Relevant bibliographies by topics / Diagnostic skill development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Diagnostic skill development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Diagnostic skill development"

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Muñoz, Karen. "Counseling Skill Development in Audiology: Clinical Instruction Considerations." Seminars in Hearing 39, no. 01 (February 2018): 009–12. http://dx.doi.org/10.1055/s-0037-1613701.

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AbstractAudiologists play a critical role in supporting patients as they provide diagnostic information about their hearing and in the delivery of treatment services. Graduate training related to counseling, however, varies among programs in the extent students are prepared to engage effectively and intentionally with patients. Instruction is needed to provide students with a framework that supports their ability to learn and implement evidence-based counseling services. This article addresses the impact patients can experience when counseling gaps exist, shares clinical instruction strategies that can support students' acquisition of counseling skills, and discusses considerations for integration of counseling education into graduate training programs.
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Methe, Scott A., John C. Begeny, and Lemontrel L. Leary. "Development of Conceptually Focused Early Numeracy Skill Indicators." Assessment for Effective Intervention 36, no. 4 (July 13, 2011): 230–42. http://dx.doi.org/10.1177/1534508411414150.

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This research was conducted to evaluate the technical properties of a set of early numeracy CBM tests that were designed to operationalize early numeric concepts. Data were collected over the course of a school year from 113 kindergarten and first-grade children using nine separate tests with three alternative forms. In addition, test–retest reliability was examined. Correlational design methods were used to examine the consistency of the tests as well as their relation to criterion measures. Receiver operating characteristic (ROC) curves were also generated and inspected to examine diagnostic accuracy. Results indicated that two tests demonstrated strong technical properties across all three analyses, and an additional two demonstrated promise. Methodological improvements to test procedures should be addressed in future research, and linking assessment to intervention can be facilitated using tests developed in the current study.
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Ovsyannikova, T. M., S. A. Lapshina, N. Yu Tyzhinova, and A. A. Berdnikova. "Examination of a Child with ASD in PsychologicalMedical-Pedagogical Commission with the Use of Assessment of Basic Language and Learning Skills, Revisited (ABBLS-R)." Autism and Developmental Disorders 16, no. 2 (2018): 29–37. http://dx.doi.org/10.17759/autdd.2018160204.

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Problems of assessment of children with autism spectrum disorders during the psychological-medical-pedagogical commission (PMPC) are discussed. Psychological and pedagogical diagnostics of such children has its own specific, first of all, because of difficulties of contact establishment. In the period from January to October 2016, the specialists of the Central PMPC conducted 42 diagnostic procedures for children with ASD with the use of standard assessment methods and some scales of Assessment of Basic Language and Learning Skills, Revisited (ABBLS-R). Based on the results of the performed study, it was concluded that diagnostic procedures with the use of the ABLLS-R allows to identify areas of skills which are most in need of intervention as well as frequent deficiencies in the development of speech. Also, the technique allows you to objectively assess the level of development of such an important social skill as imitation and sensitivity to the nuances of others actions.
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Berkeley, Sheri L., Lauriece L. Zittel, Lisa V. Pitney, and Stacia E. Nichols. "Locomotor and Object Control Skills of Children Diagnosed with Autism." Adapted Physical Activity Quarterly 18, no. 4 (October 2001): 405–16. http://dx.doi.org/10.1123/apaq.18.4.405.

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The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.
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Kicklighter, Taz H., Paul R. Geisler, Mary Barnum, Scott Heinerichs, and Malissa Martin. "Exploration of Factors Perceived to Influence Development of Diagnostic Reasoning in Athletic Trainers and Athletic Training Students." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 120–30. http://dx.doi.org/10.4085/1302120.

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Context:Diagnostic reasoning is acknowledged as a vital skill for medical practice, but research regarding this core aspect of medical cognition as it pertains to athletic training contexts is scarce. To compare athletic training–specific clinical reasoning skills with those of other health care practitioners, educators need to better understand how athletic trainers (ATs) think, what helps them think better, and what may hinder their thinking skills as related to diagnostic reasoning challenges in the clinical context.Objective:To conduct a preliminary investigation into ATs' and undergraduate athletic training students' perceptions about their diagnostic reasoning processes. Secondarily, to identify and compare activities or practices that may influence individual diagnostic reasoning abilities.Design:Qualitative research.Setting:Online interviews.Patients or Other Participants:Twenty-three participants (11 ATs, 12 senior-level athletic training students) were convenience sampled from a pool of participants used in a separate, multifaceted diagnostic reasoning study.Main Outcome Measure(s):Participants were interviewed in an online format to determine their diagnostic processing ability and perceived factors that enhance and hinder diagnostic reasoning. Data were analyzed using a general inductive approach.Results:Analysis determined ATs and athletic training students used similar reasoning processes to previously reported expert- and novice-level reasoning abilities, respectively. Professional socialization and metacognitive activities were found to enhance individual diagnostic reasoning abilities in both groups. Lack of professional socialization and time in ATs and limited experiences and educational settings in athletic training students were thought to detract from diagnostic reasoning development.Conclusions:Use of diagnostic reasoning and factors perceived to influence ATs' and athletic training students' ability found within our study correspond with previously reported theories and mimic the current understanding of expert and novice abilities respectively. Understanding factors that influence diagnostic reasoning ability is crucial for developing effective pedagogical and curricular strategies in athletic training education.
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Johnson, Steve, Sarah Veitch, and Silvia Dewiyanti. "A framework to embed communication skills across the curriculum: A design-based research approach." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 65–79. http://dx.doi.org/10.53761/1.12.4.6.

