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Journal articles on the topic 'Examination'

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Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

A-Latif, Abdulbasit. "An examination of the examinations: the reliability of the objective structured clinical examination and clinical examination." Medical Teacher 14, no. 2-3 (January 1992): 179–83. http://dx.doi.org/10.3109/01421599209079484.

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2

Cresswell, M. J. "Describing Examination Performance: grade criteria in public examinations." Educational Studies 13, no. 3 (January 1987): 247–65. http://dx.doi.org/10.1080/0305569870130305.

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3

Yang, June C., Paul E. Wallner, Gary J. Becker, Jennifer L. Bosma, and Anthony M. Gerdeman. "Reliability of oral examinations: Radiation oncology certifying examination." Practical Radiation Oncology 3, no. 1 (January 2013): 74–78. http://dx.doi.org/10.1016/j.prro.2011.10.006.

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4

Chyc, A. D. "Routine postnatal examination: Other examinations should be abandoned." BMJ 307, no. 6911 (October 23, 1993): 1065. http://dx.doi.org/10.1136/bmj.307.6911.1065-c.

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5

Ogunji, James A. "Examination Management And Examination Malpractice: The Nexus." Journal of International Education Research (JIER) 7, no. 4 (September 29, 2011): 53–64. http://dx.doi.org/10.19030/jier.v7i4.6048.

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Examination malpractice or cheating has become a global phenomenon. In different countries of the world today, developed and developing, academic dishonesty especially cheating in examinations has heightened and taken frightening dimension. In many countries of the world this phenomenon has become a serious matter of concern that has left many appalled and conjecturing the cause of this problem. This paper implicates unethical examination management practices which begin from teaching in the classroom, thereby shifting the usual focus of examination malpractice on students to the entire chain of examination management process. This implies that teachers, school heads, administrators, invigilators, supervisors, examiners, secretaries or clerks, examination bodies, parents, and law enforcement agents are part of this problem. The paper thus theorized about global examination malpractice that; the magnitude of examination malpractice in any country at any time is directly proportional to the extent to which examination management roles violate or uphold examination ethics. Using Nigeria as a point of reference, this paper discusses the unethical examination management practices that tend to sustain examination malpractice. It further articulates examination management ethics, which when followed can check the tide of cheating in examinations.

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6

Sadchenko, Oleksandr, and Oleksandr Shevchenko. "CLASSIFICATIONS OF JUDICIAL COMPANY EXPERTISE." Criminalistics and Forensics, no. 67 (August 9, 2022): 596–606. http://dx.doi.org/10.33994/kndise.2022.67.61.

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The analysis of the practice of using special commodity knowledge shows that for research at the present level it is necessary to develop theoretical problems, among which the classification of forensic examinations is relevant. The authors offer their own classification of forensic examinations on various grounds. 1. According to the degree of generalization, subordination, forensic examinations should be divided into: class, genera, species and subspecies. Class: commodity examinations. Types: a) commodity examination of food products; b) commodity examination of non-food products; c) commodity examination of works and services. Types (subspecies): a) commodity examination of food products is divided into: – examination of goods of plant origin; – examination of goods of animal origin; – examination of goods of mixed origin. b) commodity examination of non-food (industrial) goods is divided into: – examination of consumer goods (consumer goods); – transport and commodity examination (auto commodity; examination of military vehicles; examination of vessels; examination of aircraft); – examination of machines, equipment, raw materials (examination of military property, machinery and weapons); – examination of real estate, real estate (examination of integral property complexes; examination of buildings; expert monetary valuation of land plots (shares)); – examination of cultural values; – examination of objects of painting and applied arts (examination of objects of painting and graphics; examination of sculpture; examination of objects of folk crafts; examination of objects of table setting, etc.); – examination of watches; – examination of securities goods; – examination of goods of property rights to intellectual property (examination of audiovisual products and software); – examination of clothing (examination of knitwear; examination of garments; examination of textiles; examination of fur products; examination of leather products; examination of outerwear, etc.); – examination of fur products; – examination of perfumery and cosmetics; – examination of shoes; – examination of haberdashery (examination of leather haberdashery); – examination of household appliances (examination of photo, radio and video equipment; examination of computers; examination of household electric lighting, etc.); – examination of furniture products; – examination of facilities (livestock, poultry and other live animals); – examination of goods of the construction group; – examination of printed products (examination of books and printing products, etc.); – examination of jewelry (examination of articles of precious metals; examination of articles of precious stones); – examination of stationery; – examination of medical equipment; c) commodity examination of services. 2. Classification of forensic commodity examinations by type of problem to be solved: – commodity examination, to solve classification problems (determination (establishment) of compliance: commodity characteristics of the studied objects with basic data (registers, etc.), data of similar products, marking data recorded on labels or tags, belonging to the same type or article); – commodity examination, to solve diagnostic problems (establishment: the presence of defects and their impact on product quality; compliance (non-compliance) of quality characteristics of products with standard and reference requirements; factual data related to compliance (non-compliance) with the rules of packaging, labeling, storage, transportation, rejection, revaluation and reduction of the price of goods). 3. Classification of forensic commodity examinations by type of object under study: – commodity examination, the objects of research of which are directly only products (commodity origin); – commodity examination, the objects of research of which are only documents (they reflect the state of the goods, the processes that took place with it, commodity transactions, etc.) (circulating name– “examination of documents”); – commodity examination, the objects of study of which are mixed objects (products; samples of products; documents which reflect information about the peculiarities of the origin of goods (certificates, quality certificates, technical passports, labels, etc.), freight (shipping) documents, acceptance or warehouse documents, claim materials, etc.). Key words: forensic examination, classification of forensic examinations, special commodity knowledge, commodity specialist, examination of food and non-food products.

