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Introduction: Novice nurses face many concerns at the beginning of their professional careers. The majority of novice nurses have been challenged with stress, inability to work autonomously, insecurity, inexperience, and unpreparedness to work in a clinical setting at the early of their work. Objective: This study aims to explain novice nurses' experiences to understand their concerns. This was a qualitative study using conventional content analysis. Methods: Unstructured in-depth open individual interviews were used for data collection. Sixteen nurses were selected by purposeful sampling. The data were analyzed using the Graneheim and Lundman content analysis approach. After data collection, all interviews were transcribed and reviewed, and categories were extracted. Results: After analyzing the data obtained from the experiences of novice nurses, three major themes and 11 subthemes were identified. The major themes were initial uncertainty in the novice nurse, loneliness and helplessness alongside colleagues, and concerns about workplace discrimination by managers. Conclusion: Since the results of this qualitative study showed that novice nurses have such important concerns as confusion, feelings of loneliness and helplessness, and feelings of worry about discrimination at the beginning of their work, so, it is necessary to pay attention to these issues in planning by providers to assist them transitioning in clinical settings. [ABSTRACT FROM AUTHOR]

Introduction: In rehabilitation practices, expert therapists are believed to proficiently observe and assist patients. However, limited research has quantified the gaze behaviors of physical therapists during patient support. This study investigated the gaze patterns of expert and novice physical therapists from a first-person perspective during the process of assisting collaborators to stand. The aim was to determine which body parts received prolonged attention and to explore the characteristics of the support provided. Methods: Seven experienced physical therapists were recruited as expert participants, and 17 physical therapy students served as novice participants. We also recruited additional students as collaborators and asked them to behave as if they were patients. Both expert and novice participants wore a wearable eye tracker while assisting the collaborators to stand. We analyzed the gaze focus on specific body parts and the center of mass sway of the collaborators. Results: Experts spent 10.75% of the total time gazing at the head area, compared to 4.06% for novices, with experts displaying significantly longer gaze durations (p <.05). Furthermore, there was a significant difference in the number of gaze fixations, with experts averaging 25.71 fixations and novices 8.65 (p <.05). Experts also facilitated a slower sway in the collaborator's center of mass (0.44 m/s for experts vs. 0.49 m/s for novices; p <.01) and positioned the collaborator with a more pronounced trunk flexion during sitting and standing transitions (41.0 degrees for experts vs. 37.8 degrees for novices; p <.01). Discussion: The findings suggest that experts may monitor the collaborator's center of mass position by focusing on the head area. Properly positioning the head forward may allow for optimal forward movement of the center of mass, potentially reducing the effort required by the collaborator to stand. This study is the first to explore differences in support strategies through the measurement of physical therapists' gaze during assistance. [ABSTRACT FROM AUTHOR]

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Becoming a psychotherapy supervisor is no easy feat, and conceptual/practical material and empirical data suggest that beginning (compared to more advanced) supervisors are at their most vulnerable and most apt to struggle with issues of identity, confidence, self-efficacy, and competency development. Beginning supervisors can benefit from being helped to navigate through these normative developmental struggles and being transitionally eased into the supervisory role. We consider one way to make that transition and navigation process easier, presenting a supervisor preparation-positivity-purpose action checklist that is organized around three key areas: educating supervisees about the supervision experience; fostering positive supervisee expectations; and collaboratively formulating reasonable supervision goals. Distributed across those three areas, we identify and elaborate upon 20 specific supervisor actions that provide direction about optimizing supervision's start. We view this checklist as a 'handy tool', a useful seminar/workshop reference resource and guidance sheet for those new to the practice of supervision and for those beginning their training as supervisors. [ABSTRACT FROM AUTHOR]

Teacher contingency, in which teachers adapt their support to the learner's level of understanding is assumed to be the distinguishing characteristic of scaffolding. Yet, classroom studies on the topic scarcely exist. The current study examined the process of contingency in classroom settings. Three novice and three experienced English language teachers were video‐recorded to compile a 9‐h corpus. The model of contingent teaching was used to code the different stages of scaffolding. Conversation analysis was applied to provide an emic perspective of each stage. The results indicated different contingent and non‐contingent teaching patterns for novice and experienced teachers. The non‐contingent teaching of novice teachers was characterized by skipping the diagnosis stage, failing to adapt the support to the learners' level of understanding by using high‐support moves, and failing to check learners' understanding. The experienced teachers mainly diagnosed their learners' understanding, checked their diagnosis, and used a wider array of strategies to provide interventions. Their non‐contingent teaching stemmed from maladjustment of support to their learners' level of understanding. The implications for theory and practice are then discussed. [ABSTRACT FROM AUTHOR]

Background: Cardiac point-of-care ultrasound (cPOCUS) can aid in the diagnosis and treatment of cardiac disorders. Such disorders can arise as complications of acute brain injury, but most neurologic intensive care unit (NICU) providers do not receive formal training in cPOCUS. Caption artificial intelligence (AI) uses a novel deep learning (DL) algorithm to guide novice cPOCUS users in obtaining diagnostic-quality cardiac images. The primary objective of this study was to determine how often NICU providers with minimal cPOCUS experience capture quality images using DL-guided cPOCUS as well as the association between DL-guided cPOCUS and change in management and time to formal echocardiograms in the NICU. Methods: From September 2020 to November 2021, neurology-trained physician assistants, residents, and fellows used DL software to perform clinically indicated cPOCUS scans in an academic tertiary NICU. Certified echocardiographers evaluated each scan independently to assess the quality of images and global interpretability of left ventricular function, right ventricular function, inferior vena cava size, and presence of pericardial effusion. Descriptive statistics with exact confidence intervals were used to calculate proportions of obtained images that were of adequate quality and that changed management. Time to first adequate cardiac images (either cPOCUS or formal echocardiography) was compared using a similar population from 2018. Results: In 153 patients, 184 scans were performed for a total of 943 image views. Three certified echocardiographers deemed 63.4% of scans as interpretable for a qualitative assessment of left ventricular size and function, 52.6% of scans as interpretable for right ventricular size and function, 34.8% of scans as interpretable for inferior vena cava size and variability, and 47.2% of scans as interpretable for the presence of pericardial effusion. Thirty-seven percent of screening scans changed management, most commonly adjusting fluid goals (81.2%). Time to first adequate cardiac images decreased significantly from 3.1 to 1.7 days (p < 0.001). Conclusions: With DL guidance, neurology providers with minimal to no cPOCUS training were often able to obtain diagnostic-quality cardiac images, which informed management changes and significantly decreased time to cardiac imaging. [ABSTRACT FROM AUTHOR]