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This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both staff and students through an integrated set of services and resources. These include communication skills rubrics, professional development workshops and online resources for staff, and diagnostic assessment and online modules for students. Although the project has been driven by pragmatic, institutional needs, it has aimed to contribute to theoretical understandings concerning ways of embedding the teaching, learning and assessment of communication skills in higher education curricula. Alongside the development of a practical, university-wide Communication Skills Framework, the project has followed a design-based research approach to generate guiding principles for embedding communication skill across the curriculum in higher education.
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Luu, Cindy, Thomas B. Talbot, Cha Chi Fung, Eyal Ben-Isaac, Juan Espinoza, Susan Fischer, Christine S. Cho, Mariam Sargsyan, Sridevi Korand, and Todd P. Chang. "Development and Performance Assessment of a Digital Serious Game to Assess Multi-Patient Care Skills in a Simulated Pediatric Emergency Department." Simulation & Gaming 51, no. 4 (April 8, 2020): 550–70. http://dx.doi.org/10.1177/1046878120904984.

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Objective. Multi-patient care is important among medical trainees in an emergency department (ED). While resident efficiency is a typically measured metric, multi-patient care involves both efficiency and diagnostic / treatment accuracy. Multi-patient care ability is difficult to assess, though simulation is a potential alternative. Our objective was to generate validity evidence for a serious game in assessing multi-patient care skills among a variety of learners. Methods. This was a cross-sectional validation study using a digital serious game VitalSignsTM simulating multi-patient care within a pediatric ED. Subjects completed 5 virtual “shifts,” triaging, stabilizing, and discharging or admitting patients within a fixed time period; patients arrived at cascading intervals with pre-programmed deterioration if neglected. Predictor variables included generic multi-tasking ability, video game experience, medical knowledge, and clinical efficiency with real patients. Outcome metrics in 3 domains measured diagnostic accuracy (i.e. critical orders, diagnoses), efficiency (i.e. number of patients, time-to-order) and critical thinking (number of differential diagnoses); MANOVA determined differences between novice learners and expected expert physicians. Spearman Rank correlation determined associations between levels of expertise. Results. Ninety-five subjects’ gameplays were analyzed. Diagnostic accuracy and efficiency distinguished skill level between residency trained (residents, fellows and attendings) and pre-residency trained (medical students and undergraduate) subjects, particularly for critical orders, patients seen, and correct diagnoses (p < 0.003). There were moderate to strong correlations between the game’s diagnostic accuracy and efficiency metrics compared to level of training, including patients seen (rho = 0.47, p < 0.001); critical orders (rho = 0.80, p < 0.001); time-to-order (rho = −0.24, p = 0.025); and correct diagnoses (rho = 0.69, p < 0.001). Video game experience also correlated with patients seen (rho = 0.24, p = 0.003). Conclusion. A digital serious game depicting a busy virtual ED can distinguish between expected experts in multi-patient care at the pre- vs. post-residency level. Further study can focus on whether the game appropriately assesses skill acquisition during residency.
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Wu, Haiyan, Xinya Liang, Hülya Yürekli, Betsy Jane Becker, Insu Paek, and Salih Binici. "Exploring the Impact of Q-Matrix Specifications Through a DINA Model in a Large-Scale Mathematics Assessment." Journal of Psychoeducational Assessment 38, no. 5 (August 20, 2019): 581–98. http://dx.doi.org/10.1177/0734282919867535.

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The demand for diagnostic feedback has triggered extensive research on cognitive diagnostic models (CDMs), such as the deterministic input, noisy output “and” gate (DINA) model. This study explored two Q-matrix specifications with the DINA model in a statewide large-scale mathematics assessment. The first Q-matrix was developed based on five predefined content reporting categories, and the second was based on the post hoc coding of 15 attributes by test-development experts. Total raw scores correlated strongly with the number of skills mastered, using both Q-matrices. Correlations between the DINA-model item statistics and those from the item response theory analyses were moderate to strong, but were always lower for the 15-skill model. Results highlighted the trade-off between finer-grained modeling and less precise model estimation.
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Wataganara, Tuangsit. "Development of Fetoscopic and Minimally Invasive Ultrasound-guided Surgical Simulator: Part of Global Education." Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 352–55. http://dx.doi.org/10.5005/jp-journals-10009-1306.

