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[EN] The use of rubrics can be an especially useful tool to align the teaching, learning and evaluation processes of oral presentation. Its validity is essential to assess academic performance and may be influenced by student self-regulation. The objective of the study was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, as well as to identify the relationship between this perception, their academic performance and their self-regulation. 123 students participated in the study. The teacher of the subject provided the rubric to evaluate oral presentations. After oral presentations, students answered two questionnaires: one about the perception of the validity of the rubric and the other about self-regulation. In addition, their academic performance was recorded. The students positively assessed the rubric’s validity as a method of preparing and evaluating the oral presentation. Self-regulation presented a clearer direct relationship with the perception of rubric’s validity than academic performance, however, this relationship was weak and needs to be verified in future studies., [ES] La utilización de rúbricas puede ser una herramienta especialmente útil para alinear los procesos de enseñanza, aprendizaje y evaluación de la exposición oral. Su validez es fundamental para valorar el rendimiento académico y puede estar influenciada por la autorregulación del alumnado. El objetivo del estudio ha consistido en determinar la validez y utilidad que el alumnado de la titulación de Ciencias de la Actividad Física y el Deporte conceden a una rúbrica desarrollada al efecto, así como identificar la relación entre esta percepción, su rendimiento académico y su autorregulación. En el estudio participaron un total de 123 estudiantes. El profesor de la asignatura facilitó la rúbrica para evaluar exposiciones orales. Una vez realizadas las exposiciones orales, el alumnado respondió a dos cuestionarios: uno de percepción de validez de la rúbrica y otro de autorregulación. Además, se tuvo constancia de su rendimiento académico. El alumnado valoró positivamente la validez y utilidad de la rúbrica como método de preparación y evaluación de la exposición oral. La autorregulación presentó una relación directa más clara con la percepción de validez de la rúbrica que el rendimiento académico, sin embargo, dicha relación resultó débil y necesita ser contrastada en futuros estudios.

Social Signal Processing techniques have given the opportunity to analyze in-depth human behavior in social face-to-face interactions. With recent advancements, it is henceforth possible to use these techniques to augment social interactions, especially human behavior in oral presentations. The goal of this study is to train a computational model able to provide a relevant feedback to a public speaker concerning his/her coverbal communication. Hence, the role of this model is to augment the social intelligence of the orator and then the relevance of his/her presentation. To this end, we present an original interaction setting in which the speaker is equipped with only wearable devices. Several coverbal modalities have been extracted and automatically annotated namely speech volume, intonation, speech rate, eye gaze, hand gestures, and body movements. In this article, which is an extension of our previous article published in IUI’17, we compare our Dynamic Bayesian Network design to classical J48/Multi-Layer Perceptron/Support Vector Machine classifiers, propose a subjective evaluation of presenter skills with a discussion in regards to our automatic evaluation, and we add a complementary study about using DBScan versus k -means algorithm in the design process of our Dynamic Bayesian Network.

Presentations assessing public speaking skills are common features of undergraduate curricula. Performance feedback has often been traditionally limited to staff, yet students acting as peer assessors can also be a useful feedback source. Additionally, video recording offers a feedback method that can overcome a presentation’s transience and empower a student’s self-analysis. During 2016–17 a new 1st year module, ‘Core Skills in Biochemistry’, was implemented at the University of Nottingham. Peer assessment and video feedback were trialled as augmentations to lecturer-sourced presentation feedback. Student opinions were surveyed to gauge efficacy. Results indicate video feedback was appreciated to a greater extent than peer feedback, and both focussed on body language. As the year progressed students felt less confident in their colleagues’ judgement, and their willingness to receive peer feedback decreased. These results confirmed the validity of including these techniques within ‘Core Skills’, and laid the foundation for further innovations currently being trialled.