The diagnostic accuracy of handheld ultrasound (HHUS) devices operated by newly certified operators for pneumonia is unknown. This multicenter diagnostic accuracy study included patients prospectively suspected of pneumonia from February 2021 to February 2022 in four emergency departments. The index test was a 14-zone focused lung ultrasound (FLUS) examination, with consolidation with air bronchograms as diagnostic criteria for pneumonia. FLUS examinations were performed by newly certified operators using HHUS. The reference standard was computed tomography (CT) and expert diagnosis using all medical records. The sensitivity and specificity of FLUS and chest X-ray (CXR) were compared using McNemar's test. Of the 324 scanned patients, 212 (65%) had pneumonia, according to the expert diagnosis. FLUS had a sensitivity of 31% (95% CI 26–36) and a specificity of 82% (95% CI 78–86) compared with the experts' diagnosis. Compared with CT, FLUS had a sensitivity of 32% (95% CI 27–37) and specificity of 81% (95% CI 77–85). CXR had a sensitivity of 66% (95% CI 61–72) and a specificity of 76% (95% CI 71–81) compared with the experts' diagnosis. Compared with CT, CXR had a sensitivity of 69% (95% CI 63–74) and a specificity of 68% (95% CI 62–72). Compared with the experts' diagnosis and CT diagnosis, FLUS performed by newly certified operators using HHUS devices had a significantly lower sensitivity for pneumonia when compared to CXR (p < 0.001). FLUS had a significantly higher specificity than CXR using CT diagnosis as a reference standard (p = 0.02). HHUS exhibited low sensitivity for pneumonia when used by newly certified operators. [ABSTRACT FROM AUTHOR]

Sport coaching is increasingly acknowledged as a stressful activity, especially for those coaching in community contexts. This highlights the significant need to identify the diverse sources of key stressors. The aim of this research was to explore the recurrent stressors experienced by novice coaches to better inform their coping strategies and reduce the dropout rate caused by stress. The novelty of this research lies in its longitudinal exploration of the daily hassles experienced by community sport coaches within their coaching role. Ontologically and epistemologically positioned within the interpretivist paradigm, we interviewed eight recently qualified cycling coaches over an 18-month period. Reflective thematic analysis developed three themes highlighting sources of stress over time: at the start of their participation, coaches discussed the hassles of accessing facilities and struggling to fit in; toward the end of their participation, coaches discussed feeling isolated. Results from this study can better inform the education and support delivered by national governing bodies of sport across the community and club landscape and increase sport psychology practitioners' awareness of the daily hassles experienced by coaches. [ABSTRACT FROM AUTHOR]

Abstract Background There is increasing demand for professional practice placement opportunities, supported by health professional educators, to enable future health workforce development. Early career health professionals performing the educator role is one strategy that can help meet this demand. However, there is a need to consider how best to prepare and support early career health professionals to become educators. This study aimed to explore the experiences and perspectives of early career occupational therapy clinical educators including their preparation and support needs. Methods Semi-structured interviews were completed with ten early career occupational therapists who had supervised their first or second student on a professional practice placement. The participants worked within an Australian tertiary hospital and health service in various clinical settings. Interviews were completed within six weeks of placement completion and lasted approximately one hour. They were recorded and transcribed verbatim and reflexive inductive thematic analysis was undertaken to identify key themes. Results Ten occupational therapists, who had been working for an average of two years and two months, consented to participate. Initially, participants expressed mixed emotions about taking on the clinical educator role. They then described their adjustment to the role responsibilities, challenges encountered, and the development of the educator-student relationship. Participants found that the experience of supervising a student enhanced their educator, clinical, and professional skills and confidence. The important support elements of tailored educator preparation, placement design, and timely access to relevant resources and experienced staff were identified. Conclusions This study demonstrated how early career health professionals can possess desirable educator attributes, such as enthusiasm for taking on the role and cultivating collaborative learning relationships with their students. The experience of being an educator also presents a professional development opportunity for early career health professionals. Insights gained about the specific preparation and support needs of early career clinical educators warrant consideration by organisations and staff involved in the provision of student professional practice placements. Overall, this study’s findings signify the importance of engaging and investing in early career health professionals to support student clinical education and to develop our current and future healthcare workforce.

Introduction: With current technology, ultrasound imaging in remote conditions, such as the International Space Station, is performed with vocal guidance or using a teleoperated echograph controlled by an expert. Both methods require real-time communications between the novice operator and expert to locate the probe over the appropriate acoustic windows (AW). The current study presents the development and testing of a new augmented reality software (Echo-QR) that would allow novice operators (with no medical imaging background) to correctly locate the ultrasound probe over the AW of interest without expert assistance. Methods: On the first day of the study, the positions of the probe over the AWs were identified for each organ by an expert sonographer and saved in the Echo-QR software. On the second day, the novices independently performed the ultrasound investigation using the Echo-QR software to correctly position the probe over each organ's AW. Results: Using the Echo-QR software, novice operators found the AWin 73 (92%) of the 79 organs. The 2D images acquired by the novices "2D direct image" were acceptable for medical evaluation in 41% of the cases. However, when the "2D direct image" did not show the entire organ, a 3D capture of the volume below the probe was also performed, which allowed for the extraction of the appropriate 2D image "2D/3D image" for medical evaluation in 85% of the cases. Discussion: Therefore, in the absence of real-time communication between an isolated participant and an expert sonographer, novel software (Echo-QR) and automated 3D volume capture can be used to obtain images usable for ultrasound diagnostics. [ABSTRACT FROM AUTHOR]

Background: There is increasing demand for professional practice placement opportunities, supported by health professional educators, to enable future health workforce development. Early career health professionals performing the educator role is one strategy that can help meet this demand. However, there is a need to consider how best to prepare and support early career health professionals to become educators. This study aimed to explore the experiences and perspectives of early career occupational therapy clinical educators including their preparation and support needs. Methods: Semi-structured interviews were completed with ten early career occupational therapists who had supervised their first or second student on a professional practice placement. The participants worked within an Australian tertiary hospital and health service in various clinical settings. Interviews were completed within six weeks of placement completion and lasted approximately one hour. They were recorded and transcribed verbatim and reflexive inductive thematic analysis was undertaken to identify key themes. Results: Ten occupational therapists, who had been working for an average of two years and two months, consented to participate. Initially, participants expressed mixed emotions about taking on the clinical educator role. They then described their adjustment to the role responsibilities, challenges encountered, and the development of the educator-student relationship. Participants found that the experience of supervising a student enhanced their educator, clinical, and professional skills and confidence. The important support elements of tailored educator preparation, placement design, and timely access to relevant resources and experienced staff were identified. Conclusions: This study demonstrated how early career health professionals can possess desirable educator attributes, such as enthusiasm for taking on the role and cultivating collaborative learning relationships with their students. The experience of being an educator also presents a professional development opportunity for early career health professionals. Insights gained about the specific preparation and support needs of early career clinical educators warrant consideration by organisations and staff involved in the provision of student professional practice placements. Overall, this study's findings signify the importance of engaging and investing in early career health professionals to support student clinical education and to develop our current and future healthcare workforce. [ABSTRACT FROM AUTHOR]

