skip during Round 3. Conclusion: Eye--hand or eye--foot coordination, laterality, and the environment were deemed as the most influential factors when rating the complexity of FMS.

The proportion of pupils with English as an additional language (EAL) has steadily risen in recent years in England, reaching just under one in five of all pupils aged 5-16 in 2021, with a total of over 365 languages spoken between them. Despite educational psychologists' (EPs) practice being concerned with reduction of barriers that prevent children from fully accessing education, a review of the educational psychology literature provides little information to suggest that EPs are responding to the increasing linguistic diversity of their client group. Further, there is a lack of shared understanding among EPs of the specific competencies needed to address the specific language needs of this population. Through a three-round Delphi, 90 statements were identified as key features required for EP practice with EAL students and families; these statements were then structured into a guiding framework for EP practice. The implications of this framework, and its limitations, are discussed.

Information and communications technology (ICT) is now widely used in education. However, the effect of ICT on the development of students' scientific higher-order thinking skills (S-HOTS) is a controversial issue in science education research. This has attracted significant attention from researchers worldwide in the field of educational technology. Purpose: In this study, a novel framework for students' S-HOTS is proposed based on Marzano's new taxonomy to determine the impact of ICT on S-HOTS. And exploring the difference in the impact of ICT on S-HOTS in two different countries. Sample: The data for this study were obtained from the Science Assessment and ICT Familiarity Questionnaire of the PISA 2015 survey for Finnish and Chinese students. This survey measures the differences in economic and educational levels and literacy in each country and tests the knowledge and skills necessary for life in reading, mathematics, and science for students (15 years old), through a detailed pre-testing country field study to make the results comparable across countries. Design and methods: We used the Delphi methodology to determine the framework of S-HOTS and a regression analysis to analyse the effects of ICT on students' S-HOTS. Results: The results demonstrate how the availability, use frequency and use time of ICT affect S-HOTS. Furthermore, we compared the results between China (9841 students) and Finland (2538 students), and these findings demonstrated that ICT use at school has a negative effect on S-HOTS, especially ICT use time in school. We also found that using an interactive whiteboard positively and significantly affects S-HOTS. Conclusion: The results suggest that the effect of ICT use on S-HOTS in school depends on the ICT method combined with the learning process. Consequently, the use of ICT in schools should be viewed dialectically to promote students' S-HOTS.

Inclusive education has brought about a paradigm shift to the traditional roles of an educator and now require educators to accept multifaceted responsibilities to support diverse individualised needs. Even now, Malaysian mainstream and special needs educators continually report that they need better understandings and knowledge to be proficient in supporting inclusive transitions. This study holds that outlining the distinct roles and responsibilities of the educators throughout the inclusive transition process is critical towards increasing their level of knowledge, competencies, and readiness towards inclusion. This study focuses on utilising the Fuzzy Delphi method to reach a consensus on the roles and responsibilities of mainstream and special needs educators that the experts believe are essential towards supporting the first stage of inclusive transition -- the Pre-Transition Stage. The results identify a clearer picture of both educators' responsibilities within the planning and preparation role, classroom environment role, instructions role, and professional duties role that are key for educators in the first stage of transition. It offers a versatile judgement, clearer picture, and better structured insight that can help facilitate enhanced knowledge, competencies, better readiness, and clearer role alignments.

The Van Hiele model of geometric reasoning establishes five levels of development, from level 1 (visual) to level 5 (rigor). Despite the fact that this model has been deeply studied, there are few research works concerning the fifth level. However, there are some works that point out the interest of working with activities at this level to promote the acquisition of previous levels. Our goal is to describe this level through the construction and validation of a list of indicators for each of the processes involved in geometrical reasoning (definition, proof, classification, and identification). Due to the lack of previous research, we have decided to use the Delphi methodology. This approach allowed us to collect information from a panel of experts to reach a consensus through a series of phases about the indicators that describe each of the processes. The final product of the iterative application of this method is a list of validated indicators of the fifth Van Hiele level of reasoning. In particular, proof and definition processes have turned out to be the most relevant processes at this level.

Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was developed by adapting the Achieve protocol and making modifications based on responses of a Delphi model panel that applied the rubric. I then discuss the use of this rubric with preservice teachers in a course about teaching mathematics with technology and the positive impact it had on their understanding and ability to align tasks and learning goals. I conclude with possible future uses of this rubric for researchers, teachers, and teacher educators.

External validity is an important parameter that needs to be considered for decision making in health research, but no widely accepted measurement tool for the assessment of external validity of randomized controlled trials (RCTs) exists. One of the most limiting factors for creating such a tool is probably the substantial heterogeneity and lack of consensus in this field. The objective of this study was to reach consensus on a definition of external validity and on criteria to assess the external validity of RCTs included in systematic reviews. A three-round online Delphi study was conducted. The development of the Delphi survey was based on findings from a previous systematic review. Potential panelists were identified through a comprehensive web search. Consensus was reached when at least 67% of the panelists agreed to a proposal. Eighty-four panelists from different countries and various disciplines participated in at least one round of this study. Consensus was reached on the definition of external validity ("External validity is the extent to which results of trials provide an acceptable basis for generalization to other circumstances such as variations in populations, settings, interventions, outcomes, or other relevant contextual factors"), and on 14 criteria to assess the external validity of RCTs in systematic reviews. The results of this Delphi study provide a consensus-based reference standard for future tool development. Future research should focus on adapting, pilot testing, and validating these criteria to develop measurement tools for the assessment of external validity.

Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous-university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions.