Objective:The scientific presentations are usually in oral or poster form. Recently evolved methods are video and “e-poster” presentations. Video data and images can be presented in oral presentations but for a limited time. The presentation time is prolonged in poster technique and available for more people but video data can’t be presented. The video presentations and e-posters are uploaded and ready to be selected through a menu in few computers because of the lack of available number of computers for every study. The interactive posters make the presentation of numerous images and video data to be accessible continuously during whole meeting period via its special screen. We aimed to increase sharing of knowledge and make it interactive during a limited period.Materials and Methods:A 23-inch touch screen with a data processor was used for poster presentation. The special screen was provided for participants to read text, multiple images and video data continuously. The data processor was set to count the number of people to touch screen to read the presented study during the congress period.Results:The interactive poster was set to be ready in 7th Congress of Surgical Research. The continuous presentation was lasted all through the 3-day Congress Period and 938 clicks were counted by the processor.Conclusion:During a congress period, by touching the interactive screen it was possible to interchange between the menu topics. The software counting the clicks need to be developed to estimate the number of people evaluating the study as well as duration of interest and which image and video data were evaluated at most.

Background COVID-19 has had a global impact on all aspects of healthcare including surgical teaching and training. The COVID-STAR qualitative study demonstrated a perceived negative impact of COVID-19 on numerous aspects of surgical training across all specialties and training grades. The aim of this study is to investigate how COVID-19 has affected operative case exposure and work-based assessments for surgeons in training. Methods Anonymized data has been sought from the Intercollegiate Surgical Curriculum Programme (ISCP) database for operations and work-based assessments in each specialty, involving surgical trainees on an approved training programme at defined Pre-COVID (16/03/19 – 11/05/19) and COVID (16/03/2020 – 11/05/20) timepoints. Primary outcome measures are the percentage (%) difference in WBA and operative activity between time points respectively. Differences in training activity between time periods will be tested using Pearson χ2 and Kruskal–Wallis tests for categorical and continuous variables respectively. Results This study has been approved by the ISCP Data Analysis, Audit and Research Group, and data will be managed in accordance with ISCP data governance. The hypothesis of this study is that COVID-19 has caused a reduction in the operative and WBA activity of trainees across all specialties. Conclusion This study seeks to quantify the impact of COVID-19 on operative training activity and completion of WBAs in clinical practice. This information will inform major stakeholders involved in optimising surgical training in the COVID-19 recovery phase.

Background The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery is poorly understood. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality. The secondary outcome measure was pulmonary complications (pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation). Findings This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p Interpretation Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than normal practice, particularly in men aged 70 years and older.

Introduction The COVID-19 pandemic forced rapid adaptations to healthcare provision. The COvid-19 Vascular sERvice (COVER) Study aimed to contemporaneously report outcomes for patients undergoing vascular interventions worldwide during the pandemic. Methods COVER is an international multi-centre observational cohort study of outcomes following vascular interventions during the pandemic. The primary outcome was to capture procedural information on all open and endovascular interventions undertaken. Secondary outcomes included in-hospital mortality and changes in management resulting from the pandemic. Results 1103 patients from 57 institutions in 19 countries were enrolled. Mean age was 66.9±13.9 (75·6% male). The rate of suspected/confirmed COVID-19 infection was 4·0%. Overall, in-hospital mortality was 11.0%. Aortic interventions had a mortality of 15·2% (23/151), amputations 12·1% (28/232), carotid interventions 10·7% (11/103) and lower limb revascularisation 9·8% (51/521). Increased risk of in-hospital mortality was noted for patients with chronic obstructive pulmonary disease, lower respiratory tract infection, Caucasian ethnicity and those undergoing urgent/immediate surgery. Choice of procedure deviated from standard management in 7·1% cases. Adjusting for confounders, antiplatelet (OR 0·503 (0·273-0·928) and oral anticoagulant (OR 0·411 (0·205-0·824) reduced risk of in-hospital mortality. Conclusions Patients undergoing vascular intervention during the pandemic had substantially higher overall and condition-specific mortality compared to pre-pandemic cohort reports, despite low COVID-19 infection rates.

