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Context: Sports-related concussions are commonly occurring injuries as a result of sports and recreation that may cause alterations in brain functioning. It is important to be able to evaluate the impact of these injuries on function to manage the injury recovery and ensure recovery. Recent literature suggests the use of objective evaluation strategies in a multifaceted approach to evaluate and manage these injuries. It is important to understand the relationships between the assessments and how best to utilize each assessment. The purpose of this study was to investigate if relationships exist between measures of vestibular function at baseline in assessments that may be used following sports-related concussions. Additionally, a secondary purpose was to determine if self-reported symptoms were related to performance on the assessments. This study aimed to identify if these assessments measured independent functions of the vestibulo–ocular reflex or if some redundancy existed among the assessment strategies. Design: A cross-sectional study design was used in a cohort of collegiate athletes ages 18–24. Methods: Participants completed demographics questionnaires, the Post-Concussion Symptom Scale, Gaze Stabilization Test, and Concussion Balance Test. Spearman rho correlations were used to examine the relationships between the measures. Results: One hundred and thirty-five collegiate athletes (82 males and 53 females) were included, representative of 3 sports (cheerleading, soccer, and football) with a mean age of 19.77 (1.42) years old. There were weak to moderate, significant relationships between measures of Gaze Stabilization Test and Concussion Balance Test errors (r =.20–.31, P =.001–.03). Conclusions: The direction of these relationships indicated that greater Concussion Balance Test errors were associated with greater Gaze Stabilization Test performance. These relationships may be attributed to the difficulty created by the foam conditions and the integration of more complex sensory tasks required to maintain balance during the more difficult conditions. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. Method: Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. Results: Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. Discussion/Conclusion: The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students. [ABSTRACT FROM AUTHOR]

This column provides an overview of the newly updated Proficiencies for Assessment in Academic Libraries (approved June 2023) and outlines the steps and rationale for each phase of the revision process. It is our hope that you will not only apply and share these assessment proficiencies in your own organizations and practice but also consider how you might adapt the strategies for inclusivity and transparency that were used to update the Proficiencies in your own work such as strategic planning, updating or revising programs, or creating new services. [ABSTRACT FROM AUTHOR]

BACKGROUND: Assessment of eating disorders (ED) in youth relies heavily on self-report, yet persistent lack of recognition of the presence and/or seriousness of symptoms can be intrinsic to ED. This study examines the psychometric properties of a semi-structured interview, the parent version of the Eating Disorder Examination (PEDE), developed to systematically assess caregiver report of symptoms. METHODS: A multi-site, clinical sample of youth (N = 522; age range: 12 to 18 years) seeking treatment for anorexia nervosa (AN) and subsyndromal AN were assessed using the Eating Disorder Examination (EDE) for youth and the PEDE for collateral caregiver report. RESULTS: Internal consistencies of the four PEDE subscales were on par with established ranges for the EDE. Significant medium-sized correlations and poor to moderate levels of agreement were found between the corresponding subscales on each measure. For the PEDE, confirmatory factor analysis of the EDE four-factor model provided a poor fit; an exploratory factor analysis indicated that a 3-factor model better fits the PEDE. CONCLUSIONS: Findings suggest that the PEDE has psychometric properties on par with the original EDE. The addition of the caregiver perspective may provide incremental information that can aid in the assessment of AN in youth. Future research is warranted to establish psychometric properties of the PEDE in broader transdiagnostic ED samples.

Background: Maximal lower-body strength can be assessed both dynamically and isometrically; however, the relationship between the changes in these 2 forms of strength following resistance training is not well understood. Purpose: To systematically review and analyze the effects of resistance training on changes in maximal dynamic (1-repetition-maximum back squat, deadlift, and power clean) and position-matched isometric strength (isometric midthigh pull and the isometric squat). In addition, individual-level data were used to quantify the agreement and relationship between changes in dynamic and isometric strength. Methods: Databases were systematically searched to identify eligible articles, and meta-analysis procedures were performed on the extracted data. The raw results from 4 studies were acquired, enabling bias and absolute reliability measures to be calculated using Bland–Altman test of agreement. Results: Eleven studies met the inclusion criteria, which resulted in 29 isometric–dynamic change comparisons. The overall pooled effect was 0.13 in favor of dynamic testing; however, the prediction interval ranged from g = −0.49 to 0.75. There was no evidence of bias (P =.825) between isometric and dynamic tests; however, the reliability coefficient was estimated to be 16%, and the coefficient of variation (%) was 109.27. Conclusions: As a range of future effects can be expected when comparing isometric to dynamic strength changes following resistance training, and limited proportionality exists between changes in these 2 strength qualities, there is strong evidence that isometric and dynamic strength represent separate neuromuscular domains. These findings can be used to inform strength-assessment models in athlete populations. [ABSTRACT FROM AUTHOR]

Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socioculturally classified subgroups of students. Also, despite the field’s widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K–2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health.

