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Objectives: Academic self‐efficacy (ASE), as well as self (SA) and peer assessment (PA), is associated with the subjective judgements of the individual. The correlation among these concepts merits further research. This study aims to examine the correlation between nursing students' attitudes towards ASE and SA and PA. Design: This is a correlational cross‐sectional study. Methods: The sample consisted of 1401 nursing students from five universities in Istanbul, Turkey. The study employed the proportional quota sampling method. The data were collected using a Personal Information Form, View Scale for Peer and Self‐Assessment and ASE Scale. Descriptive statistics and multiple linear regression model (stepwise) tests were used to analyse the data. Results: Descriptive statistics revealed that 82.2% of the participants were female and their Academic Grade Point Average was 3.00 ± 0.48. As a result of the regression analysis, it was determined that students' age, gender, perception of academic achievement, status of receiving PA training and attitudes towards doing PA and self‐assessment significantly predicted their ASE score. Conclusions: Students' ASE was found to be medium‐level, their attitudes towards peer and self‐assessment were high and SA and PA attitudes was associated with ASE. Patient or Public Contribution: A total of 1401 undergraduate nursing students from five undergraduate universities participated in the study and responded to questions on ASE, peer assessment, self assessment, etc. [ABSTRACT FROM AUTHOR]

In Physical Education learning (PE), the absence of effective self-assessment to measure basic pencak silat techniques can hinder student learning and skill development. This research aimed to develop an Android-based self-assessment application for basic pencak silat techniques in PE classes. The study follows the Research and Development (R&D) method, incorporating the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Through expert validation and field trials at State High School 1 Bengkalis, the application's feasibility and effectiveness were assessed. Results showed a high level of feasibility and effectiveness, with significant improvement in students' understanding and skills in basic pencak silat techniques. The application offers benefits such as ease of use for teachers, increased student interest, and clear learning objectives. However, challenges include dependence on internet connectivity and device limitations. Despite limitations, this study contributes to innovative and efficient learning aids, enhancing skill assessment in PE. The implications extend to curriculum integration and improved assessment methods for teachers, empowering students to monitor their progress and enhance their skills independently. Future research could explore broader applications in sports learning and address specific needs in pencak silat education.

Background: Low Vision is an end-stage condition that cannot be cured. The best treatment for low vision is the early detection. However, there is still no integrated low vision data in health services, the lack of public knowledge about low vision, the low rate of case discovery, and the lack of optimal referral and treatment mechanisms for low vision are problems that must be addressed at this time. Purpose: This study aims to detect early low vision determinant factors using a self-assessment application. Methods: This study is analytical and quantitative research. Respondents for this research were from five selected populations in East Java who filled out the e-SIGALON application from September to December 2023. The respondents were suspected as having low vision if they had score of 6 or higher. The variables were analyzed using logistic binary regression, the validity and reliability test was also performed. Results: From 446 respondents, there were 237 people (53.14%) suspected of low vision but only 66 people came to referral hospital. The low vision suspect showed 12 of the 15 statistically significant questions (p

Clinical microbiology laboratories are responsible for confirming the aetiology of infectious diseases and providing antimicrobial susceptibility testing results. Traditional culture-based testing can be augmented by more rapid testing modalities to provide clinically actionable information as quickly as possible. Despite improvements in patient outcomes, many clinical microbiology laboratories are facing challenges to in-sourcing these technologies. Depending on a multitude of factors, including size, location and patient population served, these barriers may affect some laboratories and hospital systems to greater or lesser extents than others. It will be up to each individual facility to ascertain its ability to overcome barriers. To aid in this self-assessment, we present for thoughtful consideration a discussion of the barriers to implementation of rapid identification and antimicrobial susceptibility testing technologies, with specific attention to matters of financial cost, staff expertise, operational issues and stakeholder buy-in. [ABSTRACT FROM AUTHOR]

Introduction Obstructive sleep apnea (OSA) is prevalent among U.S. military personnel, but adherence to positive airway pressure (PAP) treatment is suboptimal. This study sought to identify factors that predict the adherence to PAP therapy of active duty military patients newly diagnosed with OSA. Materials and Methods The study was a retrospective cross-sectional analysis of 239 active duty military patients (94% men, mean age 40.0 ± 7.8 years), who were admitted into PAP therapy and participated in a single 90-minute behavioral intervention session. The session included a self-assessment of sleep trouble, sleep distress, impact of sleep on functioning, emotional difficulty from sleep, stress appraisal, and beliefs about OSA and PAP. PAP usage data of the patients were analyzed at 30-, 60-, and 180 days post-intervention using descriptive statistics and multivariable linear regression analysis. Results Positive airway pressure adherence of at least 4 hours nightly usage decreased slightly over the course of the study; mean number of days used over a 30-day timeframe at the 30-, 60-, and 180-day mark were 15.6, 14.9, and 14.1 days, respectively. On nights used, PAP usage remained consistent at 4.8 to 5.0 hours over the 30-, 60-, and 180-day mark. Age, apnea-hypopnea index, readiness, self-efficacy or confidence in treatment implementation, and worries about sleep were statistically significant predictors of adherence. Furthermore, worries about sleep negatively affected PAP usage hours on nights used, regardless of meeting adherence criterion, in the early phase of treatment and in the long run at the 180-day mark. Conclusions Readiness for therapy, self-efficacy, confidence in putting into action the treatment plan, and worries about sleep are modifiable variables that may be targeted in programs to boost PAP adherence and usage among the military population. Future studies should explore the predictive aspects of each of these variables and identify interventions to improve them. [ABSTRACT FROM AUTHOR]