There is a rising recognition of the crucial role self-care plays in managing heart failure (HF). Yet patients often have difficulties implementing ongoing self-care recommendations into their daily lives. There is also recognition of the importance of theory for successful intervention design, and understanding of key factors for implementation so interventions fit a given context. Local key stakeholders can provide valuable insights to help understand relevant context-specific factors for intervention implementation. This study sought to engage stakeholders to explore and determine relevant contextual factors needed to design and facilitate successful implementation of an HF self-care intervention in the German health care system. A ranking-type Delphi approach was used to establish consensus from stakeholders (i.e., clinicians, patients, policymakers/potential funders) regarding eight factors (content, interventionist, target group, location, mode of delivery, intensity, duration, and format) to adequately define the components and implementation strategy of the intervention. Seventeen participants were invited to participate in the first Delphi round. A response rate of 94% (16/17) was achieved and maintained for all three Delphi rounds. Stakeholder consensus determined that nurses specializing in HF are the most appropriate interventionists, target groups should include patients and carers, and the intervention should occur in an outpatient HF clinic, be a mixture of group and individual training sessions, and last for 30 minutes. Sessions should take place more frequently in the beginning and less often over time. Local stakeholders can help determine contextual factors that must be taken into account for successful delivery of an intervention. This enables the intervention to be developed and applied based on these factors, to make it suitable for the target context and to enhance participation to achieve the desired outcomes.

This paper conducts Group Delphi-study and foresight approach within a five-year horizon in the field of digital education, with a specific focus on Continuing Education (CE) in a post-pandemic society. The study examines the impact of increasing digitalisation on the significant population of low-qualified individuals (approximately five million in Germany). The project identifies both opportunities and risks associated with digitalisation in CE for the low-qualified. The study focuses on 1) the impact of digitalisation on the participation of low-qualified people in CE, 2) the impact of accelerated digitalisation on the planning of programmes and services for this target group, 3) the transformation of programmes and services for low-qualified people due to digitalisation, and 4) methodological innovations for predicting the impact of digitalisation in the CE sector.

As part of a 5-year study to develop and validate an instrument for measuring success in long-standing community-based participatory research (CBPR) partnerships, we utilized the Delphi method with a panel of 16 community and academic CBPR experts to assess face and content validity of the instrument's broad concepts of success and measurement items. In addition to incorporating quantitative and qualitative feedback from two online surveys, we included a 2-day face-to-face meeting with the Expert Panel to invite open discussion and diversity of opinion in line with the CBPR principles framing and guiding the study. The face-to-face meeting allowed experts to review the survey data (with maintained anonymity), convey their perspectives, and offer interpretations that were untapped in the online surveys. Using a CBPR approach facilitated a synergistic process that moved above and beyond the consensus achieved in the initial Delphi rounds, to enhance the Delphi technique and the development of items in the instrument.

This study aimed to obtain consensus on physical activity (PA) and sedentary behaviour (SB) policy items for use in Canadian childcare settings. Purposeful sampling of Canadian experts in PA/SB (n = 19) and Early Childhood Education (ECE; n = 20) was used to form two distinct (i.e., PA/SB and ECE) panels for a 3-round Delphi study. In round 1, the PA/SB experts suggested their top 10 items for a Canadian childcare PA/SB policy. Policy items were then pooled to generate a list of 24 unique items. In round 2, experts in both panels rated the importance of the 24 policy items using a 7-point Likert scale (i.e., 1 = "Not at all important" to 7 = "Extremely important"). The ECE panel was also asked to report on the feasibility of the policy items using a 4-point Likert scale (i.e., 1 = "Not at all feasible" to 4 = "Very feasible"). Policy items that received an interquartile deviation (IQD) score of [less than or equal to] 1 (indicating consensus) and a median score of [greater than or equal to] 6 (indicating importance) in both panels were considered shared priorities. In round 3, members of both panels re-rated the importance of the policy items that did not achieve consensus among their respective panel in round 2 and were asked to order items based on importance. Descriptive statistics were used to assess feasibility of policy items, and differences in panel ratings were quantified using Mann Whitney U tests. Consensus was achieved for 23 policy items in the PA/SB panel and 17 items in the ECE panel. Overall, 15 shared priorities were identified (e.g., provide 120 min of outdoor time per day, sedentary behaviour should not be used as a punishment), and six policy items exhibited a statistical difference in ratings across panels. Members of the ECE panel indicated that the policy item, "children should be permitted to go outside whenever they want, for as long as they want" (M = 1.78; SD = 0.65) was lowest in terms of feasibility, and the policy item, "children should receive opportunities to engage in both unstructured and structured physical activity opportunities daily" (M = 3.89; SD = 0.32) was the most feasible for daily implementation. Findings from this study can inform the development of an expert-generated and feasibility-informed institutional PA/SB policy for use in Canadian childcare settings.

The flexibility of the Delphi Technique has enabled its application across a wide range of fields to facilitate problem solving, decision-making and consensus-building. However, flexibility brings with it a corresponding lack of detailed methodological guidelines, and the rigour of Delphi studies has been questioned. This paper presents a recent study investigating global competence in Japan to demonstrate how Q-methodology can be integrated into a Delphi study to improve rigour. Using Q-methodology helps to mitigate potential problems associated with (a) consensus parameters and focus, (b) panel retention rates, and (c) feedback design.

Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study's theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller's model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller's model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.

BACKGROUND: Primary sclerosing cholangitis (PSC) is a progressive immune-mediated liver disease, for which no medical therapy has been shown to slow disease progression. However, the horizon for new therapies is encouraging, with several innovative clinical trials in progress. Despite these advancements, there is considerable heterogeneity in the outcomes studied, with lack of consensus as to what outcomes to measure, when to measure and how to measure. Furthermore, there has been a paradigm shift in PSC treatment targets over recent years, moving from biochemistry-based endpoints to histological assessment of liver fibrosis, imaging-based biomarkers and patient-reported outcome measures. The abundance of new interventional trials and evolving endpoints pose opportunities for all stakeholders involved in evaluating novel therapies. To this effect, there is a need to harmonise measures used in clinical trials through the development of a core outcome set (COS). METHODS AND ANALYSIS: Synthesis of a PSC-specific COS will be conducted in four stages. Initially, a systematic literature review will be performed to identify outcomes previously used in PSC trials, followed by semistructured qualitative interviews conducted with key stakeholders. The latter may include patients, clinicians, researchers, pharmaceutical industry representatives and healthcare payers and regulatory agencies, to identify additional outcomes of importance. Using the outcomes generated from the literature review and stakeholder interviews, an international two-round Delphi survey will be conducted to prioritise outcomes for inclusion in the COS. Finally, a consensus meeting will be convened to ratify the COS and disseminate findings for application in future PSC trials. ETHICS AND DISSEMINATION: Ethical approval has been granted by the East Midlands-Leicester Central Research Ethics Committee (Ref: 24/EM/0126) for this study. The COS from this study will be widely disseminated including publication in peer-reviewed journals, international conferences, promotion through patient-support groups and made available on the Core Outcomes Measurement in Effectiveness Trials (COMET) database. TRIAL REGISTRATION NUMBER: 1239.