BACKGROUND: Amyloidosis, a rare multisystem condition, often requires complex, multidisciplinary care. Its low prevalence underscores the importance of efforts to ensure the availability of high-quality patient education materials for better outcomes. ChatGPT (OpenAI) is a large language model powered by artificial intelligence that offers a potential avenue for disseminating accurate, reliable, and accessible educational resources for both patients and providers. Its user-friendly interface, engaging conversational responses, and the capability for users to ask follow-up questions make it a promising future tool in delivering accurate and tailored information to patients. OBJECTIVE: We performed a multidisciplinary assessment of the accuracy, reproducibility, and readability of ChatGPT in answering questions related to amyloidosis. METHODS: In total, 98 amyloidosis questions related to cardiology, gastroenterology, and neurology were curated from medical societies, institutions, and amyloidosis Facebook support groups and inputted into ChatGPT-3.5 and ChatGPT-4. Cardiology- and gastroenterology-related responses were independently graded by a board-certified cardiologist and gastroenterologist, respectively, who specialize in amyloidosis. These 2 reviewers (RG and DCK) also graded general questions for which disagreements were resolved with discussion. Neurology-related responses were graded by a board-certified neurologist (AAH) who specializes in amyloidosis. Reviewers used the following grading scale: (1) comprehensive, (2) correct but inadequate, (3) some correct and some incorrect, and (4) completely incorrect. Questions were stratified by categories for further analysis. Reproducibility was assessed by inputting each question twice into each model. The readability of ChatGPT-4 responses was also evaluated using the Textstat library in Python (Python Software Foundation) and the Textstat readability package in R software (R Foundation for Statistical Computing). RESULTS: ChatGPT-4 (n=98) provided 93 (95%) responses with accurate information, and 82 (84%) were comprehensive. ChatGPT-3.5 (n=83) provided 74 (89%) responses with accurate information, and 66 (79%) were comprehensive. When examined by question category, ChatGTP-4 and ChatGPT-3.5 provided 53 (95%) and 48 (86%) comprehensive responses, respectively, to general questions (n=56). When examined by subject, ChatGPT-4 and ChatGPT-3.5 performed best in response to cardiology questions (n=12) with both models producing 10 (83%) comprehensive responses. For gastroenterology (n=15), ChatGPT-4 received comprehensive grades for 9 (60%) responses, and ChatGPT-3.5 provided 8 (53%) responses. Overall, 96 of 98 (98%) responses for ChatGPT-4 and 73 of 83 (88%) for ChatGPT-3.5 were reproducible. The readability of ChatGPT-4s responses ranged from 10th to beyond graduate US grade levels with an average of 15.5 (SD 1.9). CONCLUSIONS: Large language models are a promising tool for accurate and reliable health information for patients living with amyloidosis. However, ChatGPTs responses exceeded the American Medical Associations recommended fifth- to sixth-grade reading level. Future studies focusing on improving response accuracy and readability are warranted. Prior to widespread implementation, the technologys limitations and ethical implications must be further explored to ensure patient safety and equitable implementation.

Screening for psychosis spectrum disorders in primary care could improve early identification and reduce the duration of untreated psychosis. However, the accuracy of psychosis screening in this setting is unknown. To address this, we conducted a diagnostic accuracy study of screening for psychosis spectrum disorders in eight behavioral health services integrated into primary care clinics. Patients attending an integrated behavioral health appointment at their primary care clinic completed the Prodromal Questionnaire - Brief (PQ-B) immediately prior to their intake assessment. This was compared to a diagnostic phone interview based on the Structured Interview for Psychosis Risk Syndromes (SIPS). In total, 145 participants completed all study procedures, of which 100 screened positive and 45 negative at a provisional PQ-B threshold of ≥20. The PQ-B was moderately accurate at differentiating psychosis spectrum from no psychosis spectrum disorders; a PQ-B distress score of ≥27 had a sensitivity and specificity of 71.2 % and 57.0 % respectively. In total, 66 individuals (45.5 %) met criteria for a psychosis spectrum disorder and 24 (16.7 %) were diagnosed with full psychosis, indicating a high prevalence of psychosis in the sample. Overall, screening for psychosis spectrum disorders in an IBH primary care setting identified a relatively high number of individuals and may identify people that would otherwise be missed. The PQ-B performed slightly less well than in population-based screening in community mental health settings. However, the findings suggest this may represent an effective way to streamline the pathway between specialty early psychosis programs and primary care clinics for those in need.

Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers' socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument's psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers' socialization and comprehensive school physical activity program involvement. [ABSTRACT FROM AUTHOR]

Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher" level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. [ABSTRACT FROM AUTHOR]

In this introduction to the special issue, the co-editors offer the umbrella term "methods of student self-placement" (SSP) to refer to any placement mechanism that includes student choice so that we can further build theoretical apparatus, gather much-needed empirical data, and subsequently flesh out meaningful differences in approaches. They argue that just as SSP asks us to rethink the mission of first-year writing, it also asks us to rethink some of the divisions in Writing Studies because placement work is meaningful across the university. Ultimately, they conclude that SSP isn't an easy fix for systemic problems in higher education, but it is powerful in fully acknowledging the complexity of placement and meeting students' diverse learning needs.

BACKGROUND: Equitable assessment is critical in competency-based medical education. This study explores differences in key characteristics of qualitative assessments (i.e., narrative comments or assessment feedback) of internal medicine postgraduate resident performance associated with gender and race and ethnicity. METHODS: Analysis of narrative comments included in faculty assessments of resident performance from six internal medicine residency programs was conducted. Content analysis was used to assess two key characteristics of comments- valence (overall positive or negative orientation) and specificity (detailed nature and actionability of comment) - via a blinded, multi-analyst approach. Differences in comment valence and specificity with gender and race and ethnicity were assessed using multilevel regression, controlling for multiple covariates including quantitative competency ratings. RESULTS: Data included 3,383 evaluations with narrative comments by 597 faculty of 698 residents, including 45% of comments about women residents and 13.2% about residents who identified with race and ethnicities underrepresented in medicine. Most comments were moderately specific and positive. Comments about women residents were more positive (estimate 0.06, p 0.045) but less specific (estimate - 0.07, p 0.002) compared to men. Women residents were more likely to receive non-specific, weakly specific or no comments (adjusted OR 1.29, p 0.012) and less likely to receive highly specific comments (adjusted OR 0.71, p 0.003) or comments with specific examples of things done well or areas for growth (adjusted OR 0.74, p 0.003) than men. Gendered differences in comment specificity and valence were most notable early in training. Comment specificity and valence did not differ with resident race and ethnicity (specificity: estimate 0.03, p 0.32; valence: estimate - 0.05, p 0.26) or faculty gender (specificity: estimate 0.06, p 0.15; valence: estimate 0.02 p 0.54). CONCLUSION: There were significant differences in the specificity and valence of qualitative assessments associated with resident gender with women receiving more praising but less specific and actionable comments. This suggests a lost opportunity for well-rounded assessment feedback to the disadvantage of women.