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ABSTRACT Modern practice in perinatology involves a significant portion of invasive procedures. Training in fetal diagnostic procedures is generally accomplished using in vitro model. Fetal therapeutic procedures require a more sophisticated skill. Fetoscopic intervention is most commonly performed for laser dichorionization of the placental in twin-twin transfusion syndrome. A co-ordination between ultrasound guidance and endoscopic surgical skill is required. This article outlines the training schemes in fetal surgery, including surgical simulator (in vitro) model, animal model, and observer and hands-on training. We have described our Siriraj Fetoscopic Surgical SimulatorTM for the trainee to master his proficiency at his own time and pace. How to cite this article Wataganara T. Development of Fetoscopic and Minimally Invasive Ultrasound-guided Surgical Simulator: Part of Global Education. Donald School J Ultrasound Obstet Gynecol 2013;7(3):352-355.
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Kemeny, Martha E., Brent Hawkins, and Heather Porter. "ATRA COMPETENCY STUDY: PROMOTING DEVELOPMENT OF RECREATIONAL THERAPISTS SERVING OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S2—S3. http://dx.doi.org/10.1093/geroni/igz038.006.

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Abstract Competency concerns the knowledge, skills, and abilities needed to perform specific job tasks. In the field of recreational therapy (RT), four documents from the certification (NCTRC), accreditation (CARTE), and professional association (ATRA) broadly identify areas of competency for RTs. While broad competencies are defined, no specific competencies (i.e., diagnoses, assessments, interventions, theories) are identified. Sixty-seven RT experts, including 10 verified older adult experts with greater than five years experience and peer-reviewed publications, participated in three rounds of a Delphi study to gain content consensus. After experts in each setting identified key terms in the first round, experts reviewed the consolidated list twice to generate the final competency list. Next, all certified recreational therapists were invited to rate the extent that each competency item is being used in RT practice; the extent of their knowledge/skill for each item; and the degree of interest in gaining more knowledge/skill. A total of 1377 recreational therapists participated in the study (88% females, 11% male, 1% non-disclosed) with participants ranging in age from 20-60+ years of age. The study’s findings related to specific diagnostic populations served; interventions/modalities, techniques, standardized assessment tools, and theories utilized; education, training, and counseling topics in treatment; and on-the-horizon treatment and issues. This comprehensive two-part multi-year study is the first to explore current RT practice at a micro-competency level. In the effort to improve practice, these specific competencies necessary for RT practice with older adults are significant to both educators and practitioners in future curriculum and professional development efforts.
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Dissertations / Theses on the topic "Diagnostic skill development"

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Zhang, Zhidong 1957. "Cognitive assessment in a computer-based coaching environment in higher education : diagnostic assessment of development of knowledge and problem-solving skill in statistics." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102853.

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Diagnostic cognitive assessment (DCA) was explored using Bayesian networks and evidence-centred design (ECD) in a statistics learning domain (ANOVA). The assessment environment simulates problem solving activities that occurred in a web-based statistics learning environment. The assessment model is composed of assessment constructs, and evidence models. Assessment constructs correspond to components of knowledge and procedural skill in a cognitive domain model and are represented as explanatory variables in the assessment model. Explanatory variables represent specific aspects of student's performance of assessment problems. Bayesian networks are used to connect the explanatory variables to the evidence variables. These links enable the network to propagate evidential information to explanatory model variables in the assessment model. The purpose of DCA is to infer cognitive components of knowledge and skill that have been mastered by a student. These inferences are realized probabilistically using the Bayesian network to estimate the likelihood that a student has mastered specific components of knowledge or skill based on observations of features of the student's performance of an assessment task.
The objective of this study was to develop a Bayesian assessment model that implements DCA in a specific domain of statistics, and evaluate it in relation to its potential to achieve the objectives of DCA. This study applied a method for model development to the ANOVA score model domain to attain the objectives of the study. The results documented: (a) the process of model development in a specific domain; (b) the properties of the Bayesian assessment model; (c) the performance of the network in tracing students' progress towards mastery by using the model to successfully update the posterior probabilities; (d) the use of estimates of log odds ratios of likelihood of mastery as a measure of "progress toward mastery;" (e) the robustness of diagnostic inferences based on the network; and (f) the use of the Bayesian assessment model for diagnostic assessment with a sample of 20 students who completed the assessment tasks. The results indicated that the Bayesian assessment network provided valid diagnostic information about specific cognitive components, and was able to track development towards achieving mastery of learning goals.
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Elieson, S. Willard (Sanfred Willard). "Development of an Expert System to Teach Diagnostic Skills." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331448/.

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The primary purpose of the study was to develop an expert system that could C D perform medical diagnoses In selected problem areas, and C2) provide diagnostic Insights to assist medical students In their training. An expert system Is a computer-based set of procedures and algorithms that can solve problems In a given domain. Two research questions were proposed. The first was "Given a problem space defined by a matrix of diseases and symptoms, can a computer-based model be derived that will consistently perform accurate and efficient diagnoses of cases within that problem area?" The second question was "If the techniques derived from the model are taught to a medical student, is there a subsequent improvement of diagnostic skill?" An expert system was developed which met the objectives of the study. It was able to diagnose cases in the two problem areas studied with an accuracy of 94-95%. Furthermore, it was able to perform those diagnoses in a very efficient manner, often using no more than the theoretical minimum number of steps. The expert system employed three phases: rapid search by discrimination, confirmation by pattern matching against prototypes, and elimination of some candidates (impossible states) by making use of negative information. The discrimination phase alone achieved accuracies of 73-78%. By comparison, medical students achieved mean accuracies of 54-55% in the same problem areas. This suggests that novices could improve their diagnostic accuracy by approximately 20% by following the simple rules used in the first phase of the expert system. Curricular implications are discussed. When 49 first-year medical students at the Texas College of Osteopathic Medicine were exposed to some of the insights of the expert system by means of a videotaped 10- minute lecture, their diagnostic approach was modified and the accuracy of their diagnoses did improve. However, the degree of Improvement was not statistically significant. Recommendations for further research are made.
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Lee, Shannon. "An investigation of the effects of visual diagnostic skills development on the instruction and acquisition of basic conducting skills for beginning conductors." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392715405.