Self-care of patients with chronic noncommunicable diseases is an essential component of contemporary healthcare. The purpose of this paper is to present a novel self-care process model and place it in the broader context of professional care. The extended Event-driven Process Chain approach to process modelling was used, focusing on a detailed overview of sequences of events, connections and activities and other elements/building blocks. A self-care process model was designed. The model is divided into two parts. The first part represents the self-care process when patients are able to manage their symptoms and be independent. The second part includes the process when patients are unable to perform self-care and/or need professional support. By identifying the essential elements of this process and incorporating them into the patients' care process, we can ensure that professional support for self-care creates a dynamic balance in the patients' ecosystems. Patients with chronic noncommunicable diseases need to make timely decisions about individual aspects of their health and seek professional help. In this way, an optimal level of health and well-being of patients can be achieved. Focusing on the patients' self-care process could also reduce treatment costs and improve the quality of life of patients. The novel designed model of the process of self-care, with all its essential elements, can be supported by digital technology, especially in the decision-making process and needs to become an important part of healthcare and long-term care systems. [ABSTRACT FROM AUTHOR]

ABSTRACT Objectives Academic self‐efficacy (ASE), as well as self (SA) and peer assessment (PA), is associated with the subjective judgements of the individual. The correlation among these concepts merits further research. This study aims to examine the correlation between nursing students' attitudes towards ASE and SA and PA. Design This is a correlational cross‐sectional study. Methods The sample consisted of 1401 nursing students from five universities in Istanbul, Turkey. The study employed the proportional quota sampling method. The data were collected using a Personal Information Form, View Scale for Peer and Self‐Assessment and ASE Scale. Descriptive statistics and multiple linear regression model (stepwise) tests were used to analyse the data. Results Descriptive statistics revealed that 82.2% of the participants were female and their Academic Grade Point Average was 3.00 ± 0.48. As a result of the regression analysis, it was determined that students' age, gender, perception of academic achievement, status of receiving PA training and attitudes towards doing PA and self‐assessment significantly predicted their ASE score. Conclusions Students' ASE was found to be medium‐level, their attitudes towards peer and self‐assessment were high and SA and PA attitudes was associated with ASE. Patient or Public Contribution A total of 1401 undergraduate nursing students from five undergraduate universities participated in the study and responded to questions on ASE, peer assessment, self assessment, etc.

Maker education provides the perfect context for young learners to develop 21st-century skills. However, research is inconclusive on how these skills could be assessed. Namely, the complex nature of 21st-century skills requires different types of assessments, not necessarily relying on paper-and-pencil or multiple-choice tests, but rather drawing on the learners' perspective in the form of self-assessment and reflection. Prior studies highlighted several challenges of situating self-assessment in makerspace contexts, such as the lack of dedicated technology for documentation, distractions caused by noise or group work, and the lack of skills and motivation to practice self-assessment. This paper presents an exploratory case study aimed at an in-depth investigation of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. The authors converged qualitative data collected mainly from interviews with teachers and students. Researcher observations and tool log files (e.g., student work in the digital tool) were used as triangulation sources. Although challenges emerged, the study presents encouraging findings regarding the use of the digital tool for raising students' awareness of their development of 21st -century skills and engaging them in self-assessment and reflection. The results of the study provide rich insights to guide future research on the topic. [ABSTRACT FROM AUTHOR]

Background The public health workforce (PHW) needs to have the necessary capacities to provide healthcare services and public health services. Training needs assessments (TNA) is necessary to assess and understand PHW and their capacities to provide services. This review attempts to identify and describe published studies on tools and methodologies for TNA of the workforce used in public health and health-related fields. Methods A systematized review of literature was carried out in February 2022. Cochrane Handbook for systematic review version 5.2.0 and PRISMA 2020 statement were used to guide reporting. This review includes original research, reports and grey literature from the websites of public health organizations in English. Results This review included 38 documents for evidence synthesis. Twenty-seven documents were indexed literature (71%) and 11 were grey documents (29%). TNA documents were published between 1999 and 2022. TNA was performed in many countries around the world. The organizations used either a validated questionnaire or created their own tools to perform organizational and individual self-assessments. The TNA tools were developed using different methods such as expert panels, literature reviews, stakeholder interviews and quantitative surveys. Conclusion TNA is useful for defining and characterizing the public health workforce in every organization. Workforces consist of individuals who have their own training needs to fulfill their tasks. Therefore, individual and organizational TNA should be combined to study the public health workforce and their capacities. [ABSTRACT FROM AUTHOR]