Background Haematuria often requires investigation with an imaging test and flexible cystoscopy to rule out urinary tract cancers. With a reduction in diagnostic services due to the COVID-19 pandemic there is a risk of compromise in the care of patients referred with haematuria. We aimed to provide a pragmatic strategy that optimises the use of scarce resources by reducing patient visits to hospital and allocating the appropriate diagnostic tests according to risk of bladder cancer. Methods The IDENTIFY study was an international, prospective, multicentre cohort study of over 11,000 patients referred to secondary care for investigation of newly suspected urinary tract cancer. Patients underwent cystoscopy, imaging tests, urine cytology and transurethral resection of bladder tumour (TURBT), where indicated. We developed strategies using combinations of imaging and cytology as triage tests to flexible cystoscopy. These strategies aimed to maximise cancer detection within a pragmatic pathway in a resource-limited environment. Findings 8112 patients (74·4%) received an ultrasound or a CT urogram, with or without cytology. 5737 (70·7%) patients had visible haematuria (VH) and 2375 (29·3%) had non-visible haematuria (NVH). Amongst all patients, 1474 (18·2%) had bladder cancer; 1333 (23·2%) in VH group and 141 (5·94%) in NVH group. Diagnostic test performance was used to determine optimal age cut-offs for each proposed strategy. We recommended proceeding directly to TURBT for patients of any age with positive triage tests for cancer. Patients with negative triage tests under 35-years-old with VH, or under 50-years-old with NVH can safely be discharged without undergoing flexible cystoscopy. The remaining patients may undergo flexible cystoscopy, with a greater priority for older patients (threshold of 60-years-old with VH, or 70-years-old with NVH) to capture high risk bladder cancer. Interpretation We suggest diagnostic strategies in patients with haematuria, which focus on detection of bladder cancer, whilst reducing the burden to healthcare services in a resource-limited setting.

Introduction During the COVID-19 outbreak, the collaborative network for ENT trainees in the UK (INTEGRATE), conducted a multi-centre prospective audit on the management of Tonsillitis and Quinsy. This was in response to the implementation of new COVID-19 specific guidelines released by ENT UK and to explore factors relating to unscheduled re-presentations discharges direct from the Emergency Department (ED). Methods Consecutive patients with suspected tonsillitis or quinsy, aged 18 or over, and referred to ENT in secondary care were eligible for inclusion. Data was collected, using a standardised electronic case report form, relating to patient demographics, COVID-19 status, clinicians’ grade, assessment and interventions. Each case was followed-up for 10 days to assess predictors of unscheduled re-presentation after discharge direct from the ED. Results 83 centres submitted 765 tonsillitis and 416 quinsy cases. 54.4% of tonsillitis cases and 45.3% of quinsy were discharged directly from the ED. 9.6% of tonsillitis and 10.3% of quinsy discharges re-presented within 10 days, compared to 9.7% and 10.6% for those initially admitted. IV steroids were given to 67.0% of tonsillitis patients and 73.6% of quinsy. 77.2% of quinsy patients underwent drainage during their initial presentation, but there was no significant difference in re-presentation rate in those drained vs not-drained (p = 0.85). Univariable logistic regression showed no significant predictors of re-presentation within 10 days. Conclusion Management of tonsillitis and quinsy was affected during the initial peak of the pandemic, with a shift towards outpatient care. Some patients who may previously have been admitted to hospital may be safely discharged from the ED.

Introduction At the beginning of the COVID-19 pandemic, the effect it would have on our healthcare system was unknown. As a result, surgical guidelines shifted to recommend non-operative management despite uncertainty of its efficacy compared to standard operative management. Within general surgery, nowhere was this more relevant than with the management of appendicitis, the most common abdominal emergency worldwide. This novel research collaborative was set up during the COVID-19 pandemic to assess the outcomes of appendicitis patients managed with antibiotics compared to appendicectomy. Methods Without the time to obtain funding for the project, trainee-driven recruitment of sites was vital and used established trainee-led regional research networks and twitter (@Covidharem). Further backing was provided by surgical societies who published and promoted the study protocol on their platforms. The steering group used surgical networks and contacts to recruit sites who were not already involved and RedCap was used for data entry to allow for real time monitoring of data completion. Results In just twelve weeks, 471 individual collaborators were recruited from 101 sites across the United Kingdom and Ireland. The collaborative went from inception to 500 patients uploaded in 30 days. The collaborative to date has recruited nearly 3500 patients, published both the protocol and an interim analysis within 4 months, and hosted a highly successful webinar. Conclusion Quality research can be achieved in times of crisis, the key to successful projects is trainee driven and led, focussed “snapshots” that can be implemented rapidly during the dynamic environment of a crisis.

