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PURPOSE: Evaluating medical school selection tools is vital for evidence-based student selection. With previous reviews revealing knowledge gaps, this meta-analysis offers insights into the effectiveness of these selection tools. METHODS: A systematic review and meta-analysis were conducted applying the following criteria: peer-reviewed articles available in English, published from 2010 and which include empirical data linking performance in selection tools with assessment and dropout outcomes of undergraduate entry medical programs. Systematic reviews, meta-analyses, general opinion pieces, or commentaries were excluded. Effect sizes (ESs) of the predictability of academic and clinical performance within and by the end of the medicine program were extracted, and the pooled ESs were presented. RESULTS: Sixty-seven out of 2,212 articles were included, which yielded 236 ESs. Previous academic achievement predicted medical program academic performance (Cohen's d=0.697 in early program; 0.619 in end of program) and clinical exams (0.545 in end of program). Within aptitude tests, verbal reasoning and quantitative reasoning predicted academic achievement in the early program and in the last years (0.704 & 0.643, respectively). Overall aptitude tests predicted academic achievement in both the early and last years (0.550 & 0.371, respectively). Neither panel interviews, multiple mini-interviews, nor situational judgement tests (SJT) yielded statistically significant pooled ES. CONCLUSION: Current evidence suggests that learning outcomes are predicted by previous academic achievement and aptitude tests. The predictive value of SJT and topics such as selection algorithms, features of interview (e.g., content of the questions) and the way the interviewers' reports are used, warrant further research.

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BACKGROUND: In Switzerland, the scholastic aptitude test for medical-school selection takes place in three languages. This study examined the effects of two quasi-experimental interventions that aimed to reduce existing differences in test results between the French- and German-speaking language candidates. METHODS: Between 2018 and 2023, the population of applicants to Swiss medical schools consisted of N = 18'824 German- and French-speaking individuals. Based on a quasi-experimental design, we examined the effects of two interventions regarding preparatory material, in these cohorts. The first intervention (2022) consisting of practice trials in baccalaureate schools in the canton of Fribourg enabled French-speaking candidates primarily from the canton of Fribourg to prepare more intensively with official tasks. Practice trials enable future candidates to complete a published test version under original conditions and thus prepare how to approach the real test. The second intervention (2023) released new preparatory material in all languages for one group of tasks for which differences between the language groups were more pronounced than in the other tasks. The test provider offered this material for free download together with existing preparation materials and thereby enabled more intensive preparation. RESULTS: After the first intervention, the initially small to medium-sized mean differences in z-transformed test scores between French-speaking candidates from Fribourg and German-speaking candidates were nearly eliminated (from 0.39 to 0.05). Also for French-speaking candidates from outside of the canton of Fribourg, the mean differences were smaller than before the intervention (0.48 before, 0.39 after first intervention). After the second intervention, particularly the mean differences in test scores between German-speaking and French-speaking candidates from outside of Fribourg were further reduced (to 0.24). CONCLUSIONS: The two interventions regarding material for preparing to participate in the aptitude test affected candidates' test scores. They reduced the gap between German- and French-speaking candidates showing that the additional benefits of commercial offers for test preparation are limited. Hence, offering comparable official preparation material to all language groups enhances test fairness.

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OBJECTIVE: Concerns exist about clinical and operative skill decay in surgery residents when they dedicate time away from clinical training to pursue research. However, it remains undetermined how to best prevent these negative impacts. Our study evaluated the perspectives of surgical research residents on interventions to improve their reentry into clinical training. DESIGN, SETTING, AND PARTICIPANTS: An anonymous web-based survey was distributed between 5/01/2023 and 6/01/2023 to 102 current and former (within the previous 3 years) general surgery research residents from 4 academic medical centers in Boston, MA. RESULTS: Survey response rate was 35.3% (36/102 residents). About 22 of 36 residents (61.1%) felt that their clinical aptitude decreased during the research years, whereas 33 of 36 (91.7%) reported reduced surgical skills. When reflecting on their re-entry to residency, former research residents reported feeling anxious and less confident (3.84/5 on a 1-5 Likert scale) as well as being below the expected level of clinical performance (3.42/5). Most of them (12 of 17; 70.6%) reported that it took up to 6 months, whereas 5 of them (29.4%) up to 12 months to feel at the expected level. When compared to nonmoonlighting residents, those who moonlighted often and operated during moonlighting, denied a decrease in clinical and surgical skills, and reported less anxiety, higher confidence, and a quicker return to the expected level of performance. Interventions proposed for improving their clinical re-entry included individualized development plans for 3 months before returning to clinical training, established curriculum for clinical work throughout the research years, clinical preceptorships throughout the research years, and simulation curriculum throughout the research years. CONCLUSIONS: General surgery residents feel that their clinical and surgical skills decreased during the research years, leading to anxiety and lack of confidence when returning to residency. Therefore, comprehensive interventions are needed to improve the reentry of the research residents into clinical training.