Objectives: Dentists provide dental care to their patients and educate them on their oral hygiene and how to maintain oral health. This paper aimed to determine whether dentists are hypocritical when advising their patients on oral hygiene procedures and dental treatments because they do not apply to themselves what they recommend to others. Material and methods: This is a self-reported study conducted through an online survey questionnaire completed by 1001 participants, of whom 551 were non-dentists and 450 dentists. This is the first study on oral hygiene habits and oral status among dentists in Croatia. This research included almost 10% of the total number of working dentists in Croatia. Results: In terms of dental hygiene habits, dentists brushed, flossed and used interdental brushes more frequently, and they also changed toothbrushes more frequently, whereas they attended check-ups less frequently. Dentists also reported a smaller number of teeth with cavities, a greater number of teeth with fillings, a greater number of extracted teeth, and a greater number of dental crowns, but a smaller number of healthy teeth compared to general population. However, dentists had a much higher proportion of participants over 30 years of age, and when subanalysis of participants over 30 years of age was performed, dentists had a greater number of healthy teeth compared to the general population. Conclusions: The results showed that dentists are aware of the importance of their oral health and that they do not pay attention only to their oral hygiene habits, but also apply advice they give their patients. Therefore, they cannot be considered hypocritical.

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

For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students' evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-based interviews. The findings reveal that in the process of judgement-making, students negotiate and navigate multiple dimensions, including their 'knowledge of intercultural competence', 'awareness of bias', 'attitude towards development', 'capability to judge', 'action towards improvement' and 'identity as assessor'. Building on these findings, the study further reconceptualises evaluative judgement as a negotiated process rather than a capability. [ABSTRACT FROM AUTHOR]

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

In 2022, a study was conducted to evaluate the digital competence of fourth-year students pursuing degrees in "Social Activities" at the University “Neofit Rilski” of Blagoevgrad, both in full-time and part-time study modes. The research encompassed a cohort of 30 students and aimed to gauge their digital proficiency based on selfassessment. This assessment relied on the Digital Competence Self-Assessment Matrix, aligned with the European Digital Competence Framework for Citizens (DIGCOMP), which encompasses five core domains: Information and Data literacy, Communication and Collaboration, Digital content creation, Safety/security, and Problem solving. Results from the self-assessment revealed that 55% of the students considered themselves proficient at a core level in the first area of competence (Information and Data literacy), while 30% rated themselves at a cross-functional level, and 15% assessed themselves as functional. Notably, 90% of the students could store and retrieve digital files, use search engines, and apply filters when searching for information. However, only 25% used cloud services to store data. In the second area of competence (Digital content creation), a mere 15% of respondents rated themselves as professionally competent, underscoring its significance in their future professional practice. The study indicated the necessity for students to acquire skills in content creation, programming, and multimedia element integration, especially in the context of social media. In the third area (Communication and Collaboration), all students exhibited proficiency in basic digital communication tools like mobile phones and email. However, only 25% considered themselves functionally adept in online communication, highlighting the importance of digital communication skills in social work. Concerning the fourth area (Problem solving), 55% of students assessed their proficiency as core, while 35% rated themselves as cross-functional, and only 10% as functional. This underlines the need for further development of problem-solving skills related to digital technologies. The fifth and final area (Safety/security) revealed that most students understood the importance of online privacy but had limited skills in shaping their digital identity and monitoring their online footprint. Enhancing digital competence emerged as a crucial need for future social workers to navigate online risks and protect clients from abuse. The study underscores the necessity of integrating digital competence into social work curricula. It advocates for additional lectures, seminars, workshops, and internships to expand students' digital skillset. In the digital age, social workers must improve their digital competencies to effectively communicate, advocate for marginalized groups, and provide efficient social services. Developing these competencies within the educational framework is essential for the application of information and communication technologies in addressing the challenges of digital social work, ultimately promoting social equality and safeguarding clients in an increasingly digital world. [ABSTRACT FROM AUTHOR]

The characteristics of e-commerce transactions that are fast, cross national borders, and present business model innovations that are increasingly developing raise new challenges in terms of taxation. The purpose of this research is to investigate the influence of the self-assessment system, tax socialization, and tax administration modernization on tax awareness and its implications for taxpayer compliance. The population in this study consists of taxpayers engaged in online trading (e-commerce). The data analysis technique employed in this research is quantitative, utilizing the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The findings of this study indicate that the self-assessment system has a significant impact on tax awareness, tax socialization significantly affects tax awareness, and tax administration modernization has a significant influence on tax awareness. Furthermore, the self-assessment system significantly influences taxpayer compliance, tax socialization has a significant impact on taxpayer compliance, and tax administration modernization significantly affects taxpayer compliance. The study concludes that higher levels of self-assessment system, tax socialization, and tax administration modernization lead to increased tax awareness. Additionally, as tax awareness levels increase, taxpayer compliance also tends to rise. [ABSTRACT FROM AUTHOR]

The obstacle for physical education (PE) teachers during COVID-19 was conducting video assessments of students' movement skills one by one so that the teacher's focus was dominant on assessing. This study aims to examine the effectiveness of self-and peer assessment of the skills of Pencak silat front kicks in Physical Education subjects. The method used is a comparative causal method with a quantitative approach. The selection of the sample is by using the incidental sample technique in class VIII students of SMP Negeri 3 Malang. The data obtained was in the form of self-, peer, and teacher assessments on the material for Pencak silat front kicks using an online application. The results of the different tests using the Wilcoxon Signed Test obtained a P value > 0.05 so that the data did not differ between the comparison of self- (SA) and peer assessments (PA) and the teacher's assessment (TA). Self-assessment and peer assessment was declared effective in assessing movement skills, especially the material for the Pencak silat front kick.