Smartphone sensors are used increasingly in the assessment of ataxias. To date, there is no specific consensus guidance regarding a priority set of smartphone sensor measurements, or standard assessment criteria that are appropriate for clinical trials. As part of the Ataxia Global Initiative Digital-Motor Biomarkers Working Group (AGI WG4), aimed at evaluating key ataxia clinical domains (gait/posture, upper limb, speech and oculomotor assessments), we provide consensus guidance for use of internal smartphone sensors to assess key domains. Guidance was developed by means of a literature review and a two stage Delphi study conducted by an Expert panel, which surveyed members of AGI WG4, representing clinical, research, industry and patient-led experts, and consensus meetings by the Expert panel to agree on standard criteria and map current literature to these criteria. Seven publications were identified that investigated ataxias using internal smartphone sensors. The Delphi 1 survey ascertained current practice, and systems in use or under development. Wide variations in smartphones sensor use for assessing ataxia were identified. The Delphi 2 survey identified seven measures that were strongly endorsed as priorities in assessing 3/4 domains, namely gait/posture, upper limb, and speech performance. The Expert panel recommended 15 standard criteria to be fulfilled in studies. Evaluation of current literature revealed that none of the studies met all criteria, with most being early-phase validation studies. Our guidance highlights the importance of consensus, identifies priority measures and standard criteria, and will encourage further research into the use of internal smartphone sensors to measure ataxia digital-motor biomarkers.

Advance care planning (ACP) is increasingly recognised in the global agenda for dementia care. The European Association for Palliative Care (EAPC) Taskforce on ACP in Dementia aimed to provide recommendations for policy initiatives and future research. We conducted a four-round Delphi study with a 33-country panel of 107 experts between September, 2021, and June, 2022, that was approved by the EAPC Board. Consensus was achieved on 11 recommendations concerning the regulation of advance directives, equity of access, and dementia-inclusive approaches and conversations to express patients values. Identified research gaps included the need for an evidence-based dementia-specific practice model that optimises engagement and communication with people with fluctuating and impaired capacity and their families to support decision making, while also empowering people to adjust their decisions if their goals or preferences change over time. Policy gaps included insufficient health services frameworks for dementia-inclusive practice. The results highlight the need for more evidence and policy development that support inclusive ACP practice models.

BACKGROUND: Surgical revascularization decreases the long-term risk of stroke in children with moyamoya arteriopathy but can be associated with an increased risk of stroke during the perioperative period. Evidence-based approaches to optimize perioperative management are limited and practice varies widely. Using a modified Delphi process, we sought to establish expert consensus on key components of the perioperative care of children with moyamoya undergoing indirect revascularization surgery and identify areas of equipoise to define future research priorities. METHODS: Thirty neurologists, neurosurgeons, and intensivists practicing in North America with expertise in the management of pediatric moyamoya were invited to participate in a three-round, modified Delphi process consisting of a 138-item practice patterns survey, anonymous electronic evaluation of 88 consensus statements on a 5-point Likert scale, and a virtual group meeting during which statements were discussed, revised, and reassessed. Consensus was defined as ≥ 80% agreement or disagreement. RESULTS: Thirty-nine statements regarding perioperative pediatric moyamoya care for indirect revascularization surgery reached consensus. Salient areas of consensus included the following: (1) children at a high risk for stroke and those with sickle cell disease should be preadmitted prior to indirect revascularization; (2) intravenous isotonic fluids should be administered in all patients for at least 4 h before and 24 h after surgery; (3) aspirin should not be discontinued in the immediate preoperative and postoperative periods; (4) arterial lines for blood pressure monitoring should be continued for at least 24 h after surgery and until active interventions to achieve blood pressure goals are not needed; (5) postoperative care should include hourly vital signs for at least 24 h, hourly neurologic assessments for at least 12 h, adequate pain control, maintaining normoxia and normothermia, and avoiding hypotension; and (6) intravenous fluid bolus administration should be considered the first-line intervention for new focal neurologic deficits following indirect revascularization surgery. CONCLUSIONS: In the absence of data supporting specific care practices before and after indirect revascularization surgery in children with moyamoya, this Delphi process defined areas of consensus among neurosurgeons, neurologists, and intensivists with moyamoya expertise. Research priorities identified include determining the role of continuous electroencephalography in postoperative moyamoya care, optimal perioperative blood pressure and hemoglobin targets, and the role of supplemental oxygen for treatment of suspected postoperative ischemia.

INTRODUCTION: Existing advance care planning (ACP) definitional frameworks apply to individuals with decision-making capacity. We aimed to conceptualize ACP for dementia in terms of its definition and issues that deserve particular attention. METHODS: Delphi study with phases: (A) adaptation of a generic ACP framework by a task force of the European Association for Palliative Care (EAPC); (B) four online surveys by 107 experts from 33 countries, September 2021 to June 2022; (C) approval by the EAPC board. RESULTS: ACP in dementia was defined as a communication process adapted to the persons capacity, which includes, and is continued with, family if available. We identified pragmatic boundaries regarding participation and time (i.e., current or end-of-life care). Three interrelated issues that deserve particular attention were capacity, family, and engagement and communication. DISCUSSION: A communication and relationship-centered definitional framework of ACP in dementia evolved through international consensus supporting inclusiveness of persons with dementia and their family. HIGHLIGHTS: This article offers a consensus definitional framework of advance care planning in dementia. The definition covers all stages of capacity and includes family caregivers. Particularly important are (1) capacity, (2) family, (3) engagement, and communication. Fluctuating capacity was visualized in relation to roles and engaging stakeholders.