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Scott, David Edmund. "An investigation of the effects of visual diagnostic skills development on the instruction and acquisition of basic conducting skills for beginning conductors /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170404737.

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Wilson, Odell D. "An Automated Diagnostic Test and Tutorial Package for Basic Skills of Mathematics in Post Secondary Vocational Education of Kentucky: Construction and Validation." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2996.

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The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.
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Rupprecht, Beatrice. "Kompetenzorientierte Leistungsmessungen in der Erzieherausbildung des Freistaates Sachsen." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175273.

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Der Beruf der Staatlich anerkannten Erzieherin/des Staatlich anerkannten Erziehers hat in den vergangenen Jahrzehnten stark an gesellschaftlicher und bildungspolitischer Bedeutung gewonnen. Die angehenden ErzieherInnen sollen dementsprechend innerhalb der dreijährigen fachschulischen Ausbildung das Maximum an Kompetenzen aus verschiedenen Fachdisziplinen erwerben und im Berufsleben an wissenschaftlichen Erkenntnissen und Methoden ausgerichtet selbstständig handeln. Aktuelle Studien zeigen jedoch, dass die ErzieherInnen im Anschluss an die Ausbildung trotz umfangreicher ausbildungscurricularer Reformierungen und vielzähligen Qualitätsinitiativen seit Mitte der 1990er Jahre diesen Anforderungen zumeist nicht gerecht werden. Die Dissertation fokussiert die fachschulische Ausbildung und beleuchtet anhand von zwei Untersuchungen die Ausbildungssituation im Freistaat Sachsen. Dabei wird die mangelnde Kompetenzausrichtung von Lehre, Diagnostik und ministeriellen Vorgaben als Hauptursache identifiziert. Unter der Zielstellung ein Hilfsmittel für Dozenten als Lösungsansatz zu entwickeln, um die Lehre und Diagnostik kompetenzorientierter gestaltbar zu machen, wird ein innovatives umfassendes Kompetenzmodell entwickelt. Dieses Modell beschreibt berufsaufgabenbezogen präzise die erforderlichen Kompetenzen von ErzieherInnen in ihren Inhalts- und Verhaltensaspekten. Im Rahmen zweier empirischer Untersuchungen zeigt sich die Validität und Nützlichkeit des Kompetenzmodells der Erzieherausbildung.
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Hlavaty, Laura Elizabeth. "Understanding Developmental Differences in ADHD: Exploring Patterns of Symptoms, Impairment, Risk, and Compensatory Skills Based on Age of Initial Diagnosis." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1568222347708541.

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Santos, Viviane Martins. "Avaliação do desenvolvimento motor de recém-nascidos pré-termo tardios até a idade gestacional corrigida de 40 semanas." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5141/tde-24102014-123617/.

