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Introduction.: Feedback after computer-based assessments is essential to the learning process. Options include knowledge of results (KR), knowledge of correct results (KCR), and elaborated feedback (EF). This study aimed to identify whether specific or broader forms of postassessment feedback optimize physical therapist students' computer-based assessment scores. Review of Literature.: Health care educators have various types of feedback they can provide to students. Educators may consider the need for exam integrity and increasing student engagement when determining what type of feedback to deliver. Elaborated feedback seems to be most effective in higher-order learning objectives than KCR or KR to improve learning outcomes and can be delivered in clear and engaging ways for students while maintaining exam integrity. Subjects.: Forty-nine first-year Doctor of Physical Therapy students. Methods.: This study was a quasi-experimental design. Students were given a feedback form postassessment: secure exam review with note sheet (KCR) or Strengths and Opportunities Report (EF). Students repeated assessments on the same content (mix of repeat and related items). Exam scores and question performance were analyzed with linear and logistic regression. Students were surveyed about feedback preferences. Results.: After adjusting for differences in the initial exam scores and graduate Grade Point Average, KCR improved retake exam scores (confidence interval [CI95] = 0.07–1.82 percentage points). Knowledge of correct results was more effective than EF for repeated questions (RR = 1.53, CI95 = 1.12–2.09, P =.0031). Knowledge of correct results and EF were similarly effective for related questions (RR = 1.01, CI95 = 0.76–1.33, P =.9997). Most students (89.75%) preferred KCR. Discussion and Conclusion.: Compared with EF, KCR provided modest improvements on follow-up exams, specifically on repeated questions. Because students are unlikely to encounter repeated questions on licensure exams, EF may be an excellent choice to balance exam integrity and feedback quality. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive correlational study was to determine if implementing gamification teaching methodologies in nondigital format into nursing orientation has a positive effect on orientees' motivation and knowledge retention. The study included a convenience sample of 152 registered nurses who attended the nursing orientation class at a Midwestern acute care facility. This study found that gamification had a positive effect on the orientees' motivation and knowledge retention. [ABSTRACT FROM AUTHOR]

Developmental TIPS (Tracking Infants Progress Statewide) is a project that performs statewide developmental follow-up of infants from the major neonatal intensive care units throughout Nebraska. Developmental TIPS enrolls infants who were in the neonatal intensive care unit for at least 48 hours, regardless of the child's perceived risk for neurodevelopmental disability. The goals of this program of developmental tracking are to standardize the system of follow-tip in the state and to gather outcome data on this population of young children. This project supports parent-child interactions and promotes the child's health and safety within the context of universal screening and monitoring. It is a collaborative project among hospitals, the Nebraska Department of Education, the Nebraska Health and Human Services Division, local health and education providers, and families. The results suggest a high rate of referrals for low-, moderate-, and high-risk infants. This follow-up) system has helped to support the Child Find efforts of the state by providing ongoing screening that maximizes early identification of developmental problems. The purpose of this article is to describe this comprehensive follow-up model that is an integral part of the state Child Find system and to report on the children being followed. [ABSTRACT FROM AUTHOR]

Purpose: To identify the efficacy of the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III), Screening Test-Gross Motor Subtest (GMS) in identifying infants who are accepted for early intervention services., Methods: This retrospective study included 93 infants with a neonatal intensive care experience who participated in a 6-month developmental assessment follow-up visit. All infants were examined using the BSID-III Screening Test-GMS and the Alberta Infant Motor Scale. A binary logical regression analysis was used to determine the best predictors of acceptance status in this sample., Results: The BSID-III Screening Test-GMS accounted for a significant portion of the variance in acceptance status., Conclusion: The results suggest that the BSID-III Screening Test-GMS has great applicability for transdisciplinary/interdisciplinary teams as it effectively identified children who were eligible for early intervention.