This column discusses the benefits and limitations of continuous assessment by reporting on the authors' perspectives of ongoing assessment using examples from patron surveys designed to understand user experience in the physical library and to measure whether needs were met throughout the pandemic. This column will be helpful to anyone involved in assessment or who is interested in what factors to consider while carrying out ongoing assessment or using evidence-based data for decision-making. [ABSTRACT FROM AUTHOR]

With the rapid pace of change and the high cost invested in information technology, it is important for academic libraries to evaluate the information technology solutions they use in their institutions to determine whether they are meeting the needs of their students, faculty, staff, and other users of their libraries and resources. This study presents the results of an online survey of Association of Research Libraries (ARL) academic library members to benchmark the assessment strategies that they used to evaluate their IT activities. This article compares their responses with earlier studies to identify trends and make recommendations for effective assessment practices. [ABSTRACT FROM AUTHOR]

Purpose: To describe the curricular elements in blended physical education (PE) during the COVID-19 pandemic. Method: A survey of PE teachers was conducted regarding curricular elements related to content blocks, instruction, and assessment. A total of 174 Spanish secondary PE teachers (120 men and 54 women) participated in the survey. Results: For the nonface-to-face part, instruction relied mainly on challenge-based learning as an instructional strategy, the learning of the designed individual program as a teaching–learning style, health-based PE as a pedagogical model, and self-assessment as the most used assessment form. Discussion/Conclusion: The study describes an overview of the characteristics of the curricular elements used in the blended learning PE model in secondary education. Both the age of PE teachers and the socioeconomic level of the families are variables to consider. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the interday reliability of a predetermined and a self-determined isometric-squat test among youth soccer players. Familiarization effects were evaluated to determine the minimum number of trials necessary to obtain consistent outputs. Finally, differences between protocols were evaluated. Methods: Thirty-one youth soccer players (mean [SD] age: 13.2 [1.0] y; body mass: 54.1 [3.4] kg; stature: 166.3 [11.2] cm; percentage of estimated adult height: 92.6% [3.6%]) from a top-tier professional academy completed 4 experimental sessions for each protocol: familiarization 1, familiarization 2, test, and retest sessions. Peak force; relative peak force; impulse from 0 to 50 milliseconds, 0 to 100 milliseconds, 0 to 150 milliseconds, and 0 to 200 milliseconds; and rate of force development from 0 to 50 milliseconds, 0 to 100 milliseconds, 0 to 150 milliseconds, and 0 to 200 milliseconds were measured. Results: Both protocols displayed acceptable (intraclass correlation coefficient ≥.75 and coefficient of variation ≤10%) reliability statistics for all metrics apart from rate of force development of any time epoch. Differences were found between familiarization 2 and both test and retest sessions for peak force (P =.034 and.021, respectively) and relative peak force (P =.035 and.005, respectively) across both protocols. Conclusions: The isometric-squat test is a reliable test among youth soccer players. Two familiarization sessions seem to be sufficient to ensure data stabilization. Outputs between the self-determined and predetermined are comparable; however, the latter seems preferable due to improved testing time efficiency. [ABSTRACT FROM AUTHOR]

Teachers' assessment literacy is a crucial element for effective assessment practices. This study investigated the assessment literacy of 104 Filipino basic education teachers of a non-sectarian private university using descriptive quantitative research methods. The study explored their knowledge in testing, measurement, and data literacy, as well as professional development. Findings revealed that most teachers had limited participation in general professional development but were highly involved in assessment-related activities. Overall, teachers showed satisfactory assessment literacy, with borderline proficiency in data literacy. Assessment literacy levels did not significantly differ by sex, age, educational attainment, field of specialization, years of teaching, or number of professional development trainings. However, the academic level taught significantly predicted assessment literacy, indicating differences in competencies across educational levels. Testing, measurement, and data literacy were positively related to overall assessment literacy and explained its variability. This highlights the need for continuous professional development to enhance teachers' assessment skills and improve educational outcomes, along with better assessment procedures. [ABSTRACT FROM AUTHOR]

The value of generative AI tools in higher education has received considerable attention. Although there are many proponents of its value as a learning tool, many are concerned with the issues regarding academic integrity and its use by students to compose written assessments. This study evaluates and compares the output of three commonly used generative AI tools, ChatGPT, Bing and Bard. Each AI tool was prompted with an essay question from undergraduate (UG) level 4 (year 1), level 5 (year 2), level 6 (year 3) and postgraduate (PG) level 7 biomedical sciences courses. Anonymised AI generated output was then evaluated by four independent markers, according to specified marking criteria and matched to the Frameworks for Higher Education Qualifications (FHEQ) of UK level descriptors. Percentage scores and ordinal grades were given for each marking criteria across AI generated papers, inter-rater reliability was calculated using Kendall's coefficient of concordance and generative AI performance ranked. Across all UG and PG levels, ChatGPT performed better than Bing or Bard in areas of scientific accuracy, scientific detail and context. All AI tools performed consistently well at PG level compared to UG level, although only ChatGPT consistently met levels of high attainment at all UG levels. ChatGPT and Bing did not provide adequate references, while Bing falsified references. In conclusion, generative AI tools are useful for providing scientific information consistent with the academic standards required of students in written assignments. These findings have broad implications for the design, implementation and grading of written assessments in higher education. [ABSTRACT FROM AUTHOR]