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INTRODUÇÃO: Os relatos do desenvolvimento motor de recém-nascidos prétermo (RNPT) extremo são razoavelmente bem documentados, mas pouco se sabe sobre o desenvolvimento de RNPT Tardios (RNPT T). OBJETIVOS: Analisar o desenvolvimento motor de RNPT T desde o nascimento até a idade corrigida de termo e comparar ao de recém-nascidos de termo (RNT) ao nascer. MÉTODOS: Foi realizado um estudo de coorte, prospectivo, com 29 RNPT Te 88 RNT de 4 hospitais credenciados à rede pública de saúde no município de Cuiabá/MT. OS RNPT T foram submetidos à avaliação motora através do Test of Infant Motor Performance (TIMP) ao nascer, realizaram US de crânio nas duas primeiras semanas de vida e repetiram o TIMP a cada duas semanas até a idade equivalente ao termo, bem como as medidas de peso, comprimento e perímetro cefálico. Ao termo, foi realizada uma avaliação neurológica pelo método de Dubowitz. Os RNT foram submetidos à avaliação motora pelo TIMP e neurológica de Dubowitz ao nascer. ANÁLISE ESTATÍSTICA: O tamanho da amostra definiu 29 crianças no grupo RNPT T, considerando um poder de teste de 80% e nível de significância de 5%. As análises basearam-se nos testes Exato de Fisher e Qui Quadrado e para comparação das variáveis quantitativas, os testes t de Student para duas amostras pareadas e teste t de Student para duas amostras independentes. Para análise dos fatores preditores do TIMP ao T foi realizada Regressão Múltipla Linear. RESULTADOS: Dos 29 RNPT T avaliados, 23 (79,3%) apresentaram US de crânio dentro da normalidade, 2 (6,9%) hemorragia intracraniana (HIC) grau I e 4 (13,8%) HIC grau I bilateral. O escore total do TIMP aumentou significativamente a partir de 38 - 39 semanas no grupo RNPT T (51,9 ± 5,8 às 34-35 sem, 53,6 ± 6,4 às 36-37 sem, 57,7 ± 7,3 às 38-39 sem e 62,6 ± 5,2 às 40 sem) (p < 0,05). As médias dos escores do TIMP de RNPT T em idades equivalentes às dos RNT ao nascer foram, às 38- 39 sem, de 57,7 ± 7,3 e 59,8 ± 6,4 e, às 40 sem, de 62,6 ± 5,2 e 61,7 ± 5,0,respectivamente, sem diferenças estatísticas entre estes. Por análise de regressão múltipla linear foram identificados a idade materna e o perímetro cefálico como preditores do TIMP em RNPT T em idade equivalente ao termo. Não foram encontradas diferenças ao comparar os escores das avaliações neurológicas pelo método Dubowitz de RNPT T aos de termo ao nascer. CONCLUSÃO: RNPT T de baixo risco podem apresentar evolução motora com aumento significante a partir de 38-39 semanas pós-termo, alcançando desempenho motor em idade equivalente ao termo, semelhante ao de RNT ao nascer. A idade materna e o PC foram identificados como preditores do escore do TIMP em RNPT T à idade corrigida de termo
INTRODUCTION: Reports on the motor development of extremely preterm infants are frequent in the literature, but little is known about the development of late preterm infants (LPI). OBJECTIVES: To analyze the motor development of LPI from birth until term-corrected age, and compare with that of term infants (TI) at birth. METHODS: A cohort study was performed, in which the Test of Infant Motor Performance (TIMP) was administered to 29 LPI at birth and repeated every two weeks until term-corrected age, as well as the anthropometric measures of weight, length and head circumference. A cranial ultrasound (US) in the first two weeks of age and a Dubowitz neurological assessment were administered to LPI at term corrected age. The TIMP and the Dubowitz neurological examination were administered to TI at birth. STATISTICAL ANALYSIS: The sample size was defined as 29 LPI, considering a test power of 80 % and a significance level of 5. Qualitative variables were compared using the Fisher exact test and Chi Square and Student\'s t test for two samples and paired Student\'s t test for two independent samples for quantitative variables. The multiple linear regression was performed for analysis of predictors of TIMP at term time. RESULTS: Among the 29 LPI evaluated, 23 (79.3%) had a cranial US within normal limits, 2 (6.9%) intracranial hemorrhage (ICH) grade I, and 4 (13.8%) bilateral ICH grade I. The mean TIMP score and standard deviation of LPI was 51.9 ± 5.8 at 34-35 weeks and 62.6 ± 5.2 at 40 weeks. There was a significant increase at 38-39 weeks in the LPI group (p < 0.05). There were no significant differences in the motor evaluations between LPI at the age equivalent to TI at birth (38-39 weeks and 40 weeks). The growth of LPI until term was adequate in relation to Alexander curve. After multiple linear regression we found that maternal age and head circumference were predictors of TIMP in LP at term age. No differences were found when comparing the scores of neurological assessments by Dubowitz between LPI and T infants. CONCLUSION: Low risk LPI presented a gradual progression of motor development until the term-corrected age, but differences with TI at birth were not detected. Maternal age and head circumference were identified as predictors of TIMP score at term in LPI
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Harwell, Marsha Armstrong. "Scholarly Writing Among Graduate Students: A Qualitative Project Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1894.

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This project study focused on scholarly writing skills of adult students enrolled in a private graduate institution in the West Indies. The institution provided writing instruction, but scholarly writing skills remained inadequate for some students when they began their final projects. The project study provided insight into the most pervasive writing skill deficits and the positive and negative influences on writing skill development among graduate students. The research design was an applied qualitative case study using data collected from a purposeful sample of convenience within a bounded system of current students, faculty members, and administrators in one institution. Open-ended questionnaires (n = 5), interviews (n = 14), and qualitative assessments of student writing samples (n = 10) provided data for thematic qualitative analysis. Findings indicated a wide range of individual needs for writing development and guided the formation of a writing improvement project. The theory of andragogy provided the theoretical foundation for both the study and the project. Enrollment in the institution was limited to adults over 25 years of age; therefore, consideration of andragogical assumptions about how adults learn helped in understanding students' writing deficits and influences on their writing skill development. The project, called the Writing Suite, is an integrated curriculum aimed at developing students' scholarly writing skills throughout their graduate programs. When paired with the institution's emphasis on social change, the development of proficient writing skills will increase each student's potential for effecting positive change in his or her community and workplace.
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Bačíková, Miroslava. "Možnosti diagnostiky motorických dovedností u dětí předškolního věku využitelné v pedagogické a zdravotnické praxi." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397271.