Introduction: Stiffness and length arewell-established tendon parameters in sports and medicine. Myotonometry and ultrasound imaging are the commonly used methods to quantify these parameters. However, further studies are needed to clarify the reliability of these methods, especially when assessing maximally loaded tendons and when conducted by different experienced investigators. This study aimed to determine the intra- and interrater reliabilities of measuring the stiffness and length of the patellar tendon (PT) and Achilles tendon (AT) using the myotonometry method and the extended field-of-view ultrasound (EFOV-US) technique at rest andmaximal load performed by different experienced investigators. Methods: Twenty-seven participantswere examined on three different days by one experienced investigator and one novice investigator. Primary outcomes were the intraclass correlation coefficient (ICC) and associated 95% confidence interval (95% CI), coefficient of variation (CV), standard error of measurement (SEM), and minimal detectable change (MDC) across the measurement days and investigators. Results: For PT measurements at rest and maximal load, the estimated ICCs for stiffness and length were ≥.867 and ≥.970, respectively, with 95% CIs ranging from poor (.306) to excellent (.973) and good (.897) to excellent (.999). The CV, SEM, and MDC for PT stiffness and length were ≤5.2% and ≤2.0%, ≤39.3 N/m and ≤0.9 mm, and ≤108.9 N/m and ≤2.6 mm, respectively. For AT measurements, some restrictions were evident for stiffness at rest and both parameters at maximal load. However, regarding AT length at rest, the estimated ICC was ≥.996, with an excellent 95% CI (.987-.999). The CV, SEM, and MDC for AT length at rest were 2.8%, ≤1.1 mm, and ≤2.9 mm, respectively. Conclusion: The estimated ICCs show good to excellent reliability for the myotonometry method and the EFOV-US technique for measuring PT stiffness and length at rest and maximal load for experienced and novice investigators. However, some restrictions are evident for the AT, especially for measurements at maximal load. [ABSTRACT FROM AUTHOR]

In this complementary study, the researchers examine two novice rural teachers' dispositions before and during their participation in the PD-STEP summer professional development sessions which began July 2018 with subsequent sessions on July 2019 and July 2020. Together, Professional Development for Secondary School Teachers and Educational Professionals (PD-STEP) into STEM fields model utilize research-based lessons aligned with curriculum standards and purposefully centered on: (a) agricultural mathematics, science, and technology knowledge and skills; (b) specific needs of English language learners; and (c) Indigenous, authentic agricultural topics through field-based experiences for teachers. These professional development activities explore opportunities available in the United States Department of Agriculture career paths and creates resource-rich partnerships between university faculty and rural schoolteachers. [ABSTRACT FROM AUTHOR]

IntroductionIn rehabilitation practices, expert therapists are believed to proficiently observe and assist patients. However, limited research has quantified the gaze behaviors of physical therapists during patient support. This study investigated the gaze patterns of expert and novice physical therapists from a first-person perspective during the process of assisting collaborators to stand. The aim was to determine which body parts received prolonged attention and to explore the characteristics of the support provided.MethodsSeven experienced physical therapists were recruited as expert participants, and 17 physical therapy students served as novice participants. We also recruited additional students as collaborators and asked them to behave as if they were patients. Both expert and novice participants wore a wearable eye tracker while assisting the collaborators to stand. We analyzed the gaze focus on specific body parts and the center of mass sway of the collaborators.ResultsExperts spent 10.75% of the total time gazing at the head area, compared to 4.06% for novices, with experts displaying significantly longer gaze durations (p

This study investigated the influence of using three-dimensional (3D) computer and 3D-printed models on the spatial reasoning of experts and novices. The task of this study required general university students as novices in Experiment 1 and surgeons specializing in digestive surgery as experts in Experiment 2 to infer the cross sections of a liver, using a 3D-computer or 3D-printed model. The results of the experiments showed that the university students learned faster and inferred the liver structure more accurately with the 3D-printed model than with the 3D-computer model. Conversely, the surgeons showed the same task performance when using the 3D-computer and 3D-printed models; however, they performed the task with more confidence and less workload during the task with the 3D-printed model. Based on the results, the cognitive effects and advantages of using 3D-printed models for novices and experts have been discussed. [ABSTRACT FROM AUTHOR]

The purpose of the research paper is to study the history of the foundation, spatial development, financial, economic, and charitable activities of Kyiv Protection of the Mother of God Convent (Kyiv-Pokrovskyi Convent) and to clarify the importance of convents and their monasticism in the social and cultural space of a big city in the second half of the 19th - early 20th century. The scientific novelty. The history of Kyiv Protection of the Mother of God Convent in the second half of the 19th - early 20th century, the formation of its architectural and economic complex, the social composition of the nuns, financial and economic activities, and its place in the social and cultural space of Kyiv are studied. Archival materials reflecting various aspects of the history of Kyiv Protection of the Mother of God Convent are introduced into scientific circulation. Conclusions. The second half of the 19th century was marked by a change in government policy toward the Russian Orthodox Church and its monasteries, which allowed Kyiv Eparchy to restore some abodes and establish new ones. Kyiv Protection of the Mother of God Convent, established in 1889, was the last such institution to be built in Kyiv during the synodal period. However, in a short time, the abode managed to become an important spiritual center, shaping the spiritual authority of the nuns and the aesthetic impact of solemn monastic services, influencing the cultural atmosphere of the big city. The abode's location in the central part of Kyiv was crucial for its economic, social, and cultural activities. Status of a big city and the goal of its founder to organize such a convent influenced the contingent of nuns and novices, which distinguished this convent from other abodes of the eparchy. The first-class monasteries, which included Kyiv Protection of the Mother of God Convent, where nuns lived together, were more likely to be entered by representatives of the nobility. As a rule, the reverend mothers of this convent were representatives of the so-called 'educated monasticism.'. Socio-economic and socio-political changes that occurred in the second half of the 19th - early 20th century contributed to the fact that the traditional religious function of Orthodox monasteries no longer met the needs of the times. In this regard, special attention was paid to the establishment of educational institutions at monasteries, and the strengthening of charitable, cultural, and educational activities. The processes of urbanization, commercial, and industrial development of Kyiv encouraged the convent's leadership and nuns to keep up with the times and meet the needs of the surrounding society. Thanks to the monasteries, Kyiv, given the rapid transformational changes in society, continued to preserve its unique image of the ancient Christian capital. At the same time, the monasteries became part of the urban environment, skillfully using the results of urbanization and economic development, combining the significance of religious, historical, and cultural centers. Visiting them by pilgrims and travelers acquired not only the character of worship of the shrine but also had an educational character. [ABSTRACT FROM AUTHOR]