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7

Kocyigit, Murat, and Cem Uzun. "Comparison of the diagnostic accuracies of four main otoscopic examination methods." International Journal of Surgery and Medicine 3, no. 2 (2017): 78. http://dx.doi.org/10.5455/ijsm.otoscopic-examination-methods-comparing.

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8

Sonpipare, Rohan. "Online Examination System." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 1599–605. http://dx.doi.org/10.22214/ijraset.2022.42596.

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Abstract: The online Examination portal is a web-based application for technical evaluation. The online examination portal not only replaces paperwork but also releases the workload of faculty. Most of the e-examination (Online Examinations) have fixed number of questions without randomizations, they have pool scalability. Online examination system is increasing rapidly with the change in scenario due to the pandemic, also it seems to be an easy, flexible, and secure methodology to carry the examinations effectively. Keywords: RDBMS- Relational Database Management System, LDAP- Lightweight Directory Access Protocol, SRS-Software Requirement Specification, DFD- Data Flow Diagram, GPL- General Public License

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9

Fadich, Ana, Salvatore J. Giorgianni, Michael J. Rovito, Gregory A. Pecchia, Jean J. Bonhomme, Wesley B. Adams, Colin L. Stephenson, Felipe E. Mesa-Morales, and Justin Scott Sparkes. "USPSTF Testicular Examination Nomination–Self-Examinations and Examinations in a Clinical Setting." American Journal of Men's Health 12, no. 5 (May 2, 2018): 1510–16. http://dx.doi.org/10.1177/1557988318768597.

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In 2004, the U.S. Preventive Services Task Force (USPSTF) published a Grade D recommendation for both testicular self-examination (TSE) and clinical evaluation to screen for testicular cancer in asymptomatic males. This review committee reaffirmed these recommendations in 2009 and again in 2011 (Testicular Cancer: Screening Release Date: April 2011. Final Update Summary: Testicular Cancer: Screening. U.S. Preventive Services Task Force. September 2016). The 2011 USPSTF review found no significant evidence that would warrant a change from the last full review in 2004. We believe that the USPSTF erred in its assessments. As acknowledged in the task force report, testicular cancer is not believed to be preventable, and treatment of early detected testicular cancer is generally associated with very favorable outcomes; it is our belief therefore that every encouragement should be given to early detection. We are therefore requesting that the USPSTF review the D rating for testicular examination, both in a clinical setting and as self-examination. We are requesting this, as recent studies and public health warrant a change in grade. The new studies build on earlier studies that support the benefits of regular screening by individuals and their physicians. Further, and equally important, we believe that the current grade and attendant information confuses men and boys about the importance of self-care and wellness and continues to inadvertently reinforce negative cultural attitudes. We believe that adjusting the rating to a Grade B is both warranted and necessary.

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10

., Prihatini, S. Hadi, Wijanda H. T. Sylvaranto, and Maksum . "TROMBOSIT ABNORMAL PASCAPERSALINAN." INDONESIAN JOURNAL OF CLINICAL PATHOLOGY AND MEDICAL LABORATORY 16, no. 1 (March 17, 2018): 46. http://dx.doi.org/10.24293/ijcpml.v16i1.1029.