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Language aptitude has recently regained interest in cognitive neuroscience. Traditional language aptitude testing included phonemic coding ability, associative memory, grammatical sensitivity and inductive language learning. Moreover, domain-general cognitive abilities are associated with individual differences in language aptitude, together with factors that have yet to be elucidated. Beyond domain-general cognition, it is also likely that aptitude and experience in domain-specific but non-linguistic fields (e.g. music or numerical processing) influence and are influenced by language aptitude. We investigated some of these relationships in a sample of 152 participants, using exploratory graph analysis, across different levels of regularisation, i.e. sensitivity. We carried out a meta cluster analysis in a second step to identify variables that are robustly grouped together. We discuss the data, as well as their meta-network groupings, at a baseline network sensitivity level, and in two analyses, one including and the other excluding dyslexic readers. Our results show a stable association between language and cognition, and the isolation of multilingual language experience, musicality and literacy. We highlight the necessity of a more comprehensive view of language and of cognition as multivariate systems.

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The current study tested the hypothesis that the association between musical ability and vocal emotion recognition skills is mediated by accuracy in prosody perception. Furthermore, it was investigated whether this association is primarily related to musical expertise, operationalized by long-term engagement in musical activities, or musical aptitude, operationalized by a test of musical perceptual ability. To this end, we conducted three studies: In Study 1 (N = 85) and Study 2 (N = 93), we developed and validated a new instrument for the assessment of prosodic discrimination ability. In Study 3 (N = 136), we examined whether the association between musical ability and vocal emotion recognition was mediated by prosodic discrimination ability. We found evidence for a full mediation, though only in relation to musical aptitude and not in relation to musical expertise. Taken together, these findings suggest that individuals with high musical aptitude have superior prosody perception skills, which in turn contribute to their vocal emotion recognition skills. Importantly, our results suggest that these benefits are not unique to musicians, but extend to non-musicians with high musical aptitude.

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This study aimed at assessing the effects of two infra-vitam traits, specifically the slaughter weight (SW) and the ultrasound backfat depth (BCKF) on several post-mortem and quality traits of typical Prosciutto Veneto protected designation of origin (PDO) dry-cured ham. The trial was conducted on a population of 423 pigs fed using different strategies to generate a high variation in SW (175 ± 15.5 kg) and BCKF (23.16 ± 4.14 mm). All the left thighs were weighed at slaughter and the ham factory during the different processing phases. The fat cover depth of green trimmed hams was measured. Data were analyzed with a linear model including SW classified in tertiles, BCKF as a covariate, SW × BCKF interaction, sex, batch, and pen nested within batch. Our results highlighted that, for each 10 kg increase in SW, trimmed and seasoned ham weights increased by 0.76 and 0.54 kg, respectively. The increase in SW significantly reduced relative curing and deboning losses but did not affect ham fat cover depth and trimming losses. A rise in BCKF increased the ham fat cover depth and trimming losses and decreased the curing and deboning losses. Increases in SW and BCKF improved quality traits of the seasoned ham including fat cover depth, visible marbling, inner lean firmness, and fat color. These findings confirm the feasibility of increasing SW and BCKF, which will result in a reduction in the relative losses associated with the dry-curing process while improving the quality of the seasoned ham.

