The document discusses assessment planning and quality assurance. It covers the necessity of assessment, essentials of maintaining quality in assessments, and different assessment types for theory and practical. Some key points include:
- Assessment is important for student learning, measuring progress, and maintaining standards. Higher stakes assessments require more sophisticated strategies.
- Validity, reliability, precision, and lack of bias are essential for quality assessments. Reliability can be improved by using multiple cases per student.
- Popular assessment methods include MCQs, essays, OSCEs, long/short cases, and workplace-based evaluations. Combining methods improves validity and reliability for summative assessments.
- Formative assessments should be integrated into
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
2. 1. Necesssity of assessment 2. Essentials in quality
maintenance of assessments
3. Different type of assessment for
theory and practical
4. Hands on demonstration of
formulating assessment tool
Topics covered in
this session
3. Why assessment
• Assessment has a powerful positive steering effect on learning and the
curriculum.
• Motivator of student learning.
• Measuring progress in core knowledge and competencies,
• Assessment may be for elimination,
• Assessment may be for maintaining standard,
• For adequate feedback
4. • In planning and designing assessments, it is essential to recognize the
stakes involved in it.
• The higher the stake, the greater the implications of the outcome of
the assessment
• T he more sophisticated the assessment strategies, the more
appropriate they become for feedback and learning.
• Understanding the necessity of FORMATIVE and SUMMATIVE
assessment
5. Assessement necessity
• In keeping with Millers pyramid the ultimate aim of teaching is to
develop a person competent to deliver the skills acquired /
knowledge gathered to be used gainfully in the society,
• To ensure the the training has reached this optimum benchmark
wherein the subject can be considered to be a professional
,assessment is an essential tool which is quite a high stake for the
society
• Likewise assessment methods should be .......
6. Assessment of medical students...things to consider....
• Formulating an appropriate assessment technique
• Having decided on the mode of assessment decide on type of assessment
• Understand the pro and cons of each technique
• Target optimum relation between feasibility and quality
• Ensure scope for feedback
• Eliminate sources of bias
• Establish gold standard for measurability for student to realize his/ her ultimate goals
7. Essentials of assessment quality maintenance
methods
• Valid for the domain under consideration
• Reliable : yield same result on repeated use
• Precise : address the required domain clearly
• Unambiguous: clear conception of outcome to be measured
8. • Free of scope of subjective error: should be fair
• Measurable against a gold standard
• Should provide scope for feedback as well as self assessment by student
• Different methods may be used
• Feasible
9. • Validity generally refers to how accurately a conclusion,
measurement, or concept corresponds to what is being tested.
• Reliability refers to consistency and repeatability
An assessment that is highly reliable is not necessarily
valid. However, for an assessment to be valid, it must also be reliable.
10. • Often there is a trade off between these elements , some
components are compromised, some are facilitated
• But overall these should be the guiding principles
11. A little more on reliability
• Commonly we use short or spot cases for assessment
• Ever considered why 2-3 short cases and as many as 5 spot cases
• Where as long case is just one
???
12. • With one case the student gets one chance, may be unlucky, gets a
low score---------------- deem as poor performance
• Same student gets another case , common well ,prepared gets a high
score------------------deem as good performance
• Two different results for the same student?
• Why?
The assessment method LONG CASE has poor reliability
13. • How can we improve reliability?
• Use more number of say 10 long caseses---------------- performs
moderately in all--------------deem moderate performance
A good reliability of a method of spot case or short case or long case
comes only if number of cases per student is about 10
14. • But seriously who will go through that -----------about 50 cases per
batch of 5 MD
• Examination will stretch over 10 days!!!!
• No examiner will be available
• So what to do?
15. • We compromise on reliability , (valididity is ok as it measures clinical
diagnostic skill)
• We go for single long case very low reliability
• Spot and short maybe more than one as less time consuming( slightly
better reliability
• We accept what is feasible.
• Trade off -----------
Nothing in life is free !
16.