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Pregnant women with cardio vascular failure caused by hypertension may show pre-eclampsia or eclampsia syndrome. The syndromewas confirmed by the hypertension family history when she was pregnant or during labour formerly. The influence was shown in thehaematological examination, besides inducing hypertension during pregnancy. The examination must be an accurate laboratory procedureto avoid complication. The routine obstetric examination should be a physical, laboratory as well as USG one. Exspecially laboratoryexamination for pre-eclampsic and eclampsic patients like clinical chemistry, blood examination, urinalysis and special examinationas ANA, ACA and TAT The result of laboratoric examination showed anemic,trombosits was normal and TAT abnormal. The baby wasborn normal. After 3 months post labour the result of TAT still hyper-reactive especially for ADP agonist and hypo-reactive for collagenagonist. This patient have a trombosit function failure based on TAT and must be care to cardiovascular disease. Pregnant women withpre-eclamptic or eclamptic risk must be monitored the trombosit function beside clinical laboratoric and obstetric examinations

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11

Na, Joo-Young, and Ji Hye Park. "Endoscopic Examination in Postmortem Examination." Korean Journal of Legal Medicine 41, no. 4 (2017): 94. http://dx.doi.org/10.7580/kjlm.2017.41.4.94.

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12

Bosch, Jos A., Eco E. J. De geus, Christoffer Ring, and Arie V. Nieuw Amerongen. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?" Psychosomatic Medicine 66, no. 4 (July 2004): 625–26. http://dx.doi.org/10.1097/00006842-200407000-00025.

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13

Murdan, Sudax. "Feedback from Examinations: Returning Marked Examination Scripts to Students." Pharmacy Education 2, no. 4 (January 1, 2002): 167–70. http://dx.doi.org/10.1080/1560221021000061841.

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14

Welsby, Philip. "Taut teachings: history and physical examination tips for examinations." Postgraduate Medical Journal 92, no. 1087 (March 10, 2016): 247–49. http://dx.doi.org/10.1136/postgradmedj-2015-133926.

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15

Angstadt, Janet M., David Dickstein, Mark Goldstein, and Richard Marshall. "SEC 2018 examination priorities." Journal of Investment Compliance 19, no. 2 (July 2, 2018): 1–4. http://dx.doi.org/10.1108/joic-04-2018-0028.

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Purpose To analyze SEC Staff’s announced 2018 OCIE Examination priorities to provide insight to investment advisers and other regulated entities regarding areas of focus during SEC examinations. Design/methodology/approach This article discusses the US Securities and Exchange Commission’s (SEC) Office of Compliance Inspections and Examinations (OCIE) published its examination priorities for 2018 (the “2018 Priorities Report”). Findings Given that OCIE’s examination priorities for 2017 were published before the beginning of the Trump administration, differences between the 2017 and the 2018 priorities provide important insights into the focus of examinations under SEC Chair Clayton. Investment advisers and other regulated entities should allocate resources towards their preparedness for the areas of focus identified in the 2018 Priorities Report. Originality/value This article contains valuable insight regarding the SEC’s 2018 OCIE examination priorities and practical guidance from industry experts.

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16

H., Divya, Nandhini S., Shobana S., and M. Sujithra. "EXAMINATION MANAGEMENT SYSTEM." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 920–23. http://dx.doi.org/10.21474/ijar01/12370.

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Examinations are a scary subject discuss among students and even for teachers. Examinations require very smooth functioning of exams and it is dependent on managers establishing the processes and a working relationship with the Exam Centre Manager. Also communicating these with staff and students ensures everyone is working towards the same goal. Automated systems can bring all the hassle related to examination management to ease. Academia ERP is a comprehensive system that provides Examination Module which covers all the activities related to management of examination directly from receipt of Enrolments Forms and Examination Forms through the processing of Results and Printing of Certificates and Statistical Reports etc. The Examination module involves all the necessary forms that are needed for the student to fill up to register for exams. The module is connected to the student database; therefore, it helps in retrieving all necessary information about the student on just filling in the Id/ name/ enrolment etc.Academiaâ€™s Examination module provides the followings for easy and effective management of examinations at the institute- Academic or examination module follows systematic workflow beginning for pre-examination setup, student marks update to defining different reports etc.Exam Management module in Academia ERP is an excellent automation system that can effectively automate and streamline planning and execution of the exams, and it has been designed to make the examination processes efficient and also paper free. Academiaâ€™s Exam Management portal helps you to automate the entire examination process from Pre-exam preps like the creation of test papers, Exam timetable and grading criteria etc. to handling logistics and allocating invigilators. The automation systems are designed to manage access permissions for different users to prevent misuse and mismanagement of legal and official data by an unauthorized user for not only exam info but various other data as well. This project aims on developing an efficient platform for managing examination systems. It consists different modules as described above. The student and examination details are stored in a database.