BackgroundMethodResultsConclusionsPractice effects (PE) are traditionally considered improvements in performance observed resulting from repeated exposure to test materials across multiple testing sessions. While PE are commonly observed for memory tests, this effect has only been considered in summary total scores. The current objective was to consider PE in summary total scores, individual learning trials, and learning slopes.One-week PE for individual trial and learning slope performance was examined on the BVMT-R and HVLT-R in 151 cognitively intact participants and 131 participants with Mild Cognitive Impairment (MCI) aged 65 years and older.One-week PE were observed across all trials and summary total scores for both memory measures and diagnostic classifications, despite the potential for ceiling effects to limit improvement on retesting. PE were largest on the first trial relative to subsequent learning trials. This effect was diminished – but not eliminated – in participants with MCI. Conversely, no PE were observed for learning slope scores, which was counter to expectations and likely confounded by ceiling effects.PE were present across learning trials but not learning slopes, and the initial learning trial at follow-up tended to benefit most from PE relative to subsequent learning trials. Ceiling effects appeared to influence PE for learning slopes more than learning trials. These results highlight the potential diagnostic utility of PE across individual learning trials and inform how they are distributed at follow-up, while also suggesting that learning slopes may be generally stable during longitudinal assessment. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Methods Results Conclusion Active involvement of patients in healthcare professional education is well established, taking a variety of forms. There is a steer towards patient feedback informing the development of dental students and while there is recognition of its potential value to individual students, challenges exist related to collection and use. What is unclear is, within a dental education setting, the extent and use of patient feedback to individual students. A scoping review was conducted to assess and map the volume and characteristics of the research/literature in this area.Systematic searches of bibliographic databases Ovid MEDLINE(R), Scopus, ERIC and Embase were conducted, and wider literature (Google Scholar) was searched. Screening was conducted based on eligibility criteria and a customised data charting form was used.The electronic and citation tracking searches identified 1021 studies. After duplicates were removed, 778 studies were screened by title and abstract, and 718 studies were found to be irrelevant to the current review. Sixty full‐text studies were assessed for eligibility, 46 studies were excluded, and 14 studies were included for data charting.This review has identified that patient feedback has been captured through both simulated and real patient encounters. There was a bias towards feedback generated through simulated patient encounters. Feedback was reported to support the development of a range of skills, most frequently communication and patient management. Challenges that were identified by researchers related to staff/student engagement and available resources. [ABSTRACT FROM AUTHOR]

ABSTRACT To date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in students' perceived teamwork skills when a group assignment is introduced. A mixed‐methods in‐depth approach with a smaller group of 79 students (surveys before and after a group assignment) and three teachers (semi‐structured interviews) was adopted, offering a multi‐actor perspective. Results revealed that students perceived CATME‐B as feasible to use for self‐ and peer‐assessment. Although teachers were more focused on practical impediments, they appreciated its content and offered valuable suggestions for using CATME‐B in secondary education. Additionally, CATME‐B was able to detect significant changes in students' perceived teamwork skills in the context of a group assignment. [ABSTRACT FROM AUTHOR]

Background: Disasters can cause casualties and significant financial loss. In accordance with the Sendai Framework for Disaster Risk Reduction, areas affected by disasters must be built back better. Accurate post-disaster damage and loss assessments are critical for the success of recovery programs. This scoping review aimed to identify the components and entities of the healthcare sector's post-disaster damage and loss assessment program. Methods: An comprehensive search for relevant literature was performed using several databases, including the Web of Science, PubMed, Scopus, ProQuest, and Magiran. The search was limited to papers published between 2010 and 2022. In addition, we searched the grey literature for resources related to post-disaster damage and loss assessments. Study selection and data extraction were evaluated by a third reviewer. The main themes were determined through a consensus process and agreement among team members. Results: A total of 845 papers were identified, 41 of which were included in the review. The grey literature search yielded 1015 documents, 23 of which were associated with the study's purpose. The findings were classified into five main themes, 20 subthemes, and 876 codes. The main-themes include the following: Concepts and Definitions; Post-Disaster Damage and Loss Assessment Procedures; Healthcare sector procedures; Assessments Tools, and Methods; Intra-sectoral, Inter-sectoral, and cross-cutting issues. Conclusions: The existing corpus of literature on post-disaster damage and loss assessment programs within the healthcare sector offers only limited insights into the entities and components involved. It is of great importance that stakeholders have an extensive grasp of these pivotal concepts and principles, as they are fundamental in enabling effective responses to disasters, informed decision-making, and facilitating rehabilitation and reconstruction efforts. Consequently, there is a considerable scope for further investigation in this area. Scoping review registration number: https://osf.io/nj3fk. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethods & ProceduresOutcomes & ResultsConclusionsThe Comprehensive Aphasia Test (CAT), a standardized battery with 34 subtests, has been adapted into eight different languages, with other 11 language adaptations close to being finished. Currently, there are no published CAT adaptations in any Asian languages.Given the paucity of aphasia batteries geared specifically to the Chinese population (Cantonese speakers in Hong Kong, in particular), there is a clinical value in adapting a Cantonese version (i.e., Cant-CAT).Content validity of the translated items in Cant-CAT was conducted. A set of normative data from 72 healthy native Cantonese speakers was established and cut-off scores on each subtest were determined at the lowest fifth percentile of their performances. The influences of age, education, and gender on Cant-CAT performance were also investigated. Thirty-two chronic PWA were recruited and administered the Cant-CAT and Cantonese versions of Oxford Cognitive Screen (HK-OCS), Western Aphasia Battery (CAB), and ASHA-FACS. The psychometric properties, including discriminant validity, aphasia severity indication, content validity, concurrent validity, and reliability, of Cant-CAT were investigated.Cant-CAT was able to discriminate the performance of PWA from healthy individuals in most subtests. Cant-CAT subtests correlated significantly with most corresponding subtests assessing similar domains in the HK-OCS, CAB, and Cantonese FACS. There was also good to excellent intra-, inter-rater, and test-retest reliabilities.Further expansion of this study should involve a larger sample and more diverse PWA types and severities. The final product is believed to benefit clinical assessment of aphasia in Hong Kong and overseas locations with native Cantonese speakers. [ABSTRACT FROM AUTHOR]