Educational leadership, including special education leadership, could benefit from learning sciences and advanced technologies used in other fields (e.g., psychology, medicine). Despite over 30 years of research, leadership preparation is not yet incorporating critical knowledge from the learning sciences to understand the expert versus novice knowledge gap. This article embraces emotion as a cornerstone of leadership decision-making, which can be an impactful way to improve regulation and resilience in leadership preparation. [ABSTRACT FROM AUTHOR]

IntroductionWith current technology, ultrasound imaging in remote conditions, such as the International Space Station, is performed with vocal guidance or using a teleoperated echograph controlled by an expert. Both methods require real-time communications between the novice operator and expert to locate the probe over the appropriate acoustic windows (AW). The current study presents the development and testing of a new augmented reality software (Echo-QR) that would allow novice operators (with no medical imaging background) to correctly locate the ultrasound probe over the AW of interest without expert assistance.MethodsOn the first day of the study, the positions of the probe over the AWs were identified for each organ by an expert sonographer and saved in the Echo-QR software. On the second day, the novices independently performed the ultrasound investigation using the Echo-QR software to correctly position the probe over each organ’s AW.ResultsUsing the Echo-QR software, novice operators found the AW in 73 (92%) of the 79 organs. The 2D images acquired by the novices “2D direct image” were acceptable for medical evaluation in 41% of the cases. However, when the “2D direct image” did not show the entire organ, a 3D capture of the volume below the probe was also performed, which allowed for the extraction of the appropriate 2D image “2D/3D image” for medical evaluation in 85% of the cases.DiscussionTherefore, in the absence of real-time communication between an isolated participant and an expert sonographer, novel software (Echo-QR) and automated 3D volume capture can be used to obtain images usable for ultrasound diagnostics.

Empowering novice describers can reduce costs and expand access to high-quality audio descriptions (ADs). This study explored differences between novice and professional practices by analysing their ADs for a 3:42-minute scene from a Japanese fictional film. A film producer rated both the overall quality and volume quality of ADs. The perceived AD volume quality reflects the comprehensive volume experience within ADs beyond loudness. The assessment revealed that ADs created by ten novices using speech synthesis reached approximately 60% of both the overall quality and volume quality of published ADs with human voice. Kernel density estimation showed significantly lower mean loudness in published ADs than in novice ADs. Additionally, a significant negative correlation existed between perceived AD volume quality and mean film loudness during AD presentation across all AD sets. However, published ADs had longer durations compared to novice ADs. Contrasting cueing strategies were observed. Published ADs relied on film sounds, whereas novice ADs leaned on visual cues. Consequently, we developed a professional technique: carefully curating the film information to be heard and balancing AD placement to ensure the audio experience of both ADs and film sound without abrupt AD loudness increases. This sonic approach empowers novices to craft impactful ADs.

Aim Design Methods Results Conclusions Impact Reporting method Patient or public contribution This study explores the potential of a generative artificial intelligence tool (ChatGPT) as clinical support for nurses. Specifically, we aim to assess whether ChatGPT can demonstrate clinical decision‐making equivalent to that of expert nurses and novice nursing students. This will be evaluated by comparing ChatGPT responses to clinical scenarios to those of nurses on different levels of experience.This is a cross‐sectional study.Emergency room registered nurses (i.e. experts; n = 30) and nursing students (i.e. novices; n = 38) were recruited during March–April 2023. Clinical decision‐making was measured using three validated clinical scenarios involving an initial assessment and reevaluation. Clinical decision‐making aspects assessed were the accuracy of initial assessments, the appropriateness of recommended tests and resource use and the capacity to reevaluate decisions. Performance was also compared by timing response generations and word counts. Expert nurses and novice students completed online questionnaires (via Qualtrics), while ChatGPT responses were obtained from OpenAI.Concerning aspects of clinical decision‐making and compared to novices and experts: (1) ChatGPT exhibited indecisiveness in initial assessments; (2) ChatGPT tended to suggest unnecessary diagnostic tests; (3) When new information required re‐evaluation, ChatGPT responses demonstrated inaccurate understanding and inappropriate modifications. In terms of performance, the mean number of words utilized in ChatGPT answers was 27–41 times greater than that utilized by both experts and novices; and responses were provided approximately 4 times faster than those of novices and twice faster than expert nurses. ChatGPT responses maintained logical structure and clarity.A generative AI tool demonstrated indecisiveness and a tendency towards over‐triage compared to human clinicians.The study shows that it is important to approach the implementation of ChatGPT as a nurse's digital assistant with caution. More study is needed to optimize the model's training and algorithms to provide accurate healthcare support that aids clinical decision‐making.This study adhered to relevant EQUATOR guidelines for reporting observational studies.Patients were not directly involved in the conduct of this study. [ABSTRACT FROM AUTHOR]

In this paper, I question how a researcher might fulfil the unique adequacy requirement when studying novices in a setting in which the researcher is already a member. Since novices by definition lack the expected competencies in a setting, having unique adequacy for novice methods may appear oxymoronic. However, this paper suggests that unique adequacy requires enacting specific ways of 'seeing' as part of accomplishing local order; once one is competent, it becomes difficult to enact incompetent action in a locally adequate way, suggesting one can actually lose unique adequacy. Furthermore, as any given situated involves a multifaceted set of competencies, exactly which or whose competencies are relevant is both an analysts' and members' issue to solve. With reference to examples, I discuss how analysts and members delimit the 'provinces of meaning' in the process of finding what is locally adequate. [ABSTRACT FROM AUTHOR]

This paper presents an eye-tracking study capturing the dynamics of ambient and focal attention of tram drivers as an application of modern technology in improving their training. Twenty-three experts and twenty-four novices were invited to take part in the eye-tracking study. We explored the visual attention dynamics of tram drivers while they were watching tram-driving simulation videos. The tram driver's view: The windshields and control panel were defined as areas of interest (AOIs). In line with expectations, experts were more focused than novices and maintained their concentration for a longer time than novice tram drivers. This difference was significant for regions crucial for monitoring the driving environment (the windshields AOIs). Monitoring drivers' visual attention gives new insights into the process of gaining expertise in scanning the driving environment. [ABSTRACT FROM AUTHOR]