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17

Barakaev, L. O. "AN AUDIT AS A LEGAL METHOD OF COLLECTING EVIDENCE DESCRIPTION AND TASKS." American Journal of Political Science Law and Criminology 5, no. 9 (September 1, 2023): 60–64. http://dx.doi.org/10.37547/tajpslc/volume05issue09-09.

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This scientific article examines the concept of audit examination, the goals and objectives of audit examination, the differences and similarities between audit examination and departmental audit examinations and other audit examinations.

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18

Мырзаханова, Маржан, and Ерлан Мырзаханов. "FORENSIC HUMAN HAIR EXAMINATION." Administrative and Criminal Justice 2, no. 79 (June 30, 2017): 24. http://dx.doi.org/10.17770/acj.v2i79.2811.

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This article reviews the examination of hair and its role in forensic area. The forensic examination of hair is a well-established discipline and had been so for two centuries. Examination is largely based on microscopy, which may enable the hair analyst to identify a hair, characterize specific features of the hair and conduct comparative examinations. Education and training underpin the ability of the hair analyst with the specialized knowledge and expertise required to proficiently conduct these examinations and give appropriate weight to the findings.

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19

Song, Dixin, Shufeng Jiao, Yan Xu, and Shaojie Du. "Analysis of the characteristics of computer certification test suitable for higher vocational colleges." MATEC Web of Conferences 355 (2022): 03056. http://dx.doi.org/10.1051/matecconf/202235503056.

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With the popularization of computer application, there is a craze for computer certification in the society. Faced with a wide variety of examinations, how to choose a suitable examination is the concern of every examinee. This paper analyzes the current popular examinations from the aspects of examination organization departments, suitable people, examination methods and examination contents. It also puts forward some suggestions on the reform of computer examination.

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20

Jariwala, Krunal N. "Forensic Examination of Paint." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 247–48. http://dx.doi.org/10.15373/2249555x/july2014/75.

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21

Rao, M. Koteswara, B. Pranathi, G. Samyuktha, K. Kruthik, and G. Varshitha. "Examination Marks Management for VNRVJIET." International Journal for Research in Applied Science and Engineering Technology 11, no. 10 (October 31, 2023): 1799–803. http://dx.doi.org/10.22214/ijraset.2023.52104.

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Abstract: With the increase in the number of branches, students, and examinations at VNRVJIET, a more efficient examination marks managementsystem is necessary. Currently, manually keeping track of all the examination data is time-consuming, prone to mistakes, and lacks a user-friendly interface. To address these shortcomings, we developed a new Examination Marks Management System. Our solution is a web application designed to manage the marks of the Semester End Theory and Laboratory examinations at VNRVJIET. We utilized uploaded images to extract student data and marks, adding checkpoints to validate errors at each step of the process. The system also maps examination data to student ID data and generates necessary reports. Our team worked on the entire exam marks management system, from creating an exam and generating an exam ID to extracting marks data and storing it in a database. The web application we developed is user-friendly and provides a more accurate way to manage examination data. In summary, our new Examination MarksManagement System offers an efficient way to manage examination data at VNRVJIET. It eliminates the challenges associated with manual record keeping, reduces errors, and provides an intuitive user interface. With this system in place, VNRVJIET can easily manage examination data for its growing number of branches, students, and examinations.

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22

Hashimoto, Akihiko. "Comparison of the Big Tests’ Origins in Japan and the United States: The Characteristics of the “Elementary School Examination” of the Early Meiji Era." Comparative Sociology 14, no. 1 (April 29, 2015): 53–78. http://dx.doi.org/10.1163/15691330-12341340.

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It is known that Japanese elementary school examination was developed in the early Meiji era, around the 1870–80s, under the influences of the American school examination. But little has been known about the similarities or the differences of those examinations in both countries hitherto. Close investigation uncovered that early Meiji examination inherits many tools from the samurais’ examination of the feudal ages, e.g. the examination hall’s layout, preparation procedure, and the format for questioning, scoring, marking, and reporting. And those Japanese examinations were mainly given to encourage prudent learners as opposed to making selections, promotions, accreditations, or any other high-stakes decisions. Even Japanese, following the Meiji era, had imported “the purpose of testing” to make such significant decisions, the Japanese had not changed their manners of handling examinations in a true sense. This could lead to examinations in Japanese schools functioning differently from the “intended” purpose of the examination.

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23

Pilz, M., C. Fischer-Tenhagen, M. Grau, and W. Heuwieser. "Behavioural and physiological assessment of stress reactions during vaginal examination in dairy cows." Tierärztliche Praxis Ausgabe G: Großtiere / Nutztiere 42, no. 02 (2014): 88–94. http://dx.doi.org/10.1055/s-0038-1623211.