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Studies have provided empirical evidence on the prognostic relevance of test batteries and the "coach's eye" for talent identification. The aims were 1) to compare objective and subjective assessments as well as a combined soccer-specific potential index between future selected and non-selected players and 2) to evaluate the prognostic validity of a multidimensional model as a tool for talent identification in soccer. The sample was composed by 132 male players (14,5 ± 1,4 years; regional competitive level) from U13 to U17 age groups of a Brazilian soccer talent development program. Athletes completed a multidimensional test battery and were subjectively rated by their coaches for sporting potential. Players' success was evaluated five years later and was operationalized by achieving under-20 category of the Brazilian Championship or adult professional level (success rate, 15.9%). Confirming univariate prognostic validity, future selected outperformed non-selected players regarding 20-m sprint (p = .009), agility (p = .04), countermovement jump (p = .04), sit-and-reach (p = .001), Yo-Yo IR1 (p = .001), dribbling (p < .001), perceived competence (p = .007), peaking under pressure (p = .01), confidence/motivation (p = .03), coping skills (p = .03), intangibles (p < .001) and player potential (p < .001). A combined index (objective tests, athlete's assessments and coach's eye) named Gold Score Soccer (GSS) showed high prognostic validity (p < .001). A binary logistic regression estimated the probability of success (yes/not) with GSS, ambidextrous and predicted age at peak height velocity as predictors. This multidimensional model named GoldFit Soccer showed high prognostic validity (sensitivity = 85.7%; specificity = 83.8%; accuracy = 84.1%; area under the ROC curve = .93 [.87-.98]). Thus, GoldFit Soccer is a valid multidimensional scientific model for talent identification in soccer.

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PURPOSE: This article aims to describe the causes of ophthalmological disqualification from the military services detected during specialist consultations conducted at Army Training Hospitals. METHODS: This observational, cross-sectional, multicenter study retrospectively included individuals deemed as "unfit for military service" due to eye diseases identified during the specialist consultation conducted at 3 ATHs between January 2020 and December 2021. The data collected included age, medical and surgical history, reasons for ophthalmological disqualification, uncorrected distance visual acuity, best corrected distance visual acuity and cycloplegic refraction. RESULTS: Over this period, 133 subjects (98 men and 35 women) were included. Thirty-eight candidates (28.6%) were declared unfit due to a refractive error beyond the required limits, including 30 myopic subjects in excess of -10 diopters (D) and 8 hypermetropic subjects over +8 D. Twenty-five candidates (18.8%) were unfit under the age of 21 years due to corneal refractive surgery performed before the required age. Four subjects (3.0%) were unfit due to phakic intraocular lenses. Degenerative conditions were observed in 23 subjects (17.3%), including 21 patients with severe keratoconus. Other causes of incapacity were linked to oculo-orbital trauma in 11 subjects (8.3%), moderate or severe amblyopia in 7 patients (5.3%), congenital causes in 7 subjects (5.3%), inflammatory or infectious diseases in 7 candidates (5.3%), hereditary causes in 6 subjects (4.5%) and undetermined visual dysfunctions in 4 subjects (3.0%). CONCLUSION: The three main causes of ophthalmological disqualification were high ametropia, refractive surgery performed before the required age and keratoconus.

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BACKGROUND: Good technical skills are crucial for surgeons. Yet although surgical training programs strive to assess technical aptitude when selecting surgical residents, valid assessments of such aptitude are still lacking. Surgical simulators have been proposed as a potentially effective tool for this purpose. The current study aims to develop a technical aptitude test using a virtual reality surgical simulator, and to validate its use for the selection of surgical residents. METHODS: The study had three phases. In Phase 1, we developed an initial version of the technical aptitude test using the Lap-X-VR laparoscopic simulator. In Phases 2 and 3 we refined the test and collected empirical data to evaluate four main sources of validity evidence (content, response process, internal structure, and relationships with other variables), and to evaluate the feasibility and acceptability of the test. Specifically, Phase 2 comprised a review of the test by 30 senior surgeons, and in Phase 3 a revised version of the test was administered to 152 interns to determine its psychometric properties. RESULTS: Both the surgeons and interns rated the test as highly relevant for selecting surgical residents. Analyses of the data obtained from the trial administration of the test supported the appropriateness of the score calculation process and showed good psychometric properties, including reliability (α = 0.83) and task discrimination (mean discrimination = 0.5, SD = 0.1). The correlations between test scores and background variables revealed significant correlations with gender, surgical simulator experience, and video game experience (ps < 0.001). These variables, however, explained together only 10% of the variance in test scores. CONCLUSIONS: We describe the systematic development of an innovative virtual reality test for assessing technical aptitude in candidates for surgical training, and present evidence for its validity, feasibility and acceptability. Further validation is required to support the application of the test for selection, as well as to discern the impact of gender, surgical simulator experience, and video game experience on the fairness of test results. However, the test appears to be a promising tool that may help training programs assess the suitability of candidates for surgical training.