Introduction: Auditory-perceptual assessments of cough are commonly used by speech-language pathologists working with people with swallowing disorders with emerging evidence beginning to demonstrate their validity; however, their reliability among novice clinicians is unknown. Therefore, the primary aim of this study was to characterize the reliability of auditory-perceptual assessments of cough among a group of novice clinicians. As a secondary aim, we assessed the effects of a standardized training protocol on the reliability of auditory-perceptual assessments of cough. Methods: Twelve novice clinicians blindly rated ten auditory-perceptual cough descriptors for 120 cough audio clips. Standardized training was then completed by the group of clinicians. The same cough audio clips were then re-randomized and blindly rated. Reliability was analyzed pre- and post-training within each clinician (intra-rater), between each unique pair of raters (dyad-level inter-rater), and for the entire group of raters (group-level inter-rater) using intraclass correlation coefficients and Cohen's Kappa. Results: Pre-training reliability was greatest for measures of strength, effectiveness, and normality and lowest when judging the type of expiratory maneuver (cough, throat clear, huff, other). The measures that improved the most with training were ratings of perceived crispness, amount of voicing, and type of expiratory maneuver. Intra-rater reliability coefficients ranged from 0.580 to 0.903 pre-training and 0.756–0.904 post-training. Dyad-level inter-rater reliability coefficients ranged from 0.295 to 0.745 pre-training and 0.450–0.804 post-training. Group-level inter-rater reliability coefficients ranged from 0.454 to 0.919 pre-training and 0.558–0.948 post-training. Conclusion: Reliability of auditory-perceptual assessments varied across perceptual cough descriptors, but all appeared within the range of what has been historically reported for auditory-perceptual assessments of voice and visual-perceptual assessments of swallowing and cough airflow. Reliability improved for most cough descriptors following 30–60 min of standardized training. Future research is needed to examine the validity of auditory-perceptual assessments of cough by assessing the relationship between perceptual cough descriptors and instrumental measures of cough effectiveness to better understand the role of perceptual assessments in clinical practice. [ABSTRACT FROM AUTHOR]

Differential participation in violent protests has been explained in terms of protesters' personal values, biographical availability, and network embeddedness. However, the form of mass protest may be influenced less by the microstructure of protesters and more by their collective past experiences of resistance. Through the South Korean candlelight protests of 2008 and 2016–2017, this article examines novices' and repeaters' perceptions of nonviolent protest. Onsite survey and interview data show that previous frustrating protest experiences in 2008 made repeater protesters more perseverant, even when violence was expected. Repeaters had little faith in "disciplined" protests, whereas novices hoped for change through "peaceful" protests. I argue that previous experiences of resistance and their outcomes influenced protesters' perceptions on the efficiency and legitimacy of violent protest. By examining protesters' varying perseverance, which mediates the condition of violence, this article advances the relationship between violence and civic participation. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to investigate alpha power in successful and unsuccessful free throws of elite and novice basketball players. Methods: The current research was quasi-experimental and was implemented in a time series design. Two Elite (10 participants with a mean age of 22.25 ± 1.34) and Novice (10 participants with a mean age of 22.55 ± 1.80) groups participated voluntarily. The data were measured using 28 electrodes from a 32-channel wireless device and were analyzed using the repeated measures analysis of variance test (p≥0.05). Results: The alpha power of the elite group was higher than the novice group (P=0.001). The successful throws showed lower alpha power than unsuccessful throws (P=0.006). In the comparison of the two groups, the alpha power in the unsuccessful throws of the elite group was higher than in their successful throws (p=0.001), but no difference was observed between the alpha power of the successful and unsuccessful throws of the novice group (p=0.584). The alpha power during the execution time of the free throw task was higher than the pre-execution time (p<0.005), but there was no difference between the first and second pre-execution times (p=1.000). The results of the present study showed that the elite group had higher cortical activity than the novice group in all electrodes (p<0.001). Conclusion: The findings show that the elite group performed the task with less cortical complexity by inhibiting irrelevant information. In addition, the decrease in alpha power in successful throws indicates an increase in activation of cerebral cortex and an increase in concentration, so that the task can be performed with fewer neural resources. [ABSTRACT FROM AUTHOR]

Introduction: Workforce sustainability is critical to equitable and safe healthcare. However, there is evidence of poor transition of new graduates to the workplace, with a resultant loss of health professionals from the system. Globally, little is known about allied health transition and transition interventions. The aims of this mixed-methods systematic review were to describe the characteristics of transition to practice programs for novice allied health professionals, the outcomes from these programs, how they are measured and how transition challenges are addressed in transition programs. Methods: Searches were conducted in MEDLINE, CINAHL, PsycINFO, AMED and the Cochrane Library. Two researchers reviewed the studies and reached a consensus for inclusion through discussion. All study types were included. Articles were evaluated using the Mixed-Methods Appraisal Tool, with reporting guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Results: A total of 15 studies were included. Various allied health populations, interventions, timeframes, program content and learning modes were used but with limited description. There was misalignment between allied health graduates' expectations, practice reality and supports offered within transition programs. While authors reported success from transition interventions, outcomes were not clear and there was a lack of tools for robust outcome measurement. Conclusion: Well-designed transition programs are needed to build evidence on effective interventions and support. A primary focus should be on developing and measuring welldefined transition outcomes and the longer-term impact of transition programs on career progression and success. [ABSTRACT FROM AUTHOR]

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3D-transesophageal echocardiography (3D-TEE) is an alternative to multidetector row computed tomography (MDCT) for aortic annulus (AoA) sizing in preparation for Transcatheter aortic valve implantation (TAVI). We aim to evaluate how the fully automated (auto) and semi-automated (SA) TEE methods perform compared to conventional manual TEE method and the gold standard MDCT for annulus sizing both in expert and novice operators. In this prospective cohort study, eighty-nine patients with severe aortic stenosis underwent multimodality imaging with 3D-TEE and MDCT. Annular measurements were collected by expert echocardiographers using 3D auto, SA and manual methods and compared to MDCT. A novice in the field of echocardiography retrospectively measured the AoA for all patients using the same methods. TEE measurements, independently of the method used, had good to very good agreement to MDCT. They significantly underestimated aortic annular area and circumference vs. MDCT with the auto method underestimating it the most and the manual method the least (6.5% and 1.3% respectively for area and circumference). For experts, the manual TEE method offered the least systematic bias while the SA method had narrower limits of agreement (LOA). For the novice operator, SA method provided the least bias and narrower LOA vs. MDCT. There is good agreement between novice and experts for all 3 TEE methods but better agreement with auto and SA methods as opposed to manual one. Our study supports the use of 3D-TEE as a complementary method to MDCT for aortic annular sizing. The newer auto and SA software, that requires minimal operator intervention, is an easy to use, reliable and reproducible tool for aortic annulus sizing for experienced operators, and especially less experienced ones. [ABSTRACT FROM AUTHOR]