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Summary Objectives and aim: The objective of this study was to determine the origin of an arched back in cows during vaginal examination. Moreover, we tested whether the duration of an arched back and avoidance reactions during vaginal examination can be decreased by epidural anaesthesia or analgesic treatment. Material and methods: Behaviour during cleaning of the perivaginal region and during vaginal examination was scored using the avoidance reactivity score (ARS). Heart rate (HR) was recorded in 10 dairy cows considering four experimental phases, i.e. baseline, cleaning the perivaginal region, vaginal examination and post-examination. Each cow was examined three times and received no treatment (CON), an epidural anaesthesia (EPID) or an analgesic treatment (NSAID). The duration of an arched back during and post-examination was measured. Results: The expression of the arched back was shortest in cows of group EPID and longest in cows of group CON. Avoidance reactions did not differ between the cleaning phase and vaginal examination in cows of group EPID. Cows of group CON showed the strongest avoidance reactions during examination, whereas cows of group EPID showed least avoidance reactions. Mean HR increased during cleaning and vaginal examination and decreased post-examination. Mean HR during vaginal examination did not differ between treatment groups. Conclusion: The results show that cows express discomfort during vaginal examination with an increase in avoidance reactions and HR. Although epidural anaesthesia could reduce sensitivity in the perivaginal region, cows still felt the urge to empty the vagina from the examiner’s hand and, thus, were arching their back. Clinical relevance: In practice, routine vaginal examinations in dairy cows have not been considered as invasive examinations. Our results show that vaginal examinations indeed do cause discomfort. We do not suggest the application of any anaesthetic treatment as appropriate before routine vaginal examinations. None theless, the examiner should be aware of the stress potential of vaginal examinations and conduct such examinations most carefully.

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24

Ostermaier, Ralf. "Examination." Lancet 358, no. 9299 (December 2001): 2109. http://dx.doi.org/10.1016/s0140-6736(01)07215-4.

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25

Bowers, Malcolm. "Examination." Lancet 349, no. 9057 (April 1997): 1035. http://dx.doi.org/10.1016/s0140-6736(05)62945-5.

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26

Aoki, Kyota, Kenji Niijima, and Tsutomu Yoshioka. "Relation between Mini-Mental State Examination and Motor Control Function Examination on Dementia." International Journal of Pharma Medicine and Biological Sciences 8, no. 3 (July 2019): 79–85. http://dx.doi.org/10.18178/ijpmbs.8.3.79-85.

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27

Rusda, Muhammad, Berry Eka Parda Bancin, and Andrina Yunita Murni Rambe. "Gynecological Examination in Children and Adolescents." Open Access Macedonian Journal of Medical Sciences 10, T7 (March 25, 2022): 68–73. http://dx.doi.org/10.3889/oamjms.2022.9262.

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Pediatric gynecological examination is one of the gynecological examinations that are quite simple, but many doctors are unable to do it properly because of the infrequentness of doing this examination. Consulting a child with gynecological complaints, endocrine problems, or sexual abuse often takes a long time and is thorough. However, evidence-based data on the problem of gynecological examinations in children and adolescents are inadequate because of the high bias in many studies. The purpose of this review is to seek from the literature regarding the correct procedures for gynecological examinations in children and adolescents, the order of examinations, and how to carry out a good examination so as not to leave a traumatic experience for children.

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28

Svoboda, Eugenia, and Yurii Tsipotan. "Use of forensic examination opportunities during the investigation of corruption criminal offenses committed by judges." Visegrad Journal on Human Rights, no. 1 (May 6, 2024): 115–18. http://dx.doi.org/10.61345/1339-7915.2024.1.18.

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The article emphasizes the significant pre-trial importance of forensic examinations in investigating corrupt criminal offenses as one of the forms of utilizing specialized knowledge. The authors disclose the definition of forensic examination. Based on the works of criminologists, survey results from practitioners, and the study of verdicts from the Higher Anti-Corruption Court, it was established that forensic examinations are assigned to state specialized expert institutions but to various subjects of forensic activity. A list of forensic examinations types, primarily appointed in the investigation of criminal offenses committed by judges, is also identified. The most common types of forensic examinations in the investigation of corruption criminal offenses committed by judges are considered. The authors emphasize the importance of forensic criminalistic examination of audio and video materials, forensic document examination, forensic portrait examination, forensic handwriting examination, forensic computer-technical examination, forensic dactyloscopic examination, psychological examination, and forensic linguistic (semantic-textual) examination. It is outlined that conducting examinations in corruption-related proceedings is an effective means of determining the crime mechanism, identifying comparative sample and traces of the suspect, and the subject of the unlawful benefit. The main tasks set for the expert to solve during the investigation of corruption criminal offenses committed by judges are systematized. In the modern context, attention is focused on solving identification and diagnostic tasks. All these achievements are substantiated by statistical data results and interviews with practitioners, as well as through the analysis of criminal proceedings in the specified category of offenses.