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BACKGROUND: In the Netherlands, 2 to 10% of the residents terminate training prematurely. Infrequently, termination of training is by dismissal. Incidentally, residents may disagree, dispute and challenge these decisions from the programme directors. Resident dismissal is always a difficult decision, most commonly made after, repeated assessments, and triangulation of the resulting assessment data and one or more remediation attempts. Nevertheless, the underlying reasons for dismissal and the policies for remediation and dismissal may differ between training programmes. Such differences may however impact the chance of remediation success, the chance of dismissal and subsequent residents' appeals. METHOD: We included a total of 70 residents from two groups (community-based and hospital-based specialties) during 10 years of appeals. Subsequently, we compared these groups on factors potentially associated with the outcome of the conciliation board decision regarding the residents' dismissal. We focused herein on remediation strategies applied, and reasons reported to dismiss residents. RESULTS: In both groups, the most alleged reason to dismiss residents was lack of trainability, > 97%. This was related to deficiencies in professionalism in community-based practice and medical expertise in hospital-based specialties respectively. A reason less frequently mentioned was endangerment of patient care, < 26%. However, none of these residents accused of endangerment, actually jeopardized the patients' health, probably due to the vigilance of their supervisors. Remediation strategies varied between the two groups, whereas hospital-based specialties preferred formal remediation plans in contrast to community-based practice. A multitude of remediation strategies per competency (medical expertise, professionalism, communication, management) were applied and described in these law cases. DISCUSSION: Residents' appeals in community-based practice were significantly less likely to succeed compared to hospital-based specialties. Hypothesised explanatory factors underlying these differences include community-based practices' more prominent attention to the longitudinal assessment of professionalism, the presence of regular quarterly progress meetings, precise documentation of deficiencies, and discretion over the timing of dismissal in contrast to dismissal in the hospital-based specialties which is only formally possible during scheduled formal summative assessment meetings.

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Deep insights into the factors influencing second language learners can positively impact learners' self-intervention and guide language teachers in selecting appropriate teaching materials and strategies. Drawing from Lightbown and Spada's framework encompassing motivation, aptitude, personality, intelligence, and learner preferences, this paper examines the relationship between individual learners' characteristics and second language learning effects across five aspects by dialectically considering the research methods suitable for different learner variables. By incorporating recent research and offering practical implications, this paper has the potential to contribute valuable insights to both researchers and practitioners in the field of language education.

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BACKGROUND: Better methods to support talent identification and development processes may contribute to more effective and efficient athlete development programs in racket sports. Both researchers and practitioners recommend multidimensional and longitudinal approaches to better understand the nature of talent (development). However, the added value of these 'innovative' approaches has not yet been clarified for racket sports. This systematic review intends to gain further insight into the outcomes of multidimensional and longitudinal approaches for talent identification and development in racket sports and to provide directions for future talent research. METHODS: Electronic searches were conducted in PubMed, Scopus, SPORTDiscus, and Web of Science (January 2000-August 2022). Search terms covered the areas of racket sports and talent in sports. Studies using multidimensional and/or longitudinal talent approaches were included and analyzed regarding the methodology, included performance characteristics (i.e., anthropometrical, physiological, technical, tactical, psychological), and study findings. RESULTS: A total of thirty-two studies were included using multidimensional (n = 15), unidimensional longitudinal (n = 3) or multidimensional longitudinal designs (n = 14). Most research covered physiological characteristics (n = 28), while fewer articles investigated anthropometrics (n = 21) and technical characteristics (n = 16). Only limited research investigated psychological (n = 4) and tactical characteristics (n = 1). Almost all studies measured physiological characteristics in combination with other characteristics. There was moderate to strong evidence that physiological and technical characteristics have value for athlete development programs in racket sports. Positive but limited evidence was found for psychological and tactical characteristics. Anthropometrical assessments were generally used as controlling variables for maturation. Study designs varied, and many studies used unidimensional statistical models and analyses within multidimensional study designs and datasets. CONCLUSIONS: This review provides an overview of talent research using multidimensional and/or longitudinal approaches within racket sports and gives guidance on what characteristics to include in decision-making and monitoring processes. However, it remains difficult to draw conclusions about the added values of these approaches due to their variety in methodology. Future talent research should include more consistent study designs and conduct multidimensional and longitudinal studies using multivariate statistical approaches that benefit from the data's multidimensionality.