This study analyses surficial sediments for heavy metal contamination in three different zones: Western India, Ganga Plains, and Central India. To estimate the geochemical environment of the surficial soil, five heavy metals, namely Co, Cu, Ni, Zn, and Pb were examined. Enrichment factor (EF) indicated the highest contamination for Co which showed deficient to minimal contamination in 11 samples, moderate contamination in 11 samples, significant contamination in 16 samples and very significant contamination in 1 amongst the 39 samples from various locations in all three zones depicted. The geo-accumulation index suggests that the variability in Co observed was −1.5 to 2.68 indicating augmentation of the Co concentrations in the study areas with respect to background values. Among 39 of the total locations sampled, 20 of them fall in the category of no pollution with respect to Pollution Load Index (PLI), while 18 fall under the category of moderate pollution and one location falls under the category of heavy pollution. Although all the indices suggested that the zones have not been subjected to extreme levels of pollution yet, appropriate measures may be taken to contain further anthropogenic contamination of these soils to preserve the surficial soils and their ecology. [ABSTRACT FROM AUTHOR]

Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course. To this aim, a total of 124 intermediate language learners who were homogenized in terms of language proficiency, based on the Common European Framework of Reference for Languages (CEFR), were randomly assigned to an experimental and a control group. A 12-session writing instruction course with specific writing tasks was developed. One group received feedback from peers, while the other group received feedback from the teacher. Findings revealed that peer feedback resulted in better writing in terms of language, content, and organization. It was also found that the peer feedback group could retain their learning in the long run. These findings underscore the effectiveness of peer feedback within the framework of LOA, particularly in teacher-directed settings. [ABSTRACT FROM AUTHOR]

Objective: To investigate the psychometric properties of the Lift and Carry Test (LCT) time in people with stroke. Design: Cross-sectional design. Setting: University based neurorehabilitation laboratory. Participants: Twenty-four people with stroke and 24 healthy controls. Outcome measures: Lift and Carry Test (LCT), Fugl-Meyer Assessment of upper extremity and lower extremity, ankle dorsiflexor and plantarflexor muscle strength, Berg Balance Scale (BBS), Timed Up and Go (TUG) and Community Integration Measure. Results: The mean LCT time (29.70s) in people with stroke was more than double of that in healthy controls (13.70s). The LCT showed excellent intra-rater, interrater and test-retest reliability [intraclass correlation coefficient (ICC) = 0.943-1.000]. The LCT times demonstrated a significant negative correlation with the BBS score (rs = -0.771) and significant positive correlations with the TUG times (rs = 0.933). There was no significant correlation between LCT times and FMA score (p > 0.05). An optimal cut-off LCT time of 15.48 s (sensitivity = 95.8%, specificity = 87.5%) was identified to differentiate between people with stroke and healthy controls (area under the curve = 0.957). Conclusion: LCT is an excellent clinical test for examining advanced functional ability in people with stroke and distinguishing people with stroke from healthy controls. [ABSTRACT FROM AUTHOR]

The Interpersonal Sensitivity Measure (IPSM) is used to assess interpersonal sensitivity. This study explored the factor structure, internal consistency, and criterion validity of the Italian version of the IPSM (IPSM-It) in non-clinical emerging adults. 374 participants aged between 18 and 31 years (64.4% female; M = 21.96, SD = 2.91) were included in the study. They completed the IPSM, the Beck Depression Inventory-I, the Beck Anxiety Inventory, the State-Trait Anger Expression Inventory-II, and the Satisfaction with Life Scale. Confirmatory factor analysis indicated that the original structure of the measure did not fit the data well. An exploratory factor analysis was also conducted and the results supported a 27-item version of the IPSM and a three-factor structure (Interpersonal Worry and Dependency, Low Self- Esteem, and Unassertive Interpersonal Behavior). The IPSM-It showed good internal consistency and criterion validity. The IPSM-It appeared to be a reliable and valid measure for assessing IPS in Italian culture. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to obtain the attitudes of teachers regarding the assessments of students during group work in primary education, while collecting data throught qualitative study, with a focus on current findings, shortcomings and difficulties, the benefits of carrying out the assessment during group work and effectiveness in achieving results. The instrument that we used to collect the data is semi-structured interview, connected with 15 primary education teachers. From the reviewed literature as well the qualitative study, we have taken the attitudes of teachers regarding the evaluation of students during group work while we have analyzed and presented as topics on the tables. As a conclusion we found that teachers attitudes and the reviewed literature are close to the purpose of this research, the benefits that students have during the assessment when they work in groups. The research is important because it helps teachers, educational researchers, parents and school leaders, who can benefit from this research. [ABSTRACT FROM AUTHOR]