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29

Coskun Celik, Evrim. "Updates in ASIA Examination: Anorectal Examination." Türkiye Fiziksel Tip ve Rehabilitasyon Dergisi 61, no. 1 (July 7, 2015): 10–11. http://dx.doi.org/10.5152/tftrd.2015.00087.

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30

Yilmaz Yalcinkaya, Ebru. "Updates in ASIA Examination: Sensory Examination." Türkiye Fiziksel Tip ve Rehabilitasyon Dergisi 61, no. 1 (July 7, 2015): 6–9. http://dx.doi.org/10.5152/tftrd.2015.63239.

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31

Adamu, Gisilanbe Naomi, and Salihu Sarah. "Study of Student’s Perception on Examination Misconduct in National Examination in Jalingo, Taraba State." Aug-Sep 2023, no. 35 (August 1, 2023): 30–42. http://dx.doi.org/10.55529/jmc.35.30.42.

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This study surveyed of student’s perception on examination misconduct in national examination in Jalingo, Taraba State. The study which adopted a survey research design has students from Taraba State University, Jalingo and Collage of Agriculture, Jalingo who had written National Examinations to form the population of the study. Students from the two (2) schools were administered questionnaires, the data collected was analyzed to answer the research questions. The samples of the study was on 120 respondents. The samples were randomly selected from the study area where students had previously participated in National Examinations. Descriptive statistical tool was used The study showed student’s perception of examination misconduct during National Examination in the study area was of cheating and other forms of examination misconduct. Students saw and believed that nonimplementation of examination misconduct sanctions was a factor that encouraged examination misconduct. Students should be counseled against negative perceptions and encouraged to study hard in other to pass their examination rather than believe they can pass using self-help.

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32

Wardach, Isobelle, Aisha Aslam, and Russell D. Keenan. "Single Centre Audit of Testicular Examination Practice in Children with Acute Lymphoblastic Leukaemia." Blood 128, no. 22 (December 2, 2016): 5159. http://dx.doi.org/10.1182/blood.v128.22.5159.5159.

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Abstract Introduction The second commonest site of extramedullary relapse in boys with acute lymphoblastic leukaemia (ALL) is the testes. As therapy stratifications based on minimal residual disease (MRD) reduce marrow relapses, testicular relapses are becoming relatively more frequent. Currently the only strategy to detect testicular relapse is regular clinical and self examination. Based on previous UK protocols timing of testicular relapses, our centre policy is to perform testicular examinations monthly whilst on maintenance treatment and at each clinic visit until 2 years off treatment. After this time we encourage monthly self/parent examination. Parents, boys, medical and nursing staff are on occasions reluctant for this examination. We performed an audit to evaluate our practice and assess areas to improve testicular relapse detection. Methods We retrospectively audited 46 patient records which included 322 consultations over a 6 month period (December 2015 to May 2016) in male patients with ALL. 30 patients (232 consultations) were on maintenance treatment and 16 patients (90 consultations) were within 2 years off treatment. To assess factors and potential barriers to examination, data was collected on age of patient (age 11 and under/age 12 and over), gender of examiner and profession of examiner (Doctor/Advanced Nurse Practitioner (ANP)) in patients on maintenance or off treatment. Differences in testicular examination rates were analysed by chi-squared testing. Results Only 4 of the 46 patients had monthly testicular examinations. 24 were not examined at all over a 6 month period. Of the 322 consultations, 42 had documented testicular examinations (13%). Patients off treatment (26 of 90 consultations) were significantly more likely to be examined than patients on maintenance treatment (16 of 232 consultations), (p < 0.0001). There was no significant difference between doctors (10 of 126 consultations) and ANPs (6 of 106 consultations) in patients on maintenance treatment, (p=0.50). More ANPs documented testicular examination (23 of 55 consultations) in patients off treatment than doctors (3 of 35 consultations), (p = 0.0007). Male examiners (11 of 74 consultations) were significantly more likely to document testicular examination in patients on maintenance treatment than female examiners (5 of 158 consultations), (p = 0.001). In patients off treatment, there was no significant difference between male examiners (3 of 15 consultations) and female examiners (23 of 75 consultations), (p=0.41). There was no significant difference between incidence of examinations in children aged 11 and under (13 of 181 consultations) and children aged 12 and over (3 of 51 consultations) on maintenance treatment, (p=0.75). In patients off treatment, children aged 11 and under (23 of 62 consultations) were significantly more likely to be examined than children aged 12 and over (3 of 26 consultations), (p=0.02). Conclusions Currently our testicular examination rates are very poor and practice is not adhering to hospital guidance. Male examiners were more likely to perform testicular examinations than female examiners on children on maintenance treatment, however all rates were poor. ANPs were more likely to perform testicular examination than doctors on children off treatment. This may be affected by trainee doctors, not consultants in these clinics. Improved incidence of testicular examination in patients off treatment is maybe due to the clinic pro-forma specifying to document testicular examination, or a difference in clinic focus. In patients off treatment children aged 11 and under were more likely to be examined than those aged 12 and over, highlighting increasing age as a possible barrier. Testicular examination is an area where staff are often hesitant due to the sensitive and intimate nature of the examination. Barriers may include concerns over patient embarrassment, staff embarrassment and time pressures in clinic. Recommendations Training update for examiners regarding importance of performing testicular examination monthlyPro-forma modification to specify documentation of testicular examination on maintenance treatmentPatient/parent teaching of the rationale and importance of testicular examination to improve understanding and normalise the expectation of this examinationRe-audit following implementation of afore mentioned recommendations Disclosures No relevant conflicts of interest to declare.