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Nativist theories of language development assume that all native speakers of a particular language ultimately converge on (more or less) the same grammar, and argue that this is only possible because they are born with a genetic blueprint for language. However, a number of recent studies have found that there are, in fact, considerable individual differences in adult native speakers' grammatical attainment. In this study, we examine some possible reasons for these differences. We examine both learner internal cognitive factors (implicit and explicit memory for sequences, non-verbal working memory, and language analytic ability) as well as an experiential factor (print exposure). In contrast to many earlier studies which focused on the temporal aspects of language processing, we are interested in the extent to which individuals are able to use grammatical cues to extract meaning from complex sentences. To minimize the effect of performance factors, sentences remained on screen while participants responded to comprehension questions (thus easing working memory load) and participants were given as much time as they needed to respond. Our findings revealed large effects of language analytic ability and print exposure, and a much smaller effect of implicit learning. While the effect of implicit learning fits in well with current theories of language acquisition and processing, the first two findings do not. The strong relationship between print exposure and comprehension suggests that the ability to process complex syntax may depend on a particular type of language experience which is not available to all speakers. Finally, the effect of language analytic ability challenges the wide-held conviction that the ability to identify and explicitly reason about linguistic patterns is only relevant in adult second language learning.

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Numerous traditional assessments have been developed to determine suitability of US military recruits for cyber careers. Cyber career field managers expressed a concern there may be well-qualified candidates that lack cyber knowledge, and therefore are not identified with knowledge-based tests. Technological advances such as serious gaming may provide opportunities to assess constructs traditional methods do not effectively measure. The purpose of this effort was to identify potential gains in validity that could be achieved beyond traditional methods through the use of serious games for several cyber jobs (both for enlisted and officer positions). Throughout this phase of research, an extensive literature review of military and civilian assessments targeted cyber occupations. Then, military subject matter experts in these career fields provided input and guidance (e.g., focus on aptitudes and traits as knowledge and skill are rapidly outdated). A gap analysis between all measures of such constructs identified a short list of candidates for measurement in a serious game. A survey of 800 airmen in the 1N4X1A, 3D1X2 and 17DEX/SX career fields was conducted; 290 respondents identified six constructs to be the focus for serious game assessment. The game was developed, and constructs validated on a sample chosen to model Air Force enlisted recruits. Additional psychometric data from enlistees and cyber trainees will be gathered once COVID-19 restrictions are lifted.

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OBJECTIVE: Most neuropsychological tests were developed without the benefit of modern psychometric theory. We used item response theory (IRT) methods to determine whether a widely used test - the 26-item Matrix Reasoning subtest of the WAIS-IV - might be used more efficiently if it were administered using computerized adaptive testing (CAT). METHOD: Data on the Matrix Reasoning subtest from 2197 participants enrolled in the National Neuropsychology Network (NNN) were analyzed using a two-parameter logistic (2PL) IRT model. Simulated CAT results were generated to examine optimal short forms using fixed-length CATs of 3, 6, and 12 items and scores were compared to the original full subtest score. CAT models further explored how many items were needed to achieve a selected precision of measurement (standard error ≤ .40). RESULTS: The fixed-length CATs of 3, 6, and 12 items correlated well with full-length test results (with r = .90, .97 and .99, respectively). To achieve a standard error of .40 (approximate reliability = .84) only 3-7 items had to be administered for a large percentage of individuals. CONCLUSIONS: This proof-of-concept investigation suggests that the widely used Matrix Reasoning subtest of the WAIS-IV might be shortened by more than 70% in most examinees while maintaining acceptable measurement precision. If similar savings could be realized in other tests, the accessibility of neuropsychological assessment might be markedly enhanced, and more efficient time use could lead to broader subdomain assessment.