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Background: The adoption and integration of work‐based assessments by surgical units and training programs continues to increase, it is important to identify challenges in their implementation. The authors evaluated the barriers involved in the deployment of a supervisor assessment tool in Australia. Methods: A questionnaire was created based on existing literature from international, and non‐surgical contexts. The questionnaire covered areas known to impact multisource feedback assessments. The questionnaire was delivered in September 2019 to 34 trainees and 25 supervisors. Participants then rated each item within the questionnaire on a Likert scale. Results: During the survey period, 23 of 25 (92%) supervisors and 31 of 34 (91.1%) trainees completed the questionnaire. The results show that an assessment form is well received and there is a difference between trainees and supervisors on perspectives surrounding impact on trainee‐supervisor relationships, how a trainee manages negative feedback, consequences of poor scores, the importance of anonymity, and acceptability of input from allied health and nursing staff. Conclusion: The results provide reassurance that the perception of supervisors who felt that negative ratings may affect trainee‐supervisor relationships is unfounded. A digital distribution format of self‐assessment and supervisor assessment forms is well received by participants. This method of assessment should provide trainees an additional source of feedback, and opportunities for self‐reflection during their training. [ABSTRACT FROM AUTHOR]

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

Introduction The World Health Organization emphasizes the importance of training future healthcare practitioners to practice respectful and person-centered health care. The importance of this can be demonstrated in the example of cultural competence, which has been observed to be associated with improved patient satisfaction and concordance with recommended treatment. The aim of this study was to translate and validate in the Greek language the Central Vancouver Island Multicultural Society Cultural Competence Self-Assessment Checklist (CVC) for health professionals and test it in the population of health scientists in Cyprus. Methods A cross-sectional analysis took place between October 2021 and January 2022 in 300 health scientists in Cyprus using convenient sampling. The sample consisted of doctors, nurses, psychologists, social workers and physiotherapists. In order to test the questionnaire’s internal consistency reliability, we used the Cronbach’s coefficient alpha, while construct validity and discriminant ability were also assessed. Results After the translation of the Cultural Competence Self-Assessment Checklist there was a Cronbach’s alpha indication of 0.78 in all three thematic units of the checklist. Men showed lower mean values in awareness and knowledge in cultural issues related to health (17.3 ± 3.2) in comparison to women (27 ± 4.8) (p=0.004). In contrast, the mean values in skills and cultural competence in women were higher (29.8 ± 4.1) than in men (18.8 ± 6.2) (p

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

We have developed a new method for easy self-assessment of changes in memory recall impairment, which can be used during the very early stages of dementia. An 8-picture recall and a 16-word regression were assessed, respectively, and the index was calculated by adding up the ratio of correct responses to both tests. A total of 85 subjects including 12 MCI, 8 AD, and 65 older persons with normal cognitive function were evaluated, and the correlation with the WMS-R Logical Memory II score was examined. The results showed that there was a statistically significant correlation between the 8-picture recall (R = 0.872, p < 0.0001) and the index (R = 0.857, p < 0.0001), respectively, with the Logical Memory score. We have named this index as Self Assessment Memory Scale (SAMS), and are now developing a digital tool to enable easy and self-administered evaluation of recall. [ABSTRACT FROM AUTHOR]

The impact of written reflection on tertiary students' self-efficacy, and corresponding evaluation of their peers' abilities, is often imprecise and lacking in clarity. This study thus sought to assess the effects of a written reflective diary on science undergraduates' teamwork-related and other employability skills. Employability skills, in particular students' teamwork-related skills, are crucial to students' career development and progression. Assessment was carried out using a series of pre- and post-reflection online surveys, the TeamQ assessment rubric, and student focus groups. Participants identified five key teamwork skills, the importance of which remained constant over time. Written reflection had a significant, positive effect on students' self-efficacy of their oral communication skills. Students' written reflections were also important in shaping their perceptions about the domain of fostering a team climate, both in terms of their own self-efficacy and perceptions of their peers' abilities. This study has interesting implications for future research into science students' teamwork and other employability skills. [ABSTRACT FROM AUTHOR]

Introduction: Self-assessment is one of the methods of benchmarking dental graduates of the acquired skills and identify the strengths and weaknesses of the current student and educational system. The purpose of this study was to evaluate the viewpoints of final-year students of Qazvin Dental School regarding their acquired clinical skills based on the educational program. Methods: The type of study was descriptive cross-sectional. In this study, the clinical skill level of dental students was evaluated using a 45-item questionnaire (from the skills of 9 clinical departments). Data were analyzed by SPSS software version 16 using t-test. Results: 24 students (10 males and 14 females) were included in the study. In general, the mean of students (out of 5 scores) was 3.41±0.30 which was in good level. There was a significant difference between the studentschr('39') ability in different departments (P = 0.000). The highest ability was in endodontics (4.00) and the lowest in oral disease and diagnosis (2.98). There was no significant difference in total abilities between men and women, but the ability of women in the endodontics ward was higher than men (P = 0.002). Conclusion: The level of ability of the students from their point of view in this study was good. There was also a difference in the skills of girls and boys in educational settings. The results of this study can be used for evaluation of strengths and weaknesses and planning for promoting education in Qazvin Dental School.