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PATON, DAVID M. "An examination of confidence testing in multiple-choice examinations1." Medical Education 5, no. 1 (January 29, 2009): 53–55. http://dx.doi.org/10.1111/j.1365-2923.1971.tb02151.x.

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Smith, J., and E. R. Laskowski. "The preparticipation physical examination: Mayo Clinic experience with 2,739 examinations." Mayo Clinic Proceedings 73, no. 5 (May 1, 1998): 419–29. http://dx.doi.org/10.4065/73.5.419.

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Stowell, Jeffrey R. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS?: RESPONSE." Psychosomatic Medicine 66, no. 4 (July 2004): 626–27. http://dx.doi.org/10.1097/00006842-200407000-00026.

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Putwain, David. "Do examinations stakes moderate the test anxiety–examination performance relationship?" Educational Psychology 28, no. 2 (February 8, 2008): 109–18. http://dx.doi.org/10.1080/01443410701452264.

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Smith, Jay, and Edward R. Laskowski. "The Preparticipation Physical Examination: Mayo Clinic Experience With 2,739 Examinations." Mayo Clinic Proceedings 73, no. 5 (May 1998): 419–29. http://dx.doi.org/10.1016/s0025-6196(11)63723-3.

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Bosch, J. A. "ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS? * Response." Psychosomatic Medicine 66, no. 4 (July 1, 2004): 625–27. http://dx.doi.org/10.1097/01.psy.0000133254.46947.ac.

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Narchi, Hassib. "Pediatric Examinations Content Validity Comparison: In-House Versus NBME Examination." Medical Science Educator 23, no. 2 (June 2013): 250–58. http://dx.doi.org/10.1007/bf03341628.

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Oranga, Josephine, Eliud Nyakundi, and Gift Muyunda. "Cheating and Dishonesty in Examinations: Can Examination Malpractices Be Curbed?" OALib 11, no. 06 (2024): 1–14. http://dx.doi.org/10.4236/oalib.1111165.

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Hered, Robert, and Elizabeth Gyland. "The Retinopathy of Prematurity Screening Examination: Ensuring a Safe and Efficient Examination While Minimizing Infant Discomfort." Neonatal Network 29, no. 3 (May 2010): 143–51. http://dx.doi.org/10.1891/0730-0832.29.3.143.

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Retinopathy of prematurity (ROP) examinations in the NICU are necessary to protect vision in premature infants, but the examinations are associated with risk and discomfort. ROP examination risks include adverse effects from mydriatic agents, systemic responses to the stress of examination, and nosocomial infection. Infant discomfort may be lessened by limiting examination length and possibly by measures such as topical anesthetic, oral sucrose, and certain nonpharmacologic techniques. A well-organized ROP service facilitates appropriate scheduling of examinations and education of the infant’s parents. This article addresses causes of risk and infant discomfort, providing a framework for developing a safe and efficient ROP service while minimizing infant discomfort.

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FU, Guanhua, and Muzhou LI. "Cross-regional Participation in National Graduate Admission Examination:The Historical Implications of Shuntian and Shanxi Provincial Examination in the Late Qing Dynasty." Theory and Practice of Chinese Pedagogy 2, no. 4 (December 28, 2023): 106–14. http://dx.doi.org/10.48014/tpcp.20230522001.