Background: Uterine leiomyomas are benign smooth muscle tumors, found in one in three women over the age of 30 years. Uterine tumors are the most common and the leading cause of hysterectomy in women. Objective: to assess and correlate demographic and clinic-pathological profile of patients with uterine leiomyoma in terms of morphological variants and secondary changes. Methods: This hospital based cross sectional study was conducted among all the biopsy or surgically excised specimens and reference material submitted to the Department of Pathology, SPMC, Bikaner for histopathological study during study period i.e one year. Ethical approval was taken from the institutional ethical committee. Results: 803(80.05%) patients were present with Pelvic pain and bleeding, 110 (11.06%) patients were present Abdominal fullness and bleeding, 89(8.87%) patients were present pelvic pain and only 1(0.009%) patients were present Pelvic pain and abdominal fullness. 835(83.25%) patients were no change, 159(15.85%) patients were show hyalinization, 5(0.49%) patients were show calcification, 2(0.19%) patients were show fatty change, 1(0.09%) patients were show myxoid change and inflammatory change. Conclusions: The association between age group and signs & symptoms of patients to be found Insignificants. The association between age group and secondary change in leiomyoma to be found highly significants. The association between area and secondary change in leiomyoma to be found highly significant [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students' marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 fullonline students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p=.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p=.05). The Tukeya,b post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. [ABSTRACT FROM AUTHOR]

Introduction: Comprehensive geriatric assessment (CGA) is used to thoroughly assess and identify complex healthcare problems among older adults. However, administration of CGA is time-consuming and labor intensive. A simple screening tool with the mnemonic "FIND-NEEDS" was developed to quickly identify common geriatric conditions. The present study was to evaluate the clinimetric properties of the FIND-NEEDS. Methods: The participants comprised first-visiting older adults aged 65 years and above (and who were able to communicate by themselves or with the help of a caregiver) who were assessed (October to December, 2021) using the FIND-NEEDS and CGA at geriatric outpatient clinics of a tertiary, referred medical center. The FIND-NEEDS was examined for its criterion-related validity and compared with the CGA results. Two types of scoring (summed score and binary score) of FIND-NEEDS and CGA were analyzed using Spearman correlation, sensitivity and specificity, and area under receiver operating characteristic curve (AUC). Results: The mean age of the 114 outpatients was 78.3 ± 7.6 years, and 79 (69.3%) were female. The internal consistency was excellent when using all FIND-NEEDS items, and was acceptable when using domain scores. Exploratory factor analysis showed that most of the FIND-NEEDS domain scores had factor loadings higher than 0.3. Intercorrelations of binary scores between domains of FIND-NEEDS and CGA showed most domains were moderately correlated. The overall correlation of summed scores between FIND-NEEDS and CGA was high. The FIND-NEEDS summed score was moderately correlated with CGA score (r = 0.494; p < 0.001), and the binary score showed excellent correlation (r = 0.944; p < 0.001). When using the CGA score as the gold standard, the FIND-NEEDS showed excellent AUC (0.950), sensitivity (1.00), and specificity (0.90). Discussion/Conclusion: The present study demonstrated that the FIND-NEEDS had acceptable clinimetric properties to screen for geriatric problems among older adults. Further in-depth assessment and care plan can then be conducted afterwards. [ABSTRACT FROM AUTHOR]

Since assessing aerobic capacity is key to enhancing swimming performance, a simple and widely applicable technology should be developed. Therefore, we aimed to noninvasively visualize real‐time changes in sweat lactate (sLA) levels during swimming and investigate the relationship between lactate thresholds in sweat (sLT) and blood (bLT). This prospective study included 24 university swimmers (age: 20.7 s ± 1.8 years, 58% male) who underwent exercise tests at incremental speeds with or without breaks in a swimming flume to measure heart rate (HR), bLT, and sLT based on sLA levels using a waterproof wearable lactate sensor attached to the dorsal upper arm on two different days. The correlation coefficient and Bland–Altman methods were used to verify the similarities of the sLT with bLT and personal performance. In all tests, dynamic changes in sLA levels were continuously measured and projected onto the wearable device without delay, artifacts, or contamination. Following an initial minimal current response, with increasing speed the sLA levels increased substantially, coinciding with a continuous rise in HR. The speed at sLT strongly correlated with that at bLT (p < 0.01 and r = 0.824). The Bland–Altman plot showed a strong agreement (mean difference: 0.08 ± 0.1 m/s). This prospective study achieved real‐time sLA monitoring during swimming, even with vigorous movement. The sLT closely approximated bLT; both were subsequently validated for their relevance to performance. Highlights: A new technique using a wearable device can measure sweat lactate (sLA) levels during swimming without artifacts or contamination.Lactate threshold assessed using sLA dynamics is consistent with that calculated from blood samples.The current novel measurement method is expected to promote a personalized training regimen and simultaneous multi‐person measurements. [ABSTRACT FROM AUTHOR]

Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of success. The aim of this research project was to explore these perceptions, to better understand how rubrics might be used to support students more effectively to successful academic outcomes. Fourteen interviews were conducted over a period of fourteen months, and four themes were identified: rubric introductions; rubric content (including language and format); student rubric use and the role of rubrics in how work is assessed. Findings were considered from thematic perspectives of the student participants. Conclusions drawn focus on the quality of classroom discussion when rubrics are introduced, the practical application of rubrics as a writing or planning tool, the need for detail and clarity in language use and explicit links between feedback and rubrics. Overall, effective engagement with rubrics appears to reduce student anxiety. [ABSTRACT FROM AUTHOR]