To refine a measure of home cooking quality (defined as the usage level of practices with the potential to influence the nutrient content of prepared foods) and conduct a construct validation of the revised tool, the Healthy Cooking Questionnaire 2 (HCQ2). Two validation approaches are described: (1) a community science approach used to refine and validate Healthy Cooking Questionnaire (HCQ) constructs, and (2) responses to the revised HCQ (HCQ2) in a sample of Amazon Mechanical Turk (MTurk) workers to determine questionnaire comprehension. The Community Scientist Program at the University of Texas MD Anderson Cancer Center facilitated discussion groups to refine the HCQ questions and validate constructs. MTurk workers were subsequently recruited to complete the refined survey so that comprehension and associations with demographic variables could be explored. Ten community scientists participated in the refinement of the HCQ. The revised tool (HCQ2) was completed by 267 adult US-based MTurk workers. Demographics, HCQ concepts, HCQ2, Self-Reported Questionnaire Comprehension. Comprehension items were examined using descriptive statistics. Exploratory analysis the relationships between cooking quality and demographic characteristics, meal type, cooking frequency, as well as patterns of food preparation behavior was conducted on the MTurk sample The HCQ was refined through activities and consensus-building. MTurk responses to the HCQ2 indicated high comprehension and significant differences in cooking quality scores by demographic factors. This study refined and validated a self-report measure of cooking quality. Cooking quality measures offer critical evaluation methods for culinary programs. [ABSTRACT FROM AUTHOR]

INTRODUCTION The World Health Organization emphasizes the importance of training future healthcare practitioners to practice respectful and person-centered health care. The importance of this can be demonstrated in the example of cultural competence, which has been observed to be associated with improved patient satisfaction and concordance with recommended treatment. The aim of this study was to translate and validate in the Greek language the Central Vancouver Island Multicultural Society Cultural Competence Self-Assessment Checklist (CVC) for health professionals and test it in the population of health scientists in Cyprus. METHODS A cross-sectional analysis took place between October 2021 and January 2022 in 300 health scientists in Cyprus using convenient sampling. The sample consisted of doctors, nurses, psychologists, social workers and physiotherapists. In order to test the questionnaire's internal consistency reliability, we used the Cronbach's coefficient alpha, while construct validity and discriminant ability were also assessed. RESULTS After the translation of the Cultural Competence Self-Assessment Checklist there was a Cronbach's alpha indication of 0.78 in all three thematic units of the checklist. Men showed lower mean values in awareness and knowledge in cultural issues related to health (17.3 ± 3.2) in comparison to women (27 ± 4.8) (p=0.004). In contrast, the mean values in skills and cultural competence in women were higher (29.8 ± 4.1) than in men (18.8 ± 6.2) (p<0.001). Health professionals who had previously received training on cultural competence skills showed higher mean values (41.0 ± 5.5). CONCLUSIONS The Greek version of the Cultural Competence Self-Assessment Checklist of the Central Vancouver Island Multicultural Society is a valid instrument that can be used in the Greek language referring to health scientists both in Cyprus and Greece. [ABSTRACT FROM AUTHOR]

Abstract Learning through the internet becomes popular that facilitates learners to learn anything, anytime, anywhere from the web resources. Assessment is most important in any learning system. An assessment system can find the self-learning gaps of learners and improve the progress of learning. The manual question generation takes much time and labor. Therefore, automatic question generation from learning resources is the primary task of an automated assessment system. This paper presents a survey of automatic question generation and assessment strategies from textual and pictorial learning resources. The purpose of this survey is to summarize the state-of-the-art techniques for generating questions and evaluating their answers automatically.

This study is aimed to develop e-learning media with self-assessment methods to improve mathematics learning outcomes of college students. The model used in the development of e-learning was the ADDIE model. The sample of this study was 39 college students of the Industrial Engineering Program, Faculty of Engineering, Mahendradatta University. The data analyzed in this study were student’s mathematics learning outcomes obtained from the posttest scores after using e-learning with self assessment method. To determine the effectiveness of the implementation of e-learning, experimenation with one group pretest and posttest design was conducted. Data of learning outcomes obtained were analyzed by using the Paired T-Test. Based on the results of expert validation and product trials, e-learning was feasible to be implemented. Based on the results of the Paired T-Test, a significant value of less than 0.05 was obtained, so based on the hypothesis that there was a difference between the learning outcomes before and after e-learning was implemented. This was also supported by an increase in the average value of student mathematics learning outcomes, from the initial pretest score of 75,92 to 82,10. Student response value was 69,0 which indicated that the response to e-learning was positive. The increase in learning outcomes was due to e-learning learning with self-assessment methods which provided opportunities for students to increase their confidence in their mathematical skills.