Objectives: This study aimed to develop and apply a structured approach for prioritising topics for systematic reviews in public health, framed according to the readily applicable PICO format, which encourages the involvement of stakeholders' preferences in a transparent matter. Methods: We developed a multi-stage process, consisting of a scoping and two Delphi stages with web-based surveys and invited public health stakeholders in Switzerland to participate: First, respondents specified topics for different public health domains, which were reformulated in a PICO format by content analysis. Second, respondents rated the topics using five stakeholder-refined assessment criteria. Overall rankings were calculated to assess differences between stakeholder groups and rating criteria. Results: In total, 215 respondents suggested 728 topics altogether. The response rate in the two Delphi stages was 91.6% and 77.6%, respectively. Most top-rated review topics focused on the effectiveness of interventions providing education to different target groups, followed by interventions to increase access to specific healthcare services. Conclusion: Our approach encourages involvement of stakeholders in identifying priorities for systematic reviews and highlights disparities between stakeholders and between individual criteria. [ABSTRACT FROM AUTHOR]

Background: The purpose of this paper is to report on the process for developing an online RE-AIM evaluation toolkit in partnership with organizations that provide physical activity programming for persons with disabilities. Methods: A community-university partnership was established and guided by an integrated knowledge translation approach. The four-step development process included: (1) identify, review, and select knowledge (literature review and two rounds of Delphi consensus-building), (2) adapt knowledge to local context (rating feasibility of outcomes and integration into online platform), (3) assess barriers and facilitators (think-aloud interviews), and (4) select, tailor, implement (collaborative dissemination plan). Results: Step 1: Fifteen RE-AIM papers relevant to community programming were identified during the literature review. Two rounds of Delphi refined indicators for the toolkit related to reach, effectiveness, adoption, implementation, and maintenance. Step 2: At least one measure was linked with each indicator. Ten research and community partners participated in assessing the feasibility of measures, resulting in a total of 85 measures. Step 3: Interviews resulted in several recommendations for the online platform and toolkit. Step 4: Project partners developed a dissemination plan, including an information package, webinars, and publications. Discussion: This project demonstrates that community and university partners can collaborate to develop a useful, evidence-informed evaluation resource for both audiences. We identified several strategies for partnership when creating a toolkit, including using a set of expectations, engaging research users from the outset, using consensus methods, recruiting users through networks, and mentorship of trainees. The toolkit can be found at et.cdpp.ca. Next steps include disseminating (e.g., through webinars, conferences) and evaluating the toolkit to improve its use for diverse contexts (e.g., universal PA programming). Plain English summary: Organizations that provide sport and exercise programming for people with disabilities need to evaluate their programs to understand what works, secure funding, and make improvements. However, these programs can be difficult to evaluate due to lack of evidence-informed tools, low capacity, and few resources (e.g., money, time). For this project, we aimed to close the evaluation gap by creating an online, evidence-informed toolkit that helps organizations evaluate physical activity programs for individuals with disabilities. The toolkit development process was guided by a community-university partnership and used a systematic four-step approach. Step one included reviewing the literature and building consensus among partners and potential users about indicators related to the success of community-based programs. Step two involved linking indicators with at least one measure for assessment. Step three involved interviews with partners who provided several recommendations for the online toolkit. Step four included the co-creation of a collaborative plan to distribute the toolkit for academic and non-academic audiences. Our comprehensive toolkit includes indicators for the reach, effectiveness, adoption, implementation, and maintenance of physical activity programs for individuals with disabilities. This paper provides a template for making toolkits in partnership with research users, offers strategies for community-university partnerships, and resulted in the co-creation of an evidence-informed evaluation resource to physical activity organizations. Users can find the toolkit at et.cdpp.ca. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to identify clinical guidelines that provide recommendations on prescribing refractive error correction in children, evaluate the overall quality of these guidelines using the Appraisal of Guidelines for REsearch and Evaluation II (AGREE II) tool and subsequently gain consensus on the prescribing recommendations from high‐quality guidelines using the modified Delphi technique. Methods: A comprehensive search for prescribing guidelines was conducted using databases and professional websites. The quality appraisal of eligible guidelines was undertaken by scoring the six AGREE II domains. Subsequently, the modified Delphi technique was used by 10 experts (sub‐specialist optometrists, ophthalmologists and orthoptists) to gain consensus on the prescribing recommendation statements extracted from guidelines that had been identified as high quality. Three rounds were conducted in which agreement of these statements were scored using a 9‐point Likert scale with a free‐text option for any additional comments. Results: Five eligible guidelines were identified. The AGREE II tool demonstrated that the guidelines varied substantially in quality, with only one guideline identified as being of high quality. A total of 168 prescribing statements were reviewed in the Delphi procedure. Of these, 95 statements reached expert consensus as being appropriate prescribing recommendations. Conclusion: There is significant scope for improving current guidelines for prescribing refractive error correction in children. We used the modified Delphi technique to find points of agreement on prescribing recommendations to support professionals prescribing refractive error correction in children. We recommend that further work is needed to address gaps in the guidelines. [ABSTRACT FROM AUTHOR]

The objective of this investigation was to define criteria for environmental, economic and social sustainability practices at all stages of the institutional restaurant meal production process.The method was based on an initial 35 criteria model relying on the literature, and subdivided into three dimensions: natural resources, stages of the meal production process, as well as certification and training programs for employees. This model was sent to 36 specialists for the application of the Delphi Technique, through an online form, using the 5-point Likert scale, considering the relevance and difficulty of the execution of each of the criteria.The criteria that reached an average greater than or equal to 3.5 in relation to the level of relevance were considered accepted. After the analysis of the dimensions by the investigation participants indicated that the 35 criteria were approved and two new ones were included. The 37 criteria are arranged in order of relevance and levels of difficulty. This order is intended to help to instruct managers and nutritionists in assessing and determining priority actions in institutional restaurants, in order to achieve sustainable practices. The 37 defined criteria can help institutional restaurants determine priority actions for sustainability practices. In addition, it can be inferred that the 37 criteria defined and validated by experts can support the design of programs or policies related to FNS (Food and Nutritional Security) and to sustainability. [ABSTRACT FROM AUTHOR]