Abstract Background Single incision laparoscopic surgery (SILS) is a recent advancement in minimally invasive techniques for colorectal cancer (CRC). However, SILS is a technically challenging procedure for novice surgeons. The aim of this study was to evaluate clinical outcomes of SILS for CRC performed by novice surgeons compared with those performed by well‐experienced surgeons. Methods We retrospectively analyzed 1004 consecutive patients with stage I‐IV CRC who underwent SILS between May 2009 and December 2018, using propensity score‐matched analysis. Results After propensity score‐matching, we enrolled 344 patients (n = 172 in each group). Before matching, significant group‐dependent differences were observed in terms of age (P = 0.034) and tumor location (P

Abstract Background Competency is used to channel abilities into successful processes and is employed in the medical field. Globally, several laboratory competencies exist, but the job descriptions of Japanese medical laboratory scientists differ from those of other countries and little evidence-based information on novice medical laboratory scientist competency is available in Japan. This study clarified the competencies of novice medical laboratory scientists based on various expert opinions in Japan. Methods The Delphi method was used to achieve an expert consensus on novice medical laboratory scientist competencies. We asked the participants to evaluate the importance of each item using the Likert scale and set 70% as the final consensus rate. Results We obtained 106/400 (26.5%) and 95/106 (89.6%) responses from participants in rounds 1 and 2, respectively. Their professional experience mean ± standard deviation was 32.4 ± 6.0 years (range: 13–41). The average of each category consensus rate was > 99.1%. Ninety-five expert opinions converged and agreed that the competency comprised 8 categories and 54 items. Conclusions The survey results revealed that novice medical laboratory scientists were expected to have relatively higher main laboratory skill competencies in the ‘Preparation and analysis’ category than in other categories. Nevertheless, competencies in other categories required basic skills. In addition, our competencies contained unique competencies compared with others due to their divergent roles and their environment. Further research is warranted to explore assessment tools by developing a competency scale, thereby helping clarify the differences between ability and correlated factors. The unique competencies scale can help assess the efficacy of educational programmes for Japanese medical laboratory scientists.

Abstract Background Machine learning algorithms have recently been developed to enable the automatic and real-time echocardiographic assessment of left ventricular ejection fraction (LVEF) and have not been evaluated in critically ill patients. Methods Real-time LVEF was prospectively measured in 95 ICU patients with a machine learning algorithm installed on a cart-based ultrasound system. Real-time measurements taken by novices (LVEFNov) and by experts (LVEFExp) were compared with LVEF reference measurements (LVEFRef) taken manually by echo experts. Results LVEFRef ranged from 26 to 80% (mean 54 ± 12%), and the reproducibility of measurements was 9 ± 6%. Thirty patients (32%) had a LVEFRef

Teachers' collaborative inquiry is a process of learning through which teams of teachers evaluate and analyze their teaching practice, and reflective practice contributes to teachers' professionalism. The present descriptive survey study aimed to investigate the role of collaborative inquiry in Iranian EFL teachers' reflective teaching and whether teaching experience (novice and experienced teachers) affects collaborative inquiry and reflective teaching. For this purpose, 185 Iranian female and male language institute EFL teachers were randomly selected and responded to the survey instruments. The data were collected by the Survey of Reflective Practice and Collaborative Inquiry Survey and were analyzed by multivariate analysis of variance and Pearson correlation. The findings demonstrated a significant positive correlation between pedagogical reflection and collaborative inquiry and a significant negative correlation between critical reflection and collaborative inquiry. Furthermore, novice teachers obtained higher scores in pedagogical reflection whilst their experienced counterparts were more critically reflective. The present study findings contribute to further uncovering the links between reflective teaching practices and collaborative inquiry of EFL teachers. Therefore, school principals can design collaborative learning experiences, especially for novice teachers, to foster reflection. Furthermore, teachers should regard collaboration as a self-growth opportunity and help their colleagues develop and improve their teaching practices. [ABSTRACT FROM AUTHOR]

While it is known how the COVID-19 pandemic affected providers already employed and working in health care settings, there is little data about the effect it may have had on novice nurse practitioners (NPs). The purpose of this study was to describe novice NPs' employment decisions and role transition experiences during the COVID-19 pandemic. Via an online survey, novice NPs were asked open-ended questions about how the pandemic influenced the decision to take their first position and their role transition experience, as well as what employers did well or could have done better to facilitate this transition. Participants described employment challenges that included a difficult job market with limited employment opportunities, decreased pay and benefits, fewer onboarding and mentorship opportunities, and less primary care experience. However, NPs reported the pandemic positively influenced their role transition experiences with decreased patient workload and greater use of telehealth. Novice NPs were impacted by the COVID-19 pandemic in making employment decisions and transitioning into the NP role. • Novice NPs cited limited job opportunities and decreased pay during the pandemic. • Novice NPs found fewer onboarding and mentorship opportunities during the pandemic. • Novice NPs reported less primary care experience opportunities during the pandemic. • Decreased patient workload during the pandemic improved novice NP role transition. • Novice NPs' role transition was positively influenced by greater use of telehealth. [ABSTRACT FROM AUTHOR]

Introduction: Rapid increases in the utility of vascular ultrasound combined with increasing expectations from reporting physicians have required a shift to a more defined professional role for the vascular sonographer in Australia. This has created increasing pressure on newly qualified sonographers to be more job-ready and better able to navigate the challenges of the clinical workplace early in their career. Topic Description: There is a distinct lack of structured strategies that newly qualified sonographers can utilise to assist their transition from student to employee. In our paper, we aimed to answer the question of 'What makes a sonographer a Professional?' with the view to extending understanding of how a structured framework can assist the development of a professional identity and can encourage participating in Continuing Professional Development by the newly qualified sonographer. Discussion: The authors reviewed their own clinical experiences and the current literature to source tangible and practical strategies that can be easily enacted by newly qualified sonographers to motivate their continuing growth. Through this review, the 'Domains of Professionalism in the role of the sonographer' framework was developed. In this framework, we describe the various domains of professionalism and their associated dimensions, making it specific to the discipline of sonography and to the point of view of a newly qualified sonographer. Conclusion: Our paper contributes to the discussion on Continuing Professional Development using a purposeful and targeted approach to support newly qualified sonographers across all discipline areas of ultrasound specialisation to navigate the often challenging pathway to becoming a professional. [ABSTRACT FROM AUTHOR]