The purpose of this study is to explore how pre-service English teachers assess English comic strips using their own rubric. Twenty-five pre-service teachers participated in this research. They drew a four-frame comic strips, defined the constructs for the assessment of English comic strips, designed the rubrics, and rated their and peer's comic strips with their own rubrics. After then, they responded to the survey. The researcher analyzed the rubrics pre-service teachers had generated and identified five scoring areas (task observance, language use, content, drawing) and nine semi-components. The researcher found that while pre-service teachers assigned many scores to task observance and content, they put on the least weight on the quality of cartoon drawing. Pre-service teachers also had different views on the construct of creativity, which led to relatively large discrepancy between self and peer assessment. While survey respondents experienced difficulty in giving accurate scores, they had positive attitude toward the assessment of the creativity in English comic strips. They finally commented that they had built self-confidence as a prospective rater. [ABSTRACT FROM AUTHOR]

The current research aims to measure the effect of the interaction between alternative assessment styles (self, peer, communication assessment), and learning style (active / reflective) in personal learning environments on developing critical thinking skills among students of the College of Education and their involvement in the learning environment. The second is the Education Technology Division in the course “Designing electronic courses”, and the Netvibes platform was used to be used as a personal learning environment, and the research sample was divided into six experimental groups according to the variables of the current research, and the results of the research reached the superiority of the self-evaluation style in developing critical thinking skills, as The research found that there were statistically significant differences in the interaction of the alternative assessment style with the learning style in favor of the self-assessment group with active learning style. The research also found that there were no statistically significant differences due to the difference in the learning style (active versus reflective) on both critical thinking and engaging in the learning environment. The results of the research for the superiority of peer assessment style for students with active learning in .developing involvement in the personal learning environment. [ABSTRACT FROM AUTHOR]

Peer review can be used as a teaching methodology to improve students’ learning and critical thinking. However teachers have many concerns about the reliability and validity of students’ grading. The paper describes the application of peer review as a teaching strategy to the large course of Biomedical Informatics in the School of Medicine at the University of Florence. The aim of the study was twofold: (I) assessing the validity of students’ reviews, calculating the correlation between students’ assigned score and instructor’s assigned score; (II) assessing the validity of student’s self-evaluation, calculating the correlation between student’s assigned score and teacher’s assigned score. To this aim a statistical analysis was performed. The results showed a moderate concordance between the marks assigned by peers and those assigned by the instructor. Neverthless the comparison between the teacher median and the peer-review median shows a minimal difference that has almost no effect on changing the final grade. Instead, there was poor concordance between the marks attributed by the instructor and those relating to the student’s self-evaluation.. Even if further studies are needed, the promising results can begin to dispel teachers’ concerns about students’ grading skills that prevent the application of peer review. On such basis, the use of peer review systems can streamline the application of peer.review in classes with a high number of students reducing the workload on the teacher.

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In studies conducted to improve primary school students' writing skills, it has been determined that they make errors in the use of the punctuation marks and do not use spelling rules correctly. The purpose of this study was to reveal the effect of a qualified and planned peer and selfassessment-based editorial study [PSABES] on the success of fourthgrade elementary school students in following spelling rules and using punctuation correctly. In this study, an explanatory mixed design was used, and the research was carried out with 60 fourth-grade students attending a public school in Istanbul during the 2019-2020 academic year. According to the results of the research, it was determined that PSABES was effective in students' performance in adhering to spelling rules and using punctuation correctly. This was due to PSABES’ contribution to creating a positive attitude toward writing, increasing motivation, learning desire and communication skills, and allowing students to gain a culture of criticism, feel more valuable, recognize their mistakes, take responsibility and write more carefully. This research clearly demonstrates the effects of peer and self-assessment on the correct use of spelling rules, and punctuation marks. In subsequent research, the effects of self and peer assessment on students' overall writing success can be examined, and it can also be investigated how this process plays a role in shaping the writer identity of students. [ABSTRACT FROM AUTHOR]

The international standard for quality management systems and its analogue for healthcare institutions contain a requirement to analyze the quality management system. In order to fulfil, the head of the healthcare institution must carry out periodic checks of the compliance of the quality management system with the requirements of the standard and determine the level of its development. This requires an effective tool for self assessment and the development of methodological approaches to its implementation. Purpose of the study. Methodological approaches should be justified and developed for self assessment of the institution's quality management system of a healthcare institution in accordance with the requirements of the standard «Quality management systems – EN ISO 9001:2015 for healthcare». Materials and methods. Quality management system standards international and domestic, scientific sources on the topic, the systematic approach methods, content analysis, descriptive and graphical modeling. Results. Methodological approaches to selfassessment of a quality management system are disclosed through the development of a selfassessment questionnaire, structured according to the main sections of the standard. Work with the questionnaire provides for the application of the method of comparative analysis of requirements and actual data and a rating scale from 1 to 5 points. The procedure and frequency of self-assessment is proposed. Conclusion. The proposed methodological approaches can be used in conducting a self-assessment of a quality management system to obtain reliable input for management analysis.