Aim: To construct a nursing assessment framework for patients in anaesthesia recovery period. Design: A three‐round modified Delphi method was employed to capture the consensus of 22 panellists. Methods: The initial items in the nursing assessment framework for patients in anaesthesia recovery period were developed based on the mini‐clinical evaluation exercise (mini‐CEX). A panel of 22 experts participated in this study. The panellists have more than 10 years of experience in either clinical anaesthesia, or post‐anesthesia nursing, or operating room nursing, or surgical intensive nursing. Between March and April 2023, the panellists evaluated and recommended revisions to the initial framework. Results: This study resulted in the development of a nursing assessment framework for patients in anaesthesia recovery period. The initial version of the framework consisted of six dimensions with 27 items. Six items were modified after the first round of consultation. After the second round, five modifications and four deletions were made based on expert opinion. The third round resulted in a convergence of expert opinion. The framework, which consists of 24 items across five dimensions, was refined. The five dimensions are as follows: History‐taking, Physical assessment, Clinical judgement, Organizational efficiency and Humanistic concern. Conclusion: The nursing assessment framework for patients in anaesthesia recovery period was reached consensus between the 22 experts' opinions. Implications for the profession and patient care: The assessment framework constructed in this study could be used for the process evaluation of post‐anesthesia nursing. The framework may guide perianesthesia nurses in the timely and effective assessment of patients during this critical phase of care. It may be used for perianesthesia nursing education or to evaluate nurses' assessment skills. Reporting method: The study is reported in accordance with the Guidance on Conducting and Reporting DElphi Studies (CREDES) recommendations. Patient or public contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Due to the lack of treatment guidelines for the management of advanced-stage marginal zone lymphoma (MZL), only one chemoimmunotherapy—cyclophosphamide, vincristine, and prednisone plus rituximab (R-CVP)—is reimbursed in the first-line setting in South Korea. The aim of this study was to develop a consensus-based recommendation for the treatment of patients with advanced-stage MZL. Twelve hematologist oncologists participated in a two-round Delphi process to identify consensus on the management of patients with advanced-stage MZL in South Korea. Physicians rated their level of agreement with each statement on a four-point Likert scale. Statements were divided into two sections: definitions used in clinical practice and clinical management of patients with advanced-stage MZL. Consensus was reached for 23 of 33 (69.7%) and 5 of 13 statements (38.5%) in rounds 1 and 2, respectively. There was strong consensus (91.7%) that advanced-stage MZL subtypes are defined according to the Lugano staging system. First-line systemic treatment should be prescribed for patients with symptomatic advanced-stage MZL. Although there was unanimous agreement that R-CVP is the standard first-line treatment for advanced-stage MZL, physicians also agreed that bendamustine with rituximab (BR) has greater efficacy than R-CVP as first-line treatment (91.7%). For the treatment of relapsed/refractory advanced-stage MZL, BR and R-CVP can be repeated in patients with short (< 24 months) and long remission periods (≥ 24 months), respectively. This study provides insights on the management of patients with advanced-stage MZL in South Korea. This may enhance clinical decision-making, thus improving patient outcomes. [ABSTRACT FROM AUTHOR]

This scoping review was conducted under the Joanna Briggs Institute (JBI) framework. It included primary studies published until 30 April 2023, obtained through a systematic search across PubMed, Web of Science, CINAHL, and MEDLINE databases. The review focused on primary studies that used the Delphi technique in nursing competence research, especially those related to defining core competency frameworks and developing instruments to assess professional competence. The goal was to analyze the different methodological approaches used by authors, synthesize them, and propose recommendations to enhance methodological rigor, reliability, and validity in the application of the Delphi technique. For this purpose, the following review question was established: "What is the available evidence on the use of the Delphi technique in the study of professional competence in nursing?". The extracted textual elements underwent a content analysis, resulting in dimensions established through an inductive approach. Twenty studies were included, yielding insights into diverse methodological options for conducting Delphi studies, organised around a set of dimensions: (1) preparatory procedures; (2) procedures for accessing and selecting experts; (3) acquisition of expert input; (4) data analysis and consensus; and (5) ethical and legal procedures and guarantees. The study's limitations include the inability to include certain studies due to a lack of response to requests for clarification from corresponding authors. Additionally, the primary studies' methodological quality was not assessed, which is another relevant aspect. The study's results offer valuable insights for researchers intending to utilise the Delphi technique within the context of the research referenced in the included studies. This information encompasses important methodological choices, highlighting their potential benefits and associated risks. The review was prospectively registered on the Open Science Framework (Registration No: osf.io/kp2vw). [ABSTRACT FROM AUTHOR]

It is imperative to evaluate contemporary language instruction practices to modify the curriculum to ensure that it fulfills the objectives of Vision 2030 which lays down detailed targets for the education sector. In this background, the current study adopts the Delphi Technique with nine recognized language specialists in Saudi Arabia to evaluate the prevalent language instruction environment and predict the desirable changes. Experts’ consensus and survey results indicated many issues that point towards a more inclusive, adaptive, and globally sensitive language education as the most pressing need of the hour. The participants’ agreement is evidence of the persisting chasm between conventional language standards and the massive changes in global communication, and it also highlights the need for translingualism as a strategy to address this chasm. In addition, results also indicated the need for the teaching community to adapt, develop, and prepare to suit the changing language scenario in the world. This need is dire to meet the massive social, cultural, and economic changes that are characteristic of Saudi Arabia today. The study concludes with emphasizing the need for translingualism in meeting the targets and aims spelt in Vision 2030, thus being of significance to academics, curriculum designers, and administrators who are committed to achieving those goals. [ABSTRACT FROM AUTHOR]

Many countries rely on statements issued by professional associations to delimit the scope of school psychological practice. It is, however, not always clear to what extent these statements match current practices and school psychologists' self-perception of their professional role, as empirical data is often unavailable or limited. This study aims to address this gap by collecting empirical data on the scope of school psychological practice in Germany. In a mixed method study, we first applied the Delphi technique to develop a questionnaire in collaboration with school psychological experts from different federal states of Germany. Second, we collected information on federal policies through semi-structured interviews with regional experts. Third, we invited a representative sample of school psychologists to complete the questionnaire developed through the Delphi technique. In this first report, we focus on the Delphi procedure and overall results of the survey describing the scope of school psychological practice in Germany at a country-wide level. These findings provide a detailed characterization of the broad and heterogeneous scope providing an evidence-base for future research and political decision-making. [ABSTRACT FROM AUTHOR]