Introduction The number of peri-prosthetic fractures (PPF) is increasing, yet there still lacks a clear evidence-based strategy to best manage these injuries. There is a growing interest to collect a substantial body of information about PPFs in order to aid understanding of this population, current treatments and clinical outcomes. COMPOSE is a national multi-centre, retrospective service evaluation examining the incidence, management, outcomes and patient characteristics of those presenting to secondary care hospitals in the UK with a PPF. Methods Data will be collected via REDCap for all PPFs which presented to the orthopaedic departments between 1st January 2018 to 31st December 2018 from the participating hospitals. The evaluation will aim to collect pre-operative data (baseline demographics, fracture characteristics, surgical characteristics) and post-operative outcome data (length of stay, discharge, post-operative complications, re-admissions, re-operations, mortality). Results Currently, 24 hospital sites have registered with a total of 388 cases recorded. We continue to seek further interested sites to join. COMPOSE will generate a unique and robust dataset of PPFs and current practices. All data and outcomes will be reported descriptively. The outcome measures will be analysed using regression modelling with adjustment for baseline variables. Between group comparisons will be reported using confidence intervals and p-values. Conclusion Following analysis, the aim is to make supported recommendations regarding management, to help plan clinical services for this patient population and to assist with identification of potential risk factors for PPFs and the subsequent outcomes. The dataset will also aid development of testable hypotheses for future research.

OBJECTIVES There were two objectives of this study. First, to examine the value of uterine artery pulsatility index (UtA-PI) at 19-24 weeks' gestation in the prediction of subsequent development of pre-eclampsia (PE) and to compare the performance of screening between the use of, first, fixed cut-offs of UtA-PI, second, percentile cut-offs of UtA-PI adjusted for gestational age, third, a competing-risks model combining maternal demographic characteristics and medical history with UtA-PI, and, fourth, a competing-risks model combining maternal factors with UtA-PI and mean arterial pressure (MAP). Second, to stratify pregnancy care based on the estimated risk of PE at 19-24 weeks' gestation from UtA-PI and combinations of maternal factors with UtA-PI and MAP. METHODS This was a prospective, non-intervention study in women attending for an ultrasound scan at 19-24 weeks as part of routine pregnancy care. Patient-specific risks of delivery with PE at

Based on the democratic values that the Swedish curriculum wants to mediate, the aim of thisstudy is to investigate what support pupils with speech anxiety receive and wishes to receivein grade 4-6. This study is a multi-method research - a research that combines qualitative andquantitative methods within the same project. The qualitative method is used to answer thefirst two research questions directed at the teachers. These are “How do three teachers planthe oral parts considering pupils with speech anxiety?” and “What kind of support isparticularly favorable according to the teacher's experience?” The quantitative method is usedto answer the last research question addressed to pupils which is “What support do theteachers’ pupils want if they have speech anxiety?” The theoretical framework used for this study is Pauline Gibbons' understanding of theconcept scaffolding which was originally founded by Lev Vygotsky and is a branch of hissociocultural theory. The results of this study show that some teaching methods andadaptations are particularly effective. These include: language development strategies, givingpupils time for preparation and to practice at home/with friends, present orally only for theteacher or a small group, join the group that presents without speaking, have a friend standingwith them at presentations, record a video as an alternative and to plan oral sub-goals in thedevelopment talks. Another key part is the teacher's behavior towards and relationship withthe pupils, which can play a crucial role in their development. Pupils with speech anxiety tendto not tell the teacher about it unless they have a good relationship, which can lead to notgetting the help that they need. The classroom climate is also addressed as an importantaspect. Overall, the teachers and pupils agree on which support is most successful. Theconclusion of this study is that pupils with speech anxiety performs better in environmentsthey experience as safe and with people they feel safe with.