In Second Language Writing class, the use of student-based assessment such as self and peer assessments has been increasingly promoted in addition to the teacher-assessment (Alias, Masek, & Salleh, 2015; Chang, Tseng, & Lou, 2012; Esfandiari & Myford, 2013) to help the students make a good writing product (Andrade, Du, & Mycek, 2010). Nevertheless, the inclusion of the student-based assessment result in determining the students’ final score still becomes a controversial matter since some studies prove that the student-based assessment and teacher assessment are not in agreement and tend to be questionable (Alias et al., 2015; Panadero, Romero, & Strijbos, 2013). Therefore, to bridge the gap, this study aims at investigating the level of consistency among self-assessment, peer assessment, and teacher assessment in a writing course. Through a correlational research design, the current study involved 21 students who took a paragraph writing course and experienced in self and peer assessing. To collect the data, the students were asked to write an expository paragraph that was assessed through self, peer and teacher assessments. After collecting the data, then the data analysis is done by using Spearman Rank Order Correlation to answer whether or not there is consistency among self-assessment, peer assessment, and instructor assessment. The results reveal that the students provided the same score in self, peer and teacher assessment. However, the correlations in both self and peer-assessment, as well as self and teacher assessment, are not considered statistically significant. The significant difference occurs in the correlation between peer and teacher assessment result only. From this finding, it can be recommended to the teacher to include the result of peer assessment in determining the students' final grade.

Copyright of Govor is the property of Sekcija za Fonetiku Hrvatskog Filoloskog Drustva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Peer review can be used as a teaching methodology to improve students' learning and critical thinking. However, teachers have many concerns about the reliability and validity of students' grading. The paper describes the application of peer review as a teaching strategy to the large course of Biomedical Informatics in the School of Medicine at the University of Florence. The aim of the study was twofold: (I) assessing the validity of students' reviews, calculating the correlation between students' assigned score and instructor's assigned score; (II) assessing the validity of student's self-evaluation, calculating the correlation between student's assigned score and teacher's assigned score. To this aim a statistical analysis was performed. The results showed a moderate concordance between the marks assigned by peers and those assigned by the instructor. Nevertheless, the comparison between the teacher median and the peer-review median shows a minimal difference that has almost no effect on changing the final grade. Instead, there was poor concordance between the marks attributed by the instructor and those relating to the student's self-evaluation. Even if further studies are needed, the promising results can begin to dispel teachers' concerns about students' grading skills that prevent the application of peer review. On such basis, the use of peer review systems can streamline the application of peer review in classes with a high number of students reducing the workload on the teacher. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to investigate the effect of Mathieson laryngeal manual therapy (MLMT) following a therapeutic course in patients with primary muscle tension dysphonia (MTD). Materials and Methods: Twelve patients with primary MTD participated in this study. At first, videostroboscopy and perceptual voice assessment was performed, and the Persian version of vocal tract discomfort (VTDp) scale was completed. After two and a half weeks that patients received no treatment, the assessments were repeated to evaluate the effect of spontaneous recovery. For studying the effect of MLMT, it was presented in five sessions. Then, all assessments were repeated. The frequency of supraglottic activity was elicited. For the perceptual evaluation and VTDp, the Wilcoxon nonparametric test was used to study and compare the effect of spontaneous recovery and MLMT. Results: After spontaneous recovery, a significant difference was observed only in strain (P0.05). There was no significant difference between spontanous recovery and MLMT based on the paerceptual voice evaluation and VTDp scale (p>0.05). Conclusion: The MLMT can remarkably improve the supraglottic activity and perceptual characteristics of voice in primary MTD after a therapeutic course. Further studies are recommended to confirm the effectiveness of MLMT on decreasing VTD sensations.

Introduction: This study aimed to investigate the effect of Mathieson Laryngeal Manual Therapy (MLMT) following a therapeutic course in patients with primary Muscle Tension Dysphonia (MTD). Materials and Methods: Twelve patients with primary MTD participated in this study. At first, videostroboscopy and perceptual voice assessment was performed, and the Persian version of Vocal Tract Discomfort (VTDp) scale was completed. After two and a half weeks that patients received no treatment, the assessments were repeated to evaluate the effect of spontaneous recovery. For studying the effect of MLMT, it was presented in five sessions. Then, all assessments were repeated. The frequency of supraglottic activity was elicited. For the perceptual evaluation and VTDp, the Wilcoxon nonparametric test was used to study and compare the effect of spontaneous recovery and MLMT. Results: After spontaneous recovery, a significant difference was observed only in strain (P<0.05). After MLMT, the frequency of supraglottic activity decreased, and perceptual voice parameters significantly changed (P<0.05), but the VTDp showed no significant difference (P>0.05). There was no significant difference between spontanous recovery and MLMT based on the paerceptual voice evaluation and VTDp scale (P>0.05). Conclusion: The MLMT can remarkably improve the supraglottic activity and perceptual characteristics of voice in primary MTD after a therapeutic course. Further studies are recommended to confirm the effectiveness of MLMT on decreasing VTD sensations. [ABSTRACT FROM AUTHOR]

Abstract: Quo Vadis the Tax Compliance? This study aims to identify, assess and interpret the results of qualitative research on tax compliance. The method used as an analytical tool is meta-synthesis of a number of findings in qualitative research regarding tax compliance. The results of this study explain the need to create a committed tax compliance model. Commitment becomes the basis of taxpayers and tax authorities to carry out part of their respective roles and obligations proportionally. Tax compliance with a commitment will support the tax collection based on self assessment, which places full authority on taxpayers to carry out their own taxation terms voluntarily.