Introduction: Health policy and systems research (HPSR) is a multi-disciplinary approach of generating health system and policy-level evidence. Setting HPSR agendas is considered as an efficient strategy to map and identify policy and cost-effective research topics, but its practice in developing countries is limited. This paper aimed to conduct a collaborative health policy and system research priority-setting exercise in Ethiopia. Method: The WHO's plan, implement, publish, and evaluate (PIPE) framework and the Delphi technique were used to conduct the priority-setting exercise. The PIPE model was used to lead the priority-setting process from planning to evaluation, while the Delphi technique was used to run the rating and ranking exercise with the aim of reaching a consensus. Two rounds of expert panel workshops supplemented with an online survey were used for the HPSR agenda setting, rating and ranking purposes. Groups were formed using the WHO health system building blocks as a base framework to identify and prioritize the HPSR topics. Result: Under 8 themes, 32 sub-themes and 182 HPSR topics were identified. The identified research themes include leadership management and governance, health policy, health information system, healthcare financing, human resource for health, medical products and supply, service delivery and cross-cutting issues. Conclusions: Priority HPSR topics focussing on national health priority issues were identified. The identified topics were shared with policymakers and academic and research institutions. Evidence generation on the identified priority topics will guide future research endeavours and improve evidence-informed decision-making practice, health system performance and national health goals and targets. [ABSTRACT FROM AUTHOR]

Background: The transfer of end-of-life patients to hospital via admission to an emergency service mainly happens because of a lack of community support nearby and a lack of resources in palliative care. Aims: This study aimed to define the concept of avoidable admission to an emergency department for palliative patients. Methods: An integrative literature review was performed. The results of this were put to a panel of palliative care experts via a Delphi process to determine their consensus and agreement with the statements. Findings: The results of the two-step Delphi process reached a high level of consensus and agreement that patients with palliative needs accompanied by home palliative care teams should not go to the emergency department. There was a low level of consensus and agreement about the appropriate admission of a patient in pain in the absence of any information about previous community support. Conclusion: The findings allowed the definition of an 'avoidable emergency admission', which is an emergency admission for any symptom or condition that could be supported in a home context or primary health care, or any emergency admission that does not require immediate nursing or medical intervention, nor leads to greater comfort or quality of life for the patient. [ABSTRACT FROM AUTHOR]

Background: In Paralympic sports, classification ensures fair competition by grouping athletes based on their impairments. The International Paralympic Committee has provided scientific principles to guide evidence-based classification procedures. In Paralympic Powerlifting, athletes compete in one class, divided by sex and bodyweight categories, overlooking impairment impact on performance. Objective: This study aimed to establish a consensus among international Paralympic powerlifting experts regarding classification and performance issues to guide future research. Methods: A two-round Delphi study was conducted involving 26 experts. The study sought to identify the adequacy of the current classification and competition systems, explore the impact of various impairments, and lay the initial groundwork for a performance determinants model. Results: Experts agreed that existing classification and competition systems in Paralympic powerlifting do not align with Paralympic standards. Impairments from neurological conditions and those causing anthropometric changeswere suggested to have opposing performance impacts. Initial directions for a performance determinants model were outlined, focusing on arm and bar kinematics, anthropometry, and body composition. Conclusions: This study underscores the need for comprehensive research in Paralympic powerlifting, revealing critical discrepancies between current classification system and Paralympic standards. Insights into the multifaceted relationship between impairments and performance are provided to shape the future of Paralympic powerlifting research. [ABSTRACT FROM AUTHOR]

Introduction: The competencies in the Medical Specialty Curriculum and Standards Development System (MSCSD) guides trainers in the preparation and execution of the training program and gives learners an idea about the state of mastery that they will reach by graduation. The aim of this study was to evaluate the knowledge of pediatric nephrologists about competencies in the field of specialization. Materials and Methods: In the cross-sectional study conducted between January 2023 and 2024, the knowledge of pediatric nephrologists about specialty competencies was investigated with the two-round Delphi technique. Digital Delphi forms were sent to all pediatric nephrologists in Türkiye via email of the specialty society. In the Delphi form, all competency titles in the MSCSD v.2.3 curriculum were transformed into propositions that could be scored with a 5-point Likert scale. The frequency of 4-5, the difference between quartiles and the median were calculated for each of the statements. For participant consensus on the propositions, the median should be 4, the frequency of 4-5 should be above 70%, and the difference between quartiles should be 2.5 or less. Results: Of the pediatric nephrologists in Türkiye, 59 responded to the first and 136 to the second round Delphi survey. In the first round, full consensus was found in the competency areas other than service delivery, while consensus was found in two of the 72 clinical competencies under the service delivery heading, namely systemic diseases and malignant diseases, and in two of the 26 interventional competencies (diversion and imaging). The analysis of the second round Delphi questionnaire based on this result showed full consensus on all competency headings. The variables of title, gender and training clinic made a difference in consensus. Conclusion: It was found that the level of knowledge of pediatric nephrologists about specialty competencies differed in terms of some variables and knowledge was more limited in young learners for whom competencies are legally binding. In conclusion, it is recommended that learners should be informed about the competencies at the beginning of specialty training and participate in updating the competency list. [ABSTRACT FROM AUTHOR]