17. Popular methods of assessment
• Theory or written
MCQ(multiple choice
questions)
Essay type questions
Modified essay type questions
Short answer type questions
• Practical
objective structured clinical
examination
Long case
Directly observed procedural skills
Mini Clinical examination
360degree evaluation
23. Comparison of other methods
Short answer type
• Valid for information
based cognitive
component
• Reliablity low
• Ambiguity may creep
• Subjective error possible
unless answer key is
developed
• Highly feasible for our
settings
Essay type
• All points are applicable
here definitely at a
higher degree
Modified essay type
• Valid for information
based cognitive
component
• Reliability low
• More precise than EQ
• Less ambiguous than EQ
• Scope of subjective
error
• Definitely feasible
24.
25.
26.
27.
28.
29.
30. Multiple choice questions
• Subjective
bias
minimized
• Gold
standard
set
• Reliable as
yields same
outcome
• Valid for
information
based
Can be
tailored for
different
domains
Process
requires time
and effort
Feasible in
most settings
Unambigous
generally
31. Things to remember when desiging an
assessment tool
• Select appropriate
methods
• Ensure reliability by
developing answer key/
gold standard
Avoid non specific
verbs like describe,
evaluate, assess
• To avoid bias ascertain
single person to check
same answer
• Ascertain core
compentcies which should
cover 60% of questions
Avoid ambiguity
• Ensure feedback
• Set a benchmark for
students self assessment
goals
Ensure feasibility
32. When, where, why, what
Necessity of assessment Method of good validity and reliability
Elimination test MCQ
Synthesis of knowledge ( answer key
prepared)
MEQ, SQ
Clinical skill OSCE
Procedural skill DOPS
Formative assessment Any suitable method
Summative assessment Preferably combination of different tecniques
33. Assessment for practical
• Long case
• Objective structured clinical examination
• Direct observation of procedural skills
• Multisource 360
• Checklist evaluation not much in use
34. Long case
• Traditionally used
• Process involves- students examines the pt 30-45 min- presents- unstructured oral
examination
• Logistics demand a single case per student
• Owing to different case the result is not generalizable/ standardized : subjective bias
• Scoring is varied depending on case – no uniformity: not fair
• Reliability can be increased if 8-10 such assessment can be done per student- not
feasible
• Abandoned in western world
35. OSCE
• Candidates rotate through a series of timed stations.
• All candidates move from station to station in sequence on thesame
schedule.
• OSCEs have used standardized patients as the primary assessment
tool
36. OSCE cont..
• The observing faculty or tutor or patient uses either a checklist of
specific behaviours or a global rating form to evaluate the student’s
performance
• This format provides a standardized means to assesse of clinical skills
• A minimum of 10 stations, which the student usually visits overthe
course of 3–4 hours, gives good reliability
• But labour intensive and expensive- feasibility limited in our settings
37. Work place based assessment
Mini_Clinical evaluation exercise
• In the mCEX, a faculty member
observes a trainee–patient
encounterin any healthcare setting
• (about 15 minutes) and focused. The
trainee is expected to conducta
focused history-taking and/or physical
examination during this time and then
provide the assessor with a diagnosis
and treatmentplan. The performance
is scored using a structured form and
educational feedback is provided
Direct observationof procedural skills
• DOPS is a variation on the mCEX in
which the assessor observeswhile the
trainee is doing a procedure (e.g.
venepuncture, givingan injection,
etc.), rates the performance and then
provides feedback
38. For formative assessment
• Formative assessment are year round.
• Compromise on validity and reliability may occur
• Time consuming laborious
• Try to tailor inbuilt formative assessment component in curriculum
designing or class planning
• Provide measurable assessment goals for student motivation
39. For summative assessment to improve
validity and reliability.....
• Ensure questions are based on taught curricula
• Ensure questions are based on standards
• Allow students to demonstrate knowledge/skills in multiple ways
• Ensure a variety of item types (multiple-choice, constructed
response)
40. • Ask questions at varying Depth of Knowledge levels
• Ensure accurate test administration
• Include items that address the full range of standards
• Include multiple items that assess the same standard
• Review scorer reliability, when necessary