El presente proyecto de investigación tiene como objetivo favorecer la oralidad formal mediante el desarrollo de la exposición en estudiantes de grado décimo de una institución pública. Para tal fin, se realizó un proceso de lectura del contexto en el que se recolectaron datos relacionados con el uso de la oralidad de estudiantes de secundaria y docentes del área de Lengua Castellana. Así pues, se identificó que en la mayoría de los casos, esta no es vista como una actividad discursiva que deba enseñarse en la escuela ya que es considerada como una capacidad inherente al ser humano. Además de lo anterior, se pudo establecer que en la actualidad, la modalidad oral de la lengua es la menos abordada, tanto en aulas como en investigaciones, aunque se han realizado estudios significativos en la misma y, además, está ganando terreno en la escuela. Ahora bien, este trabajo se enmarca en un enfoque cualitativo para la comprensión de las diferentes situaciones sociales, a partir de un diseño de investigación-acción, el cual permite realizar una adecuada reflexión de las prácticas. En suma, esta investigación se llevó a cabo mediante la implementación de un proyecto de aula con estudiantes de grado décimo, con el propósito de potenciar el aprendizaje significativo a partir del uso de la exposición oral, con el cual fue posible potenciar el favorecimiento de la oralidad formal. The purpose of this research project was to boost formal orality through the development of oral presentations in tenth grade students at in a public institution. For this purpose, there was a reading process of the context where data related to the use of orality was collected from high school students and teachers in the area of Spanish Language. Thus, it was possible to identify that in most cases, orality is not seen as a discursive activity that must be taught in school, since it is considered as an inherent capacity to the human being. In addition to the above, it was established that nowadays, the oral approach of the language is the least addressed in both, classrooms activities and research, although significant studies have been conducted in this approach and it is currently gaining importance in schools. Having said that, this work is part of a qualitative approach aim at understanding the different social situations, based on a research-action design, which allows an adequate consideration of the practices. In sum, this research was carried out through the implementation of a classroom project with tenth grade students, aimed at enhancing meaningful learning based on the use of oral presentations, with this project it was possible to boost the enhacement formal orality.

Pre-clerkship clinical skills courses at many medical schools use objective structured clinical examinations (OSCEs) to assess students’ development as it relates to the foundational clinical skills of history taking, communication, and physical examination. The authors report on a curriculum in which OSCEs also serve as a springboard for additional learning by linking them to activities that include patient write-ups, oral presentations, clinical reasoning discussions, clinical question generation, and video review with faculty. The rationale for using OSCEs as an assessment for learning tool is discussed, and some lessons learned are reported.

Cet article présente, dans le champ de la didactique des langues et cultures, l’analyse d’un corpus d’exposés oraux réalisés par des étudiants chinois apprenant le français dans une université chinoise. L’exposé, classé comme genre scolaire oral, donne lieu à des pratiques langagières où, écrit et oral sont imbriqués de manière subtile et complexe. En référence à la culture chinoise et la culture académique, qui se croisent ici dans la situation didactique observée et qui ont été l’une comme l’autre interprétées comme des cultures de l’écrit, cette recherche veut montrer que la différenciation entre écrit et oral est une construction culturelle. This paper presents, in the field of didactics of languages and cultures, the analysis of a sample of oral presentations made by Chinese students learning French as a foreign language in a Chinese university. The oral presentation is classified as an oral school genre, it takes the form of language practices that blend written and oral in a subtle and complex way. Chinese culture and academic culture are involved in the didactic situation discussed here and both have been seen as writing cultures. This research wants to show that written and oral differentiation is a cultural construct.