Objective Overview Conclusions Clinical Significance This article puts forward consensus recommendations from PROSEC North America regarding single indirect restorations made from ceramic and nonmetallic biomaterials in posterior teeth.The consensus process involved a multidisciplinary panel and three consensus workshops. A systematic literature review was conducted across five databases to gather evidence. The recommendations, informed by findings from systematic reviews and formulated based on a two‐phase e‐Delphi survey, emphasize a comprehensive treatment strategy that includes noninvasive measures alongside restorative interventions for managing dental caries and tooth wear. The recommendations advocate for selecting between direct and indirect restorations on a case‐by‐case basis, favoring inlays and onlays over crowns to align with minimally invasive dentistry principles. The recommendations highlight the critical role of selecting restorative biomaterials based on clinical performance, esthetic properties, and adherence to manufacturer guidelines. They emphasize the importance of precision in restorative procedures, including tooth preparation, impression taking, contamination control, and luting. Regular follow‐up and maintenance tailored to individual patient needs are crucial for the longevity of ceramic and nonmetallic restorations.These PROSEC recommendations provide a framework for dental practitioners to deliver high‐quality restorative care, advocating for personalized treatment planning and minimally invasive approaches to optimize oral health outcomes.The PROSEC North America recommendations highlight the importance of minimally invasive techniques in posterior tooth restorations using ceramic and non‐metallic biomaterials. These principles prioritize tooth structure conservation and personalized treatment planning, essential for enhancing clinical outcomes and long‐term oral health. [ABSTRACT FROM AUTHOR]

Introduction: The role of the clinical nurse specialist is complex but is defined differently across the world. The role of clinical nurse specialist stoma care is undefined and it is uncertain what aspects of the role are included in the general day‐to‐day working role. Aims: The aim was to gain consensus opinion to answer the research question: 'What is the role of the clinical nurse specialist in stoma care?' Design: Delphi consensus. Methods: Previous data gained from a scoping review and expert consultation was utilized to form role statements. At a UK conference the 13 statements and 173 sub‐categories were voted upon. Consensus was agreed if 75% of voters voted agree or strongly agree. Two stages of voting occurred with results from the first vote being shared in the second voting session. Results: All 13 statement and most (150/193) statement sub‐categories reached consensus, with 20 sub‐categories added during voting session one. Conclusions: The four pillars of advanced practice were met by the 13 statements with clinical and education reaching higher consensus and agreement than leadership/management and research. The results of the consensus study provide a clearer articulation of the clinical nurse specialist stoma care role, which is complex and multifaceted which has not been described previously. Implications for Practice: Consideration of role evolution is made possible, to gain a greater expertise in the scope of practice it is necessary to include prescribing, management and research which could improve service delivery and optimize patient outcomes. There was no patient or public contribution, which in hindsight would have potentially improved the process but it was considered that patients might not recognize the full role of the nurse, understanding only aspects of the role that were patient‐centred. Patient or Public Contribution: No patients or public were involved in any aspect of this paper—in hindsight this might have been useful. [ABSTRACT FROM AUTHOR]

Objective: Evaluate research capacity and culture among regional hospital dietitians, develop a team specific research strategy, and build research skills of novice researchers. Methods: The Research Capacity in Context Tool was used to assess current research capacity and culture at organisational, team and individual levels. Results were analysed using descriptive statistics and content analysis of free text responses. A modified Delphi method gained consensus regarding research capacity building. Design: Mixed method study. Setting: Dietetics department of a regional tertiary hospital (Modified Monash Category 2). Participants: All clinical dietitians currently employed within the hospital (n = 20) regardless of employment duration. Main Outcome Measures: Self‐rated response to research capacity and culture to produce a dietetics‐specific research strategy. Results: Fifteen dietitians (75%) completed the Research Capacity in Context Tool. The overall mean score was highest at an organisational level at 7.9 (IQR 2), and lowest at team and individual levels at 4.3 (IQR 2.7) and 4.9 (IQR 3.3) respectively. Common barriers to research included time, lack of skills, knowledge and support. Using the modified Delphi method 39 statements relating to research capacity building met consensus and informed the creation of a research strategy. Conclusion: The results of the Research Capacity in Context Tool from this regional study reflect those reported in the literature at metropolitan sites. A dietetic‐specific research strategy was developed to assist with increasing research capacity at a team and individual level in a regional setting. Evaluation of long‐term outcomes post implementation will be the subject of further research. [ABSTRACT FROM AUTHOR]

Objectives: Dental behaviour support (DBS) describes all specific techniques practiced to support patients in their experience of professional oral healthcare. DBS is roughly synonymous with behaviour management, which is an outdated concept. There is no agreed terminology to specify the techniques used to support patients who receive dental care. This lack of specificity may lead to imprecision in describing, understanding, teaching, evaluating and implementing behaviour support techniques in dentistry. Therefore, this e‐Delphi study aimed to develop a list of agreed labels and descriptions of DBS techniques used in dentistry and sort them according to underlying principles of behaviour. Methods: Following a registered protocol, a modified e‐Delphi study was applied over two rounds with a final consensus meeting. The threshold of consensus was set a priori at 75%. Agreed techniques were then categorized by four coders, according to behavioural learning theory, to sort techniques according to their mechanism of action. Results: The panel (n = 35) agreed on 42 DBS techniques from a total of 63 candidate labels and descriptions. Complete agreement was achieved regarding all labels and descriptions, while agreement was not achieved regarding distinctiveness for 17 techniques. In exploring underlying principles of learning, it became clear that multiple and differing principles may apply depending on the specific context and procedure in which the technique may be applied. Discussion: Experts agreed on what each DBS technique is, what label to use, and their description, but were less likely to agree on what distinguishes one technique from another. All techniques were describable but not comprehensively categorizable according to principles of learning. While objective consistency was not attained, greater clarity and consistency now exists. The resulting list of agreed terminology marks a significant foundation for future efforts towards understanding DBS techniques in research, education and clinical care. [ABSTRACT FROM AUTHOR]