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This diploma thesis introduces the options for motor skills assessment of preschool children in the pedagogical and health care setting. This thesis is divided into two parts - theoretical and practical part. In the theoretical part, the author describes the psychomotor development of a child with a focus on the preschool period. The following chapter provides an overview of pedagogical and healthcare professions that mostly focus on the psychomotor development matters. The following chapters analyse the options for motor skills diagnostics in preschool children, including an overview of the most commonly used tests. In the practical part, a set of diagnostic tasks was created for the purpose of rough estimation of motor skills levels of preschool children. The suggested task set was then put to a clinical trial in five kindergartens in two cities in the Czech Republic. The practical part consists of a description of individual tasks in the task set, their evaluation, description of the used sample of children, administration of the task set and collection of data in accordance with stated ethical principles of research. There data is then presented, analysed and the resolving power of the task set is evaluated. The addendum of the practical part contains suggested modifications of the diagnostic...
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Books on the topic "Diagnostic skill development"

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Obwegeser, Hugo L. Mandibular growth anomalies: Terminology, aetiology, diagnosis, treatment. Berlin: Springer, 2001.

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Infant motor development. Champaign, IL: Human Kinetics, 2006.

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Crary, Michael A. Developmental motor speech disorders. San Diego, Calif: Singular Pub. Group, 1993.

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Developmental motor speech disorders. San Diego: Whurr, 1993.

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Meade, Vickie. Partners in movement: A family-centered approach to pediatric kinesiology. San Antonio, Tx: Therapy Skill Builders, 1998.

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Becoming a reflective practitioner: A reflective and holsitic approach to clinical nursing, practice development, and clinical supervision. Oxford: Blackwell Science, 2000.

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VANHUSS, FORDE, and WOO. Micropace Pro 2.0 Individual License: For Use With Keyboarding Essentials: Skill Development, Timed Writing, Error Diagnostic. Southwestern Pub Co, 2004.

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Browning, Simon. Hands On - developing your differential diagnostic skills: A workbook for demonstrating continuing professional development. tfm Publishing Ltd, 2006.

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Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. The Guilford Press, 2006.

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Tony, Charman, and Stone Wendy, eds. Social and communication development in autism spectrum disorders: Early identification, diagnosis, and intervention. New York: Guilford Press, 2006.

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Book chapters on the topic "Diagnostic skill development"

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Ennis-Cole, Demetria Loryn. "Technologies to Facilitate Communication, Social Skill Development, Diagnostic Reporting, and Learning." In Technology for Learners with Autism Spectrum Disorders, 59–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05981-5_5.

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Hulme, Charles, and Margaret Snowling. "Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia." In Reading Disabilities: Diagnosis and Component Processes, 225–36. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_11.

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Banerjee, Smita, and Rajeev Chatterjee. "Skill Set Development Model and Deficiency Diagnosis Measurement Using Fuzzy Logic." In Advances in Intelligent Systems and Computing, 445–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3153-3_44.

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Broadbent, Marc, Mike Horsley, Melanie Birks, and Nayadin Persaud. "Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills." In Current Trends in Eye Tracking Research, 297–315. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02868-2_24.

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Plebani, Mario, Ada Aita, and Laura Sciacovelli. "Patient Safety in Laboratory Medicine." In Textbook of Patient Safety and Clinical Risk Management, 325–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_24.

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AbstractLaboratory medicine in the healthcare system has recently been recognized as a fundamental service in the clinical decision-making process. Therefore, the notion of patient safety in laboratory medicine must be recognized as the assurance that harm to patients will be avoided, safe care outcomes will be enhanced through error prevention, and the total testing process (TTP) will be continuously improved.Although the goal for patient safety is zero errors, and although laboratory professionals have made numerous efforts to reduce errors in the last few decades, current research into laboratory-related diagnostic errors highlights that: (a) errors occur at every step of the TTP, mainly affecting phases at clinical interfaces; (b) despite the improvement strategies adopted, analytical quality remains a challenge; (c) errors are linked not only to clinical chemistry tests, but also to new, increasingly complex diagnostic testing.Medical laboratories must therefore implement effective quality assurance tools to identify and prevent errors in order to guarantee the reliability of laboratory information. Accreditation in compliance with the International Standard ISO 15189 represents the first step, establishing processes with excellence requirements and greater expectations of staff competency. Another important step in preventing errors and ensuring patient safety is the development of specific educational and training programs addressed to all professionals involved in the process, in which both technical and administrative skills are integrated. A wide variety of information is provided by a robust quality management system and consensus-approved Quality Indicators (QI) that identify undesirable events, evaluate the risk to the patient, and call for corrective and preventive actions. However, the effectiveness of the system depends on the careful analysis of data collected and on staff awareness of the importance of laboratory medicine to the healthcare process. The main task of the new generation of laboratory professionals should be to gain experience in “clinical laboratory stewardship.” In order to safeguard patients, laboratory professionals must assist clinicians in selecting the right test for the right patient at the right time and facilitate the interpretation of laboratory information.
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"The Role of Cognitive Simulation Models in the Development of Advanced Training and Testing Systems." In Diagnostic Monitoring of Skill and Knowledge Acquisition, 69–92. Routledge, 2013. http://dx.doi.org/10.4324/9780203056899-7.