Objectives: To investigate community health centers' (CHCs) health literacy. Design: A cross‐sectional study. Sample: A total of 374 CHCs were surveyed and 258 CHCs responded, with an effective questionnaire response rate of 69.0%. Measurements: Data were collected by using a self‐developed health literacy assessment tool to survey CHCs' health literacy throughout Taiwan from January to December 2019. Results: The item of organizational health literacy (OHL) with the highest proportion of CHCs not implementing them was "Design of easy‐to‐use computer applications and new media" (47.3% not yet achieved), followed by "Involving target audiences in document and service development" (34.9% not yet achieved). CHCs located in northern Taiwan had higher health literacy achievement scores than those in other regions, and those in urban areas had higher health literacy achievement scores than those in general and remote areas. Conclusions: This study identified items with poor implementation of OHL and found regional differences in health literacy among CHCs. The findings can inform the development of targeted interventions to improve health literacy in underperforming CHCs and guide policymakers in allocating resources to regions and areas in need of. [ABSTRACT FROM AUTHOR]

A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices. [ABSTRACT FROM AUTHOR]

Classroom research has demonstrated the capacity for significantly influencing student learning by engaging students in evaluation of previously submitted work as an intentional priming exercise for learning; we call this experience Learning by Evaluating (LbE). Expanding on current LbE research, we set forth to investigate the impact on student learning by intentionally differing the quality of examples evaluated by the students using adaptive comparative judgement. In this research, university design students (N = 468 students) were randomly assigned to one of three treatment groups; while each group evaluated previously collected student work as an LbE priming activity, the work evaluated by each group differed in quality. Using a three-group experimental design, one group of students only evaluated high quality examples, the second only evaluated low quality examples, and the third group of students evaluated a set of mixed-quality examples of the assignment they were about to work on. Following these LbE priming evaluations, students completed the assigned work and then their projects were evaluated to determine if there was a difference between student performance by treatment condition. Additional qualitative analysis was completed on student LbE rationales to explore similarities and differences in student cognitive judgments based on intervention grouping. No significant difference was found between the groups in terms of achievement, but several differences in group judgement approach were identified and future areas needing investigation were highlighted. [ABSTRACT FROM AUTHOR]

Many overseas students in Higher Education in the UK struggle to understand the compulsory texts for their course, and obtain lower scores for their modules than their monolingual peers. While the existence of this achievement gap is well established in the literature, little is known about the ways in which overseas students in HE with limited English language and literacy skills meet the challenges posed by the compulsory reading on their course. The current study is novel because we focus on a postgraduate Law module and use a mixed methods approach to study the relationship between students' language and literacy profiles and their academic achievement. The results show that students' vocabulary sizes did not provide enough lexical coverage for them to understand the set texts and that the language and literacy profiles of our students did not correlate with their module scores. In-depth interviews revealed that students with IELTS scores of 6.0 or lower used 'creative reading' strategies such as machine translation, to pass assignments, while staff used 'compassionate marking' strategies in the case of struggling writers, which means module scores for some students were likely inflated. Implications for admissions tutors and teachers in HE are formulated at the end. [ABSTRACT FROM AUTHOR]

Dandachi-FitzGerald et al. (2022), published the article "Cry for help as a root cause of poor symptom validity: A critical note," in Applied Neuropsychology: Adult [Advance Online], arguing that the cry for help in forensic disability and related assessments is not a valid interpretation for poor symptom validity test results. This rebuttal contests the criticisms of the use of the cry for help in this context, as presented in Young (2019); "The Cry for help in a psychological injury and law: Concepts and review" that appeared in Psychological Injury and Law, Vol. 12, pp. 225–237. It calls for more programmatic research, for example, based on the cry for help questionnaire suggested by the author. In particular, it indicates, for example, that one SVT test failure in a test battery constitutes an assessment result that could allow for attributing the cry for help, everything else being equal. It suggests that the adaptational theory explains the cry for help as much as malingering. It suggests practice and court recommendations that will allow better rebuttals of unethical assessors who overuse/misuse/abuse the cry for help interpretation of poor symptom validity test results in forensic disability and related assessments. [ABSTRACT FROM AUTHOR]

Self/informant-report and performance-based instruments are typically used to measure activities of daily living (ADLs) and instrumental activities of daily living (IADLs). Minimal attention has focused on clinician-rated measures. Executive functioning (EF) contributes significantly to functional independence, and the validity of functional status measures has been examined through its relationship to EF scores. The current study used a clinical sample of older U.S. Veterans who completed a neurocognitive evaluation (n = 266). The psychometric properties of a novel, clinician-rated Functional Status Interview (FSI) and its relationship to EF measures, including the Frontal Assessment Battery (FAB) and Trail Making Test (TMT-A and TMT-B), were explored. Two FSI factors (IADL and ADL) emerged with all items loading strongly onto the subscales as predicted. EF correlated strongly with IADL but had small to medium correlations with ADL. In regression models that controlled for sociodemographic variables, all EF measures uniquely contributed to the IADL model, but only FAB and TMT-A contributed to the model for ADL. Notably, results may have been limited by prominent floor effects on TMT-B. Overall, the FSI is a promising measure with demonstrated content validity. Thus, there is preliminary support for clinicians to incorporate multiple sources of information to rate functional status using the FSI. [ABSTRACT FROM AUTHOR]