Background: The clinical general practitioner (GP) workforce is decreasing. Many studies have analysed the negative aspects of the profession but, few examine the positive aspects and job satisfaction. A European collaborative group including 8 participating countries recently conducted a qualitative study to analyse the positive factors and found 31 job satisfaction factors.Objectives: To determine which of these 31 factors are important and applicable to future policies to improve family medicine attractiveness, recruitment, and retention in France.Method: The Delphi consensus method was chosen. Two Delphi rounds were conducted in March-April 2017 and retained satisfaction factors with at least 70% of scores ≥7. The Nominal Group Technique (NGT) was used to rank these retained factors. Participants assigned 5 points to the factor they considered most important, 3 points to the second, and 1 point to the third. Factors receiving at least 5% (10 points) of the total points (198 points) were included in the final list. The expert panel included GPs and non-GPs.Results: Twenty-nine experts began the procedure and 22 completed it. Thirty factors were retained after the 2 Delphi rounds. The NGT resulted in 8 factors: (i) Engage in family medicine to take care of the patients; (ii) Care coordination, patient advocacy; (iii) Flexibility in work; (iv) Trying to be a person-centred doctor; (v) Involvement in healthcare organization; (vi) Benefiting from a well-managed practice; (vii) Being a teacher, a trainer; (viii) Efficient professional collaboration.Conclusion: These 8 job satisfaction factors are important to consider and apply to future policy development. [ABSTRACT FROM AUTHOR]

Individual professions seek to define their professional practice through competencies which describe the behaviours and technical attributes to perform effectively within role. Professional body and regulatory frameworks define universal standards for radiography but there is limited evidence of the technical competencies expected of the workforce in Computed Tomography (CT). This study aimed to address this gap by agreeing the essential competencies for the early career radiography workforce who have CT as part of their clinical responsibilities. This is the first step in developing a competency framework for CT across all radiography expertise levels. A modified e-Delphi study was used to identify and gain agreement on essential practice competencies for this group. Structured surveys over two rounds were completed by an expert panel with CT knowledge and experience. Participants were asked to rate the essentiality of competencies for the novice CT workforce. Structured feedback was provided between surveys for consensus building, defined by the content validity ratio (CVR). Survey responses were received from 34 participants across different diagnostic imaging roles and settings. A total of 56 competency statements were agreed as essential for the early career CT workforce, including some appropriate to assistant radiographer practitioner roles. Competencies could be divided into those that were relevant to diagnostic radiography but could be applied to the CT setting (n = 32) and technical attributes unique to the CT context (n = 24). CT competencies for this group centre around understanding technical concepts of image formation and image quality optimisation; patient preparation and contrast media administration. The competencies presented in this research represent the agreed minimum standards for the workforce in CT. Further work is required to validate competencies in practice. [ABSTRACT FROM AUTHOR]

Tools for endovascular performance assessment are necessary in competency based education. This study aimed to develop and test a detailed analysis tool to assess steps, errors, and events in peripheral endovascular interventions (PVI). A modified Delphi consensus was used to identify steps, errors, and events in iliac–femoral–popliteal endovascular interventions. International experts in vascular surgery, interventional radiology, cardiology, and angiology were identified, based on their scientific track record. In an initial open ended survey round, experts volunteered a comprehensive list of steps, errors, and events. The items were then rated on a five point Likert scale until consensus was reached with a pre-defined threshold (Cronbach's alpha > 0.7) and > 70% expert agreement. An experienced endovascular surgeon applied the finalised frameworks on 10 previously videorecorded elective PVI cases. The expert consensus panel was formed by 28 of 98 invited proceduralists, consisting of three angiologists, seven interventional radiologists, five cardiologists, and 13 vascular surgeons, with 29% from North America and 71% from Europe. The Delphi process was completed after three rounds (Cronbach's alpha; α steps = 0.79; α errors = 0.90; α events = 0.90), with 15, 26, and 18 items included in the final step (73 – 100% agreement), error (73 – 100% agreement), and event (73 – 100% agreement) frameworks, respectively. The median rating time per case was 4.3 hours (interquartile range [IQR] 3.2, 5 hours). A median of 55 steps (IQR 40, 67), 27 errors (IQR 21, 49), and two events (IQR 1, 6) were identified per case. An evaluation tool for the procedural steps, errors, and events in iliac–femoral–popliteal endovascular procedures was developed through a modified Delphi consensus and applied to recorded intra-operative data to identify hazardous steps, common errors, and events. Procedural mastery may be promoted by using the frameworks to provide endovascular proceduralists with detailed technical performance feedback. [ABSTRACT FROM AUTHOR]

There is currently a limited understanding of what nurses in nursing homes view as the key education priorities to support their ability to provide the appropriate care for residents with heart failure (HF). A modified Delphi technique was utilized to gain a consensus on the key education priorities for nurses working in nursing homes in Northern Ireland. An initial list of items (n = 58), across 19 domains, was generated using the findings of a scoping review and stakeholder interviews, and a review of available clinical guidelines. Two rounds of surveys were undertaken. Items were presented using a 5-point Likert scale, with an additional exercise in the second round to rank the domains in order of importance. Fifty-four participants completed the first-round survey and 34 (63%) returned to complete the second. The findings highlight the importance of providing nurses in nursing home settings with general HF education and the delivery of person-centered care. Participants perceived education around technology for the management of HF and quality improvement or research methodologies associated with HF in nursing homes as lower priorities. This study illuminates key priorities from nursing home nurses regarding HF education that are applicable to this care setting. [ABSTRACT FROM AUTHOR]

This study was carried out to rank and prioritize the aspects that have been shown to have an impact on the improvement of construction project management (CPM) performance based on value engineering. This analysis was carried out with the Iranian construction industry's current situation in mind. The respondents and the Delphi panel were chosen from among Iranian managers and project management professionals with a focus on building projects. These professionals had more than 20 years of experience working on international projects, and in addition to their expertise in project management, they also understood the principles of earned value analysis and value engineering. Thus, the components extracted from the literature review were used as the basis for designing a structured interview based on 39 important effective components previously determined as identified factors. The questionnaires were distributed among the experts, and the returned questionnaires were analysed using the SWARA technique to rank the weight and importance of the factors. Using the SWARA method, the opinions of the expert panel members consisting of 20 engineers and a semi-structured questionnaire was used to gather expertise in project management and managers, with a focus on Iranian CPM. As shown by the results, stakeholder management, time value of money, and worth, allocated the first to the third rank to themselves with respective weights of 0.104, 0.103, and 0.087. The sub-criteria of cost objective, function objective, and value objective were in the 37th to 39th ranks with respective weights of 0.00050, 0.00033, and 0.00021. [ABSTRACT FROM AUTHOR]