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Kurovskaja, Julia. "Developing Engineering Students' Language Skills." In Advances in Higher Education and Professional Development, 296–309. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch026.

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At present, language training is part and parcel of engineering education in Russia. A modern engineer must have both a communicative competence in the professional sphere and an intercultural view of the world. Accordingly, the topic of the assessment of foreign language textbooks for technical universities is highly relevant. This chapter is dedicated to this issue. The analysis of foreign language textbooks for technical universities is conducted through a cognitive-linguistic approach, using its toolkit, namely the diagnostic matrix. The diagnostic matrix is based on criteria that allow analyzing training materials, carrying out their diagnostics from the point of view of the specifics and regularities of the formation of students' language picture of the world. This pedagogical research innovation will allow pedagogical science to effectively solve issues related to the elaboration of pedagogical semiology as a new area of pedagogical knowledge.
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Feng, Mingyu, Neil Heffernan, and Kenneth Koedinger. "Student Modeling in an Intelligent Tutoring System." In Intelligent Tutoring Systems in E-Learning Environments, 208–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-008-1.ch011.

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Student modeling and cognitively diagnostic assessment are important issues that need to be addressed for the development and successful application of intelligent tutoring systems (its). Its needs the construction of complex models to represent the skills that students are using and their knowledge states, and practitioners want cognitively diagnostic information at a finer grained level. This chapter reviews our effort on modeling student’s knowledge in the ASSISTment project. Intelligent tutors have been mainly used to teach students. In the ASSISTment project, we have emphasized using the intelligent tutoring system as an assessment system that provides instructional assistance during the test. Usually it is believed that assessment get harder if students are allowed to learn during the test, as its then like try to hit a moving target. So our results are surprising that by providing tutoring to students while they are assessed we actually prove the assessment of students’ knowledge. Additionally, in this article, we present encouraging results about a fine-grained skill model with that system that is able to predict state test scores. We conclude that using intelligent tutoring systems to do assessment seems like a reasonable way of dealing with the dilemma that every minute spent testing students takes time away from instruction.
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Biltekin, Adalet, and Müdriye Yildiz Biçakçi. "Early Literacy Skills." In Advances in Medical Diagnosis, Treatment, and Care, 256–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2952-2.ch014.

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Early literacy skills are related to many developmental areas of children such as language development and motor development. The development of children's early literacy skills affects their future development of literacy. Therefore, teachers should promote children's early literacy skills. In addition, the activities of conscious parents with their children positively affect their early literacy development. Based on these, it is important to address the issue of early literacy. For this reason, the definition of early literacy and concepts related to early literacy, the importance of early literacy, the factors which affect early literacy skills, the development process of early literacy, educational approaches related to early literacy, promotion of early literacy skills are included in this book chapter.
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Conference papers on the topic "Diagnostic skill development"

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Faizi, Rdouan, Sanaa El Fkihi, and Abdellatif El Afia. "AN ONLINE DIAGNOSTIC SYSTEM TO ASSESS ENGLISH GRAMMAR SKILLS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1878.

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M., Sneyder, Juan Gómez-Morantes, Carlos Parra, Angela Carrillo-Ramos, Adriana Camacho, and Gloria Moreno. "Development of Diagnostic Skills in Dentistry Students using Gamified Virtual Patients." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007708001240133.

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Акашаева, Эльмира Маликовна, and Марина Юрьевна Романюк. "EXPERIMENTAL STUDY OF THE FEATURES OF THE DEVELOPMENT OF MONOLOGICAL SPEECH SKILLS BY MEANS OF ENGLISH LITERATURE AMONG STUDENTS OF THE "TOO ENGLISH PRIDE" CENTER." In Научные исследования в современном мире. Теория и практика: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/nitp312.2020.30.75.003.

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Цель исследования - изучить особенности методики развития умений монологической речи средствами англоязычной литературы у учащихся «TOO English Pride» центра. В статье проясняется роль диагностического исследования развития умений монологической речи средствами англоязычной литературы у учащихся «TOO English Pride» центра. The purpose of the study is to study the features of the methodology for the development of monological speech skills by means of English-language literature among students of the "TOO English Pride" center. The article clarifies the role of the diagnostic study of the development of monological speech skills by means of English literature in students of the TOO English Pride Center.
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Saveikiene, Diana, and Ingrida Baranauskienė. "THE INFLUENCE OF HEALTHCARE SKILLS FOR THE CAREER OF DISABLED (AUTISM DIAGNOSIS) YOUNG PEOPLE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1377.

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Wilder, Bryan, Eric Horvitz, and Ece Kamar. "Learning to Complement Humans." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/212.