Purpose: A videolaryngoscope(VL) with an intubation conduit like KingVision channeled(KVC) blade may provide an added advantage over a non-channeled VL like a KingVision non-channeled (KVNC) blade and direct laryngoscope (DL) for acquiring and retention of intubation skills, especially in novices. Methods: In this prospective two-period randomized crossover trial, one hundred medical students used three laryngoscopes KVC, KVNC and DL for intubation following standardized training with the study devices using a Laerdal Airway Management Trainer. After one month, all participants attempted intubation, in the same manner, using all devices. The duration of intubation, modified Cormack-Lehane (CL) grade, percentage of glottic opening (POGO) score, first-attempt success, number of attempts, ease of intubation and dental trauma was recorded. The retention of intubation skills after 1 month was also assessed on the same parameters. Results: Median intubation times of KVC and DL were comparable and significantly better than KVNC (P < 0.001). The median POGO score was better with both videolaryngoscopes when compared with DL. The ease of intubation (P < 0.0012) and first-attempt success rate (P = 0.001) at the time '0' was significantly better with KVC compared to KVNC and DL. KVC fared better with respect to these intubation parameters during intubation after one month as well. Conclusion: KVC performed better in terms of time to intubation, success rate and ease of procedure as compared to KVNC and DL, both for acquisition and retention of skill. Hence, we advocate that KVC should be the preferred device over KVNC and DL for teaching intubation skills to novices. [ABSTRACT FROM AUTHOR]

Introduction: The majority of newly graduated nurses are not prepared to work at the bedside; therefore, they may not have the appropriate self-confidence. Objective(s): The present qualitative study aimed to explain the novice nurses' experience of weak professional confidence. Design: This qualitative study was performed using a content analysis method. Methods: Content analysis was utilized to identify themes from interview transcripts. They were included in the study by purposeful sampling. Participants were interviewed through face-to-face and unstructured interviews. All data were recorded, transcribed, and analyzed based on the Graneheim and Lundman method. Results: Thirteen nurses participated in interviews. After data collection, all interviews were implemented and reviewed and the categories and subcategories were extracted. Three main categories containing turbulence in working life, unpleasant interactions, and lack of knowledge were extracted. Conclusion: According to the study findings, most novice nurses experienced turbulence in their working life, unpleasant interactions, and a lack of knowledge that affected their self-confidence. Therefore, educational and support programs are suggested to improve novice nurses' professional confidence. Relevance to Clinical Practice: According to the results of the study, the lack of self-confidence in novice nurses reduces the quality of care. Therefore, taking into account the experiences of the participants, nursing education managers should plan in such a way as to improve the self-confidence of the graduates. In addition, novice nurses need to be supported by their managers and colleagues to develop their professional confidence to provide more effective care. [ABSTRACT FROM AUTHOR]

Social design produces strategic, systematic solutions or new cultures as a response to the complexity of social changes and, in consequence, designers who are used to the traditional way of ideation may not be well prepared for the requirements of social design. This paper identified the characteristics of the concept generation of industrial design students participating in a social design practice as novices. Using the think-aloud protocol, we collected the conversations and self-reports of students (n = 42). We then conducted a qualitative analysis of the designers' activities with the inductive and deductive coding method. An effect of prior knowledge was found on the themes of concept, as well as on the concept generation strategies and modes that industrial designers would prefer. Through a factor analysis of the frequency of students' design activities, six concept generation strategies were clustered. There were eight concept generation modes for social design we summarized with the journeys of designers' activities. This study also revealed the effect of concept generation strategies and modes of industrial design students on the quality of their social design concepts. The results may also shed light on the question how we can foster the quality of industrial designers to adapt to the extension of disciplinary boundary in design. [ABSTRACT FROM AUTHOR]

Worked examples can help novice learners develop early schemata from an expert's solution to a problem. Nonetheless, the worked examples themselves are no guarantee that students will explore these experts' solutions effectively. This study explores two different approaches to supporting engineering technology students' learning in an undergraduate introductory programming course: debugging and in-code commenting worked examples. In a Fall semester, students self-explained worked examples using in-code comments (n = 120), while in a Spring semester, students debugged worked examples (spring n = 101). Performance data included the midterm and final exams. Prior exposure to programming courses was taken from a survey at the beginning of each semester. Findings suggest that both the debugging and explaining forms of engagement with worked examples helped students with no prior programming experience to succeed in the course. For the worked examples to be effective, those need to be provided with some explicit form of engagement (i.e., debugging or self-explaining). Combining both strategies following explaining first and debugging second may result in a more effective approach. [ABSTRACT FROM AUTHOR]

The purpose of this study was to observe the teaching of five early career music teachers in three early career levels (preservice, student teaching, and novice teaching) to determine if teaching expertise changes over time. A secondary purpose was to find if any specific teacher behaviors associated with effectiveness were more prominent when teaching their peers in pre-service, another educator's students in student teaching, and their own students in novice teaching. Data consisted of rehearsal frames and instructional targets identified from teaching video transcriptions along with summative evaluations of the videos by expert teachers. Corroborative findings indicated a lack of specificity across all levels which improved somewhat during student teaching and novice teaching. Directives were the most frequently observed teacher verbal category and information and demonstrations were the highest ranked items across all levels in the summative evaluation. However, instructional directive scores were inconsistent. Teacher modeling doubled during novice teaching. Many of the evaluators commented on the overuse of rote teaching, concurrent performance model, and lack of competency-based education techniques. Implications for higher education training including self awareness and accountability are discussed. [ABSTRACT FROM AUTHOR]

Nurses who transition from clinical practice to nursing education practice is often had trouble and experience transition shock. Academic nurse leaders (ANLs) should proactively address the transition concerns of novice nurse educators (NNEs) to reduce dissatisfaction and turnover rates. NNEs can be eased into their new roles through mentoring activities and programs. ANLs or senior nurse educators mentor the NNEs in the many different aspects of academia. This paper discusses the goals, principles, models, and key practices in mentoring NNEs. ANLs should intentionally design mentoring programs that enhance the sense of efficacy, competence, and satisfaction of the NNEs in their new role. Mentoring programs for NNEs can use several models to achieve these desired outcomes. The integration of key practices could improve outcomes achievement. Ensuring that schools of nursing have adequate numbers of qualified nurse educators is essential in addressing the nursing shortage. • Mentoring can improve likelihood of successful transition of novice nurse educators. • Mentoring must be sensitive to novice nurse educators' needs, outcomes, and context. • Organizational support for mentoring activities can sustain and ensure its success. [ABSTRACT FROM AUTHOR]

Several instructional approaches have been advanced for learning programming. However, effective ways of engaging beginners in programming in K–12 are still unclear, especially among low socioeconomic status learners in technology-deprived learning environments. Understanding the learning path of novice programmers will bridge this gap and explain what constitutes an effective learning path for novice. Thirty-eight students from technology-deprived schools participated in a 10-h project-first constructionist learning. Using the Friedman test of repeated measures and Spearman's rank correlation, trends in the students' programming ability were evaluated. The findings showed that the students' programming ability increased on the first day, remained stable throughout the intervention, and were not affected by either semantics or syntax of the Python programming language. However, the features of a program were inconclusive determinants of programming skills. The irregular patterns of programming concepts within and between the learners' programming solutions suggest focusing on pedagogies that encourage project-first learning. A constructionist model of learning and the challenges educators may encounter amongst novice learners with low socioeconomic status are highlighted. [ABSTRACT FROM AUTHOR]