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Background. Recent legislation has expanded the responsibilities of occupational therapists regarding fitness to drive in the Canadian province of Ontario. To date, little is known about the practice of acute care occupational therapy with addressing driving, or how such responsibilities have affected clinical practice. Purpose. The objective of this study was to understand the relevance of driving-related knowledge areas to acute care occupational therapists and examine their self-reported competency for these areas. Method. Anonymous online surveys were administered to 41 occupational therapists working in acute care hospitals in Ontario. Findings. Therapists reported many driving-related knowledge areas are relevant to acute care practice yet consistently reported lower levels of competence for addressing such areas. Implications. Findings support the need for further competency development regarding driving-related practice in acute care. Occupational therapy curriculum and continuing education initiatives are avenues for capacity-building. Future research to identify effective competency development strategies is warranted.

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We describe the development and validation of a test battery to assess musical ability that taps into a broad range of music perception skills and can be administered in 10 minutes or less. In Study 1, we derived four very brief versions from the Profile of Music Perception Skills (PROMS) and examined their properties in a sample of 280 participants. In Study 2 (N = 109), we administered the version retained from Study 1-termed Micro-PROMS-with the full-length PROMS, finding a short-to-long-form correlation of r = .72. In Study 3 (N = 198), we removed redundant trials and examined test-retest reliability as well as convergent, discriminant, and criterion validity. Results showed adequate internal consistency ( ω ¯ = .73) and test-retest reliability (ICC = .83). Findings supported convergent validity of the Micro-PROMS (r = .59 with the MET, p < .01) as well as discriminant validity with short-term and working memory (r ≲ .20). Criterion-related validity was evidenced by significant correlations of the Micro-PROMS with external indicators of musical proficiency ( r ¯ = .37, ps < .01), and with Gold-MSI General Musical Sophistication (r = .51, p<.01). In virtue of its brevity, psychometric qualities, and suitability for online administration, the battery fills a gap in the tools available to objectively assess musical ability.

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Objetivo: evaluar el efecto preliminar del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado. Método: cuasiexperimental pretest-postest, con alumnos de la carrera de Licenciatura en Enfermería de una institución educativa. Muestra de 29 alumnos (Grupo Experimental) y 74 (Grupo Control). El Grupo Experimental solucionó cuatro escenarios bajo el método de Aprendizaje Basado en Problemas con los 7 pasos propuestos por la Universidad de McMaster, en un programa de Gestión del Cuidado en modalidad a distancia. El instrumento autoinformado evaluó las habilidades de Gestión del Cuidado pretesty postesten ambos grupos. Se obtuvieron valores medios y se realizó estadística descriptiva e inferencial (t de Student, t pareada, regresión lineal). Resultados: el Grupo Experimental obtuvo puntuaciones más elevadas en habilidades analíticas, de acción y globales que el Grupo Control (p<0,05). No se registraron diferencias en las habilidades interpersonales ni en el uso de la información. El Grupo Control no presentó diferencias significativas antes y después de la enseñanza habitual, mientras que en el Grupo Experimental sí se reportaron diferencias (p<0,05). Conclusión: a pesar de que existe poca evidencia en el desarrollo de habilidades de Gestión del Cuidado en Enfermería, el presente estudio demuestra que el Aprendizaje Basado en Problemas es un método efectivo y significativo en educación a distancia.

Objective: to assess the preliminary effect of Problem-Based Learning on Care Management skills. Method: a quasi-experimental pre- and post-test conducted with students attending the Bachelor's Degree in Nursing offered by an educational institution. The sample was comprised by 29 (Experimental Group) and 74 (Control Group) students. The Experimental Group solved four scenarios under the Problem-Based Learning method with the 7 steps proposed by McMaster University, in a Care Management program in distance mode. The self-reporting instrument assessed the pre- and post-test Care Management skills in both groups. Mean values were obtained and descriptive and inferential statistics were performed (Student's t, paired t, linear regression). Results: the Experimental Group obtained higher scores in analytical, action-related and global skills than the Control Group (p<0.05). No differences were recorded in interpersonal skills or in use of the information. The Control presented no significant differences before and after usual teaching, whereas differences were in fact reported in the Experimental Group (p<0.05). Conclusion: despite the fact that there is little evidence on the development of Nursing Care Management skills, the current study shows that Problem-Based Learning is an effective and significant method in remote education.