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A rising vision for AI in the open world centers on the development of systems that can complement humans for perceptual, diagnostic, and reasoning tasks. To date, systems aimed at complementing the skills of people have employed models trained to be as accurate as possible in isolation. We demonstrate how an end-to-end learning strategy can be harnessed to optimize the combined performance of human-machine teams by considering the distinct abilities of people and machines. The goal is to focus machine learning on problem instances that are difficult for humans, while recognizing instances that are difficult for the machine and seeking human input on them. We demonstrate in two real-world domains (scientific discovery and medical diagnosis) that human-machine teams built via these methods outperform the individual performance of machines and people. We then analyze conditions under which this complementarity is strongest, and which training methods amplify it. Taken together, our work provides the first systematic investigation of how machine learning systems can be trained to complement human reasoning.
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Koizumi, Norihiro, Deukhee Lee, Joonho Seo, Takakazu Funamoto, Naohiko Sugita, Kiyoshi Yoshinaka, Akira Nomiya, et al. "Technologizing and Digitalizing of Medical Professional Skills for a Non-Invasive Ultrasound Theragnostic System." In ASME/ISCIE 2012 International Symposium on Flexible Automation. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/isfa2012-7118.

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Information and robot technology (IRT) is drawing increasing attention in the technologizing and digitalizing of medical professional skills. In fields such as manufacturing, high-precision tasks, not possible with human, skills have been already realized by industrial robots. The medical field thus expected to advance with progress in the development of medical robots able to provide diagnosis and therapy that are much more precise than those of conventional medical professionals.
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Liu, Qi. "Towards a New Generation of Cognitive Diagnosis." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/703.

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Cognitive diagnosis is a type of assessment for automatically measuring individuals' proficiency profiles from their observed behaviors, e.g. quantifying the mastery level of examinees on specific knowledge concepts/skills. As one of the fundamental research tasks in domains like intelligent education, a number of Cognitive Diagnosis Models (CDMs) have been developed in the past decades. Though these solutions are usually well designed based on psychometric theories, they still suffer from the limited ability of the handcrafted diagnosis functions, especially when dealing with heterogeneous data. In this paper, I will share my personal understanding of cognitive diagnosis and review our recent developments of CDMs mostly from a machine learning perspective. Meanwhile, I will show the wide applications of cognitive diagnosis.
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Shahhosseini, A. Mehran, Haisong Ye, George Maughan, and Tad Foster. "Implementation of Similarity Flooding Algorithm to Solve Engineering Problems Using Diagnostic Skills Training Technique." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39698.

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This article focuses on the development and field testing of instructional design concepts and educational software to teach diagnostic skills necessary to identify and solve problems in complex technical systems. Using concept mapping software along with expert-system programs, the overall software package enables technical workers and students in technology and engineering fields to benefit from personalized, iterative interactions that permit them to design visual maps of a diagnostic strategy and to allow direct and automatic comparison of their visual map to an expert’s map. The computer-based modules are developed in the Lectora authoring system and incorporate the VUE concept mapping software. The self-paced, interactive modules include an introduction stage, a visual mapping tutorial stage and a technical system and problem stage. Two technical systems will provide the context for a technical problem, the systems are: 1.) electrical power grid, and 2.) heat exchanger used in a waste plastic pelletizer machine. The educational software can be tailored to include other technical systems and technical problems. This article demonstrates implementation of Similarity Flooding Algorithm (SFA) to solve engineering problems. SFA is used to match nodes and links between learner’s and expert’s concept maps. To compare two process maps, SFA needs to consider both the relations (links) between nodes and the content of the nodes. In this article, we describe four improvements to the original SFA code to improve the comparison between two different concept (or process) maps: 1) Similarity of two strings is calculated by comparing the two strings character by character, which means that two strings get lower similarity if they are not the same exactly. During the comparison, WordNet® thesaurus is used to accurately evaluate the content of nodes; 2) Base similarity includes absolute similarity for each paired nodes, according to their links and content, but the overall similarity of the maps is calculated based on the relative similarity of each pair; 3) In a process map, the importance of each node could be different and important nodes have more weighting in overall similarity; 4) We consider two threshold values in the comparison algorithm. One is similarity threshold for the similarity based on the connections (links) of the nodes; the other is synonym threshold for the semantic similarity of content. If the similarity is lower than the thresholds, it could be considered as discarded. At the end, we analyze the collected data and show the effectiveness of the proposed technique to solve educational and training problems.
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Leal Fonseca, Diego Ernesto, Ana María Vargas Betancur, and Leydy Johana García Pineda. "DIADEMMA: A tool to promote peer-mentoring in Colombian higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13076.

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Mentoring programs in higher education have gained importance in recent years for their contribution to the development of professional and personal skills, as well as improving student retention and completion. Considering this, the program Generation E, –created by the Colombian Ministry of Education to provide socioeconomic support to underprivileged youth for their access to higher education–, started to include mentoring strategies in 2019 as a key element to foster completion. In 2020, a development model was designed to assess the situation of these programs in higher education institutions across the country. This article describes an analytic tool –called DIADEMMA (Diagnosis of Mentoring Moments Development)– which articulates five development moments with six factors key to any mentoring program, drawing on a structure proposed by an existing model for the assessment of higher education programs for student retention in Colombia. The first implementation of DIADEMMA allowed to identify the status of peer-mentoring initiatives in an initial group of institutions, providing input to define actions to support their consolidation, considering the nature and possibilities of each one of them.
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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.

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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
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Reports on the topic "Diagnostic skill development"

1

Guide to good practices for teamwork training and diagnostic skills development. Office of Scientific and Technical Information (OSTI), June 1997. http://dx.doi.org/10.2172/532687.

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