Purpose: The linguistic demand of task instructions in cognitive assessments may mask or even invalidate cognitive testing results for individuals with language differences or impairments. The purpose of this study was to apply an analysis of linguistic demand to a sample of functional multitasking assessments. Method: We sampled the task instructions and materials from seven functional multitasking assessments that are based on everyday activities. We calculated indices of linguistic demand. Results: The Density Index is based on total number of words, total number of sentences, total number of different words, total number of syllables, and complex (not-simple) sentences. The Breakfast Task and the Frisch Cooking Task consistently ranked lowest in linguistic demand for both instructions and materials based on the indices reviewed. These tasks are most likely to be appropriate for individuals with language impairment. Conclusions: Clinicians have a responsibility to fairly evaluate cognitive functions of individuals with impaired language functioning. The analysis of linguistic demand provides a useful way to evaluate task instructions and materials in a systematic way, so that individuals with language impairments or language differences might be more appropriately evaluated. [ABSTRACT FROM AUTHOR]

The prevalence of youth vaping has, in a relatively short time, become an "epidemic." In the wake of such labeling by the Surgeon General, a number of important examinations of vaping have been conducted. These have largely focused on high school and college‐age youth as this demographic shows the greatest prevalence of use. Nonetheless, no measure has been made available which might allow for the comprehensive assessment of quantity and frequency of vaping among this age group, thus aiding in standardization across settings. The current study utilized cognitive interviews with high school and college‐age youth who use vaping devices to inform the preliminary development of such an assessment. The sample consists of eight students between the ages of 15 and 24 (Mage = 18.75, SD = 2.73, 62.5% female, 75.0% Hispanic/Latino/a/x, 100.0% White). Interviewing and measure refinement were conducted in a two‐phase iterative fashion. Suggestions made during cognitive interviews resulted in the refinement of assessed content type, updated categories and pictures of vaping devices, as well as updated and age‐relevant terminology. Further, instructions were streamlined, and assessment items and multiple‐choice options were refined to maximize clarity and to minimize participant confusion. The result of this study, the E‐Cigarette Assessment for Youth Revised, is a unique tool for standardizing examinations of the quantity and frequency of vaping behaviors among high school students and college‐age youth. [ABSTRACT FROM AUTHOR]

Lip print recognition technology originated in the field of forensic medicine, and convolutional neural network has made breakthrough achievements in the field of pattern recognition and machine vision. Convolutional neural network (CNN) algorithm is rarely used in lip pattern recognition. Further exploration and research on the network model suitable for lip pattern recognition. Lip print recognition algorithm based on depth convolution neural network aims to solve the problems of complex image preprocessing, difficult feature extraction and low recognition efficiency in traditional lip print recognition algorithms. It includes collecting lip print images to establish data sets, selecting different CNN models to conduct performance evaluation experiments on low resolution lip print data sets, and analyzing the experimental results with model evaluation indicators. [ABSTRACT FROM AUTHOR]

Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students' ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors' information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students' use and perceived benefit of learning objectives and in instructors' implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students' ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans. [ABSTRACT FROM AUTHOR]

We used item response theory (IRT) analysis to examine Clinician-Administered PTSD Scale for DSM-5 (CAPS-5) item performance using data from three large samples of veterans (total N = 808) using both binary and ordinal rating methods. Relative to binary ratings, ordinal ratings provided good coverage from well below to well above average within each symptom cluster. However, coverage varied by cluster, and item difficulties were unevenly distributed within each cluster, with numerous instances of redundancy. For both binary and ordinal scores, flashbacks, dissociative amnesia, and self-destructive behavior items showed a pattern of high difficulty but relatively poor discrimination. Results indicate that CAPS-5 ordinal ratings provide good severity coverage and that most items accurately differentiated between participants by severity. Observed uneven distribution and redundancy in item difficulty suggest there is opportunity to create an abbreviated version of the CAPS-5 for determining PTSD symptom severity, but not DSM-5 PTSD diagnosis, without sacrificing precision. [ABSTRACT FROM AUTHOR]

Background: Simulation-based training plays a significant role in surgical education, especially in minimally invasive pediatric surgery and urology. This study aimed to evaluate a novel 3D-printed model as training tool for endoscopic injection of bulking agent. Methods: Forty-three attendees and ten teaching faculty members were invited to complete a post hoc questionnaire after completing training sessions using the Fish Tank Simulation Model (FTSM). The survey consisted of a 7-question 5-point Likert scale to assess the model's realism (face validity) and its effectiveness as training tool (content validity). Results: Regarding the training status, 20/53 (37.7%) participants were fellow and/or specialist in pediatric surgery and 33/53 (62.3%) were surgeons in training. Their level of confidence in endoscopic injection procedure was defined as novice (< 10 procedures per year) in 33/53 (62.3%), intermediate (10–20 procedures per year) in 10/53 (18.9%), and expert (> 20 procedures per year) in 10/53 (18.9%). Regarding both face validity and content validity assessments, no statistically significant differences were found between scores given by novice vs intermediate/expert groups. Similarly, no statistically significant differences emerged between scores given by participant vs faculty groups assessing the content validity of the FTSM. The FTSM was considered a good teaching tool for beginners by 44/53 (83%) and for pediatric surgeons/urologists by 38/53 (71.7%). Conclusions: The 3D-printed Fish Tank Simulation Model proved to be a valuable, high-fidelity, easily accessible, cost-effective, hygienic, and domestic-use training tool for pediatric surgeons/urologists conducting the procedure. The model's user-friendly design and realistic environment enhanced learning opportunities for trainees, regardless of their experience level or training status. Nevertheless, further development is necessary, particularly in enhancing the realism of the ureteral hiatus and reproducing more complex anatomy, to make it beneficial for the training of advanced surgeons. [ABSTRACT FROM AUTHOR]