Objetivo: avaliar o efeito preliminar da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado. Método: pré e pós-teste quase experimental, realizado com alunos do curso de Bacharelado em Enfermagem de uma instituição de ensino. A amostra foi composta por 29 (Grupo Experimental) e 74 (Grupo Controle). O Grupo Experimental resolveu quatro cenários sob o método de Aprendizagem Baseada em Problemas com os 7 passos propostos pela McMaster University, em um programa de Gestão do Cuidado na modalidade à distância. O instrumento de autorrelato avaliou as habilidades de Gestão do Cuidado pré e pós-teste em ambos os grupos. Valores médios foram obtidos e estatísticas descritivas e inferenciais foram realizadas (t de Student, t pareado, regressão linear). Resultados: o Grupo Experimental obteve escores mais elevados em habilidades analíticas, de ação e globais do que o Grupo Controle (p<0,05). Não foram registradas diferenças nas habilidades interpessoais ou no uso da informação. O Grupo Controle não apresentou diferenças significativas antes e depois do ensino usual, enquanto as diferenças foram de fato relatadas no Grupo Experimental (p<0,05). Conclusão: apesar de haver poucas evidências sobre o desenvolvimento de habilidades de Gestão do Cuidado de Enfermagem, o presente estudo mostra que a Aprendizagem Baseada em Problemas é um método eficaz e significativo na educação à distância.

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BACKGROUND: Direct access to physiotherapy has been introduced in several countries. In France, the healthcare system is evolving towards its introduction; however, no study has described the ability of physiotherapists in this context. OBJECTIVE: To describe the ability of physiotherapists practicing in France to formulate correct diagnostic hypotheses and make appropriate management decisions using clinical vignettes. METHODS: Pre-existing validated clinical vignettes were used and integrated into a numerical questionnaire. The percentages of correct answers were calculated from the results concerning the choice of diagnostic hypothesis and the management decision, both overall and for the three different patient categories: musculoskeletal, non-critical medical, and critical medical. RESULTS: Four hundred eighty-two participants (1.7%) responded to the study. For the formulation of a diagnostic hypothesis, there were 43.0% (415/964), 26.6% (128/482), and 17.8% (86/482) correct answers respectively for the musculoskeletal, non-critical medical, and critical medical categories. For management decisions, there were 60.8% (586/964), 61.6% (297/482), and 85.1% (410/482) correct answers respectively for the same categories. CONCLUSIONS: Our results related to the management decision were better than those for the diagnostic hypothesis, especially for the critical medical category. There is still room for improvement. It might be interesting to support this initial study by using more clinical vignettes validated in a French context.

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BACKGROUND: People who were previously hospitalised with stroke may have difficulty operating a motor vehicle, and their driving aptitude needs to be evaluated to prevent traffic accidents in today's car-based society. Although the association between motor-cognitive functions and driving aptitude has been extensively studied, motor-cognitive functions required for driving have not been elucidated. METHODS: In this paper, we propose a machine-learning algorithm that introduces sparse regularization to automatically select driving aptitude-related indices from 65 input indices obtained from 10 tests of motor-cognitive function conducted on 55 participants with stroke. Indices related to driving aptitude and their required tests can be identified based on the output probability of the presence or absence of driving aptitude to provide evidence for identifying subjects who must undergo the on-road driving test. We also analyzed the importance of the indices of motor-cognitive function tests in evaluating driving aptitude to further clarify the relationship between motor-cognitive function and driving aptitude. RESULTS: The experimental results showed that the proposed method achieved predictive evaluation of the presence or absence of driving aptitude with high accuracy (area under curve 0.946) and identified a group of indices of motor-cognitive function tests that are strongly related to driving aptitude. CONCLUSIONS: The proposed method is able to effectively and accurately unravel driving-related motor-cognitive functions from a panoply of test results, allowing for autonomous evaluation of driving aptitude in post-stroke individuals. This has the potential to reduce the number of screening tests required and the corresponding clinical workload, further improving personal and public safety and the quality of life of individuals with stroke.

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