Soft skills are defined as socio-emotional abilities, important for personal development, social participation, academic and work achievement, and are ideally opposite to specific technical skills. University is today called to adapt to the demands of a complex and mutable labour market, where it is important to support the graduates’ employability and to prepare future professionals who possess, in addition to technical skills, also soft skills. The University of Turin has introduced a theoretical and methodological reflection about soft skills’assessment and development in its students, through the Passport.Unito Project. According to international literature, a model of 12 soft skills was set up (Bennett et al., 1999; Heckman & Kautz, 2016): area of task (problem solving and decision making, time and space management, adoption of strategies adequate in tackling the task); area of the self (self-enhancement, emotional self-regulation, enterprise); motivational area (goal orientation, causal attribution, resilience); area of the interpersonal relationships (teamwork, communication, conflict management). The Project considers the development of a soft skills self-assessment tool (PassporTest), aimed at providing a description of the level of the different soft skills in the model. In this study are presented the validation data (exploratory and confirmatory factor analysis, reliability, validity) and the results of a first survey on a large sample of students from different University degree programs (N = 1048).

Subjective functional capacity is of prognostic value regarding work outcomes. The Sheehan Disability Scale (SDS) and the Return-to-Work Self-Efficacy (RTW-SE) questionnaire are validated tools to measure dimensions of subjective functional capacity and they can be used in rehabilitation planning. The aim of our study was to assess the SDS and RTW-SE measures in predicting the working status after one year of follow-up among psychiatric patients undergoing assessment of work ability. This cohort study involved 104 consenting patients with multifactorial disabilities referred for a thorough psychiatric examination concerning work ability. At the one-year follow-up, 93 patients were reached for a telephone interview. SDS and RTW-SE measures both independently predicted better work outcomes after one year. Having employment at baseline and being off from work for less than 6 months were associated with better work outcomes. Higher education and being off from work for less than 6 months were associated with more positive estimations of one’s work capacity. Considering the predictive value for work status, both the SDS and the RTW-SE questionnaires are usable tools for the evaluation of working capacity, opening dialogue regarding the subjective and psychosocial aspects affecting psychiatric rehabilitation and recovery.

This study aims to (1) test the students' mathematical proportional reasoning ability to achieve classical mastery, (2) to analyze the average achievement of mathematical proportional reasoning ability in Meaningful Instructional Design learning by applying self-assessment with the common learning model (3) to test the proportion of students’ mastery in Meaningful Instructional Design learning by applying self-assessment which is better than the proportion of the common learning model and (4) to obtain a description of students' proportional reasoning abilities of visual, auditory, and kinesthetic style of learning style. The method used in this research is Mixed Methods Concurrent Embedded Design. The quantitative subject of this study is the students of class VIII B MTs NU Banat Kudus as the experimental class which use Meaningful Instructional Design, while the subject of qualitative research is 6 students of class VIII B consisting of 2 students with the high and low value on mathematical proportional reasoning test in each learning style group. Eventually, the results of this study are (1) the achievement of students’ mathematical proportional reasoning ability is significant in MID learning, (2) there is difference of proportional reasoning ability in MID learning model with a common used learning model, (3) the proportion of students' learning mastery by using Meaningful Instructional Design model with Self-assessment is higher than those who use the common learning model and (4) the students with visual learning style are able to propose and perform mathematical manipulation by understanding and remembering the material ever seen and written, the students with auditory learning style are able to make guesses, present mathematical manipulations, and draw conclusions by understanding and remembering material discussed, while students with kinesthetic learning style are able to make guesses, perform mathematical manipulations, and draw conclusions by understanding and remembering material which is ever practiced.

Copyright of Zdravotnicke listy is the property of Alexander Dubcek University in Trencin, Faculty of Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self or formative assessment are terms that, linked to feedback, appear in the literature associated with initiatives aimed at improving the learning process in higher education. Some studies have highlighted the peculiarities of the feedback techniques targeted towards first-year undergraduates, in subjects with a large number of students, or which are taught by a large number of lecturers. This study presents a formative self-assessment programme that was implemented in a subject that meets these challenges. The programme was designed to progressively foster the acquisition of skills and knowledge, in accordance with the syllabus' requirements, and it was structured around the execution, self-correction and reflection on the approach and resolution of three case studies. Participation in the programme appears to have had a positive net impact on the probability of passing the subject and a positive influence on the mark obtained in the final exam of the subject. [ABSTRACT FROM AUTHOR]

After wide consultation with trainees, trainers, employers and other stakeholders, the new General Surgical Curriculum was approved earlier this year and will be implemented from 4 August 2021. It will be outcome based and will be the biggest change in surgical training since 2007. Trainees can progress at their own rate and complete when they have acquired the capabilities of a Day-1 consultant in general surgery with a special interest. The Multiple Consultant Report (MCR) is new and has been developed as the main assessment tool for this outcomes-based curriculum. Assessment in the MCR will be on progress from the ability to only observe at the start of training, to performance at the level of Day-1 consultant in the complex, integrated skills needed for the day-to-day performance of the role in each of the areas of the job (the Capabilities in Practice). The MCR and trainee self assessment will improve feedback and allow specific and bespoke agreed learning objectives to be more easily developed and delivered, and faster but safe training for many. New training pathways have been developed, emphasizing the commonality of emergency general surgery, but also developing special interests reflecting the needs of patients and the service. [ABSTRACT FROM AUTHOR]