Background: Single incision laparoscopic surgery (SILS) is a recent advancement in minimally invasive techniques for colorectal cancer (CRC). However, SILS is a technically challenging procedure for novice surgeons. The aim of this study was to evaluate clinical outcomes of SILS for CRC performed by novice surgeons compared with those performed by well‐experienced surgeons. Methods: We retrospectively analyzed 1004 consecutive patients with stage I‐IV CRC who underwent SILS between May 2009 and December 2018, using propensity score‐matched analysis. Results: After propensity score‐matching, we enrolled 344 patients (n = 172 in each group). Before matching, significant group‐dependent differences were observed in terms of age (P = 0.034) and tumor location (P < 0.001). After matching, preoperative clinical factors were similar between groups, but operative time was longer in the Novice group (213 vs 171 min, P < 0.001). Other operative factors and morbidity rates did not differ significantly between groups. The number of harvested lymph nodes was smaller in the Novice group (23 vs 25, P = 0.040), and the number of patients with lymph node metastases was smaller in the Novice group (57 vs 86, P = 0.002). The 3‐year disease‐free survival rate was 85.8% in the Novice group and 89.9% in the Experienced group (P = 0.512). Three‐year overall survival rate was 92.2% in the Novice group and 90.0% in the Experienced group (P = 0.899). Conclusion: SILS for CRC was safely performed by novice surgeons under the guidance of well‐experienced surgeons, and could provide satisfactory oncological outcomes. [ABSTRACT FROM AUTHOR]

Background: Competency is used to channel abilities into successful processes and is employed in the medical field. Globally, several laboratory competencies exist, but the job descriptions of Japanese medical laboratory scientists differ from those of other countries and little evidence-based information on novice medical laboratory scientist competency is available in Japan. This study clarified the competencies of novice medical laboratory scientists based on various expert opinions in Japan. Methods: The Delphi method was used to achieve an expert consensus on novice medical laboratory scientist competencies. We asked the participants to evaluate the importance of each item using the Likert scale and set 70% as the final consensus rate. Results: We obtained 106/400 (26.5%) and 95/106 (89.6%) responses from participants in rounds 1 and 2, respectively. Their professional experience mean ± standard deviation was 32.4 ± 6.0 years (range: 13–41). The average of each category consensus rate was > 99.1%. Ninety-five expert opinions converged and agreed that the competency comprised 8 categories and 54 items. Conclusions: The survey results revealed that novice medical laboratory scientists were expected to have relatively higher main laboratory skill competencies in the 'Preparation and analysis' category than in other categories. Nevertheless, competencies in other categories required basic skills. In addition, our competencies contained unique competencies compared with others due to their divergent roles and their environment. Further research is warranted to explore assessment tools by developing a competency scale, thereby helping clarify the differences between ability and correlated factors. The unique competencies scale can help assess the efficacy of educational programmes for Japanese medical laboratory scientists. [ABSTRACT FROM AUTHOR]

It is generally known that expert and novice designers work in different ways and also engage in different behavior during the design process. In order to have a better understanding of how they behave during the design process, the objective of this paper is to explore the differences between experts and novice behavior. A protocol method was adopted to examine the sequence of the design phases and design activities, along with the amount of time spent, the number and frequencies of occurrence, and also the frequencies of transition between phases. The results were revealed using a protocol analysis with sequence maps and quantitative data. We found different and similar design behaviors of experts and novices in the entire design process. No significant differences were found between the experts and the novices in terms of the general sequence and the total time spent on each phase during the design process. However, we did find differences in the early stage of the process which made an impact on the subsequent design behavior and performance. At the later stage of the process, the experts tended to stay in the design phase. On the other hand, more frequent transitions among the three phases were observed in novices during the later stage of the process which could be a result of needing to compensate the incompleteness in the previous phases. The outcomes of this paper provide insights for not only designers themselves but also for educators. [ABSTRACT FROM AUTHOR]

Purpose: The International Council of Ophthalmology-Small Incision Cataract Surgery (ICO-SICS) rubric is a tool to grade SICS steps from novice to competent. The study aimed to evaluate the progress of residents' surgical skills by using the ICO-SICS rubric and the perceptions of residents and faculties about its use. Methods: This prospective educational interventional study, done in the Ophthalmology department between September 2019 and February-2020 included 14 residents and five faculties. Faculties scored residents' SICS by ICO-SICS-rubric (four sessions/resident) and helped them identify three steps as “area of focus” to work upon. Feedback was taken using a semi-structured pretested questionnaire. Focus group discussion was done for residents. Data were entered in MS Excel and analyzed using SPSS. Perception analysis presented as percentage of written responses. Results: Step-wise rubric score showed improvement for initial SICS steps and wound closure (P < 0.05). Critical surgical steps and scores for three areas of focus steps showed no statistically significant improvement. Three steps as an area of focus changed partly for 11 residents and completely for three residents at the end of 6 months. Perception analysis of faculty and residents showed that the ICO-SICS rubric is a good tool to record surgical performance, identify steps needing improvement and provide structured feedback hence opined to continue it. Residents considered it as an effective learning and assessment tool. Conclusion: ICO-SICS rubric is a good teaching tool and helps to assess the progress of surgical skills. Identification of areas of poor performance and feedback given motivates them to focus on those areas leading to continuous professional development, resulting in competent surgeons performing SICS surgery independently at the end of the residency.

Pair and group work activities break the traditional teacher-centred structures of interaction and partly transfer the control of the teacher to the students, who are provided with more freedom in turn-taking and the management of activities. In the study of how students learn the target language, pair and group work repair sequences are particularly important in order to understand how the participants repair the breakdowns in communication and what processes for acquiring a foreign language they use. This study explores the different ways that students conduct conversational repair, i.e. negotiation of meaning, during pair and group work. Specifically, focusing on the sequences when a dictionary was consulted, this conversation-analytic study examines how the students incorporate the dictionary in those sequences and how its possible presence might influence the roles of experts and novices in the interaction, which gives insight into the epistemic dynamics in learner–learner interactions. The data used for this study consist of carefully synchronized audio and video recordings of students from five different Czech upper-secondary schools in their final year of studies during three to five consecutive EFL lessons. One of the central findings is that the students often try to conduct the repair through different means and the dictionary is used later in the interaction, which could indicate that the use of a dictionary is viewed as a last resort to check the meaning with the dictionary entry, as well as a tool to strengthen and/or weaken the epistemic roles of the participants.