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In the late Qing Dynasty, Renyin and Guimao rural examinations were the last two rural examinations in the history of Chinese imperial examinations. However, under the intrusion of domestic troubles and foreign invaders, the Qing Court had to adopt a compromise method in order to continue the tradition of selecting scholars through the imperial examinations and pick out and promote talents. The imperial examinations were held in Shuntian County in Henan Province and in Shanxi Province in Shaanxi Province, which led to the rare phenomenon of borrowing Wei in the imperial examinations of thousands of years. When the implementation process of the two provinces of the provincial exams borrowed exams are compared, it is found that there are many differences between the two provinces in terms of the time priority, the complexity of admission and delivery, the dispatch of officials and the content of the examination. However, from the perspective of the examination concepts such as the objectives and principles of the borrowed exams, the two provinces have obvious common features, including paying attention to the simplicity of the township examination organization, respecting the independence of provincial township examination, and adhering to the fairness of the imperial examination. From the perspective of the past, the practice experience in the late Qing Dynasty is similar to that in the present. It has important historical revelation for improving the management level and ability of the modernization of the postgraduate entrance examination. Firstly, we should strengthen the construction of the national system of the postgraduate entrance examination in different places, secondly, we should attach importance to the construction of standardized examination centers in different provinces and regions, and thirdly, we should improve the coordination mechanism of the resources of the postgraduate entrance examination in different places.

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Subhas, Gokulakkrishna, Stephen Yoo, Yeon-Jeen Chang, David Peiper, Mark J. Frikker, David L. Bouwman, Allen Silbergleit, Larry R. Lloyd, and Vijay K. Mittal. "Benefits of Mock Oral Examinations in a Multi-institutional Consortium for Board Certification in General Surgery Training." American Surgeon 75, no. 9 (September 2009): 817–21. http://dx.doi.org/10.1177/000313480907500913.

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The Southeast Michigan Center for Medical Education (SEMCME) is a consortium of teaching hospitals in the Greater Detroit metropolitan area. SEMCME pools its resources for several educational means, including mock oral board examinations. The educational and cost benefits to mock oral examinations on a multi-institutional basis in preparation for the American Board of Surgery (ABS) certifying examination were analyzed. Ten-year multi-institution data from the mock oral examinations were correlated with ABS certifying examination pass rates. Mock oral examination scores were available for 107 of 147 graduates, which included 12 candidates who failed their certifying examination on the first attempt (pass rate = 89%). Four of 31 examinees who had a low score (4.9 or less) in their mock oral exams failed their certifying examination in their first attempt. The cost of running the mock examination was low (approximately $35/resident for 50 residents). When graduates from the last 10 years were surveyed, the majority of respondents believed that the mock oral examination helped in their success and with their preparation for the certifying examination. Thus, the many benefits of administering the examination with the resources of a consortium of hospitals result in the accurate reproduction of real-life testing conditions with reasonable overall costs per resident.

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Meyl, Tobias Philipp, Anne Berghöfer, Tobias Blatter, Johannes T. Heverhagen, Maximilian de Bucourt, and Martin H. Maurer. "Software-Based Evaluation of Optimization Potential for Clinical MRI Scanners in Radiology." RöFo - Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren 194, no. 04 (October 22, 2021): 391–99. http://dx.doi.org/10.1055/a-1659-8821.

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Objective The aim of the study was to use a software application to analyze the examination times and changeover times of two clinically highly applied MRI scanners at a university hospital for radiology and to evaluate whether this could result in optimization potential for examination planning in the daily clinical routine of MRI diagnostics. Materials and Methods Based on the newly developed software application “Teamplay Usage” (Siemens Healthineers, Germany), the examinations carried out on two MRI scanners (1.5 T and 3 T) were investigated within an analysis period of 12 months with regard to the type of examination and its duration. In addition, compliance with the previously defined planning time (30, 45, 60 min.) was checked and deviations were analyzed. In addition, the changeover times between the examinations were determined and a possible influence due to the exchange of MRI coils was investigated for a selection of change combinations. Results For the total of 7184 (1.5 T: 3740; 3 T: 3444) examinations included in the study, the median examination time was 43:02 minutes (1.5 T: 43:17 min.; 3 T: 42:45 min.). The ten most frequent types of examinations per MRI scanner were completed within the predefined plan time of 54.5 % (1.5 T) and 51.9 % (3 T), taking into account a previously defined preparation and post-processing time of 9 minutes per examination. Overall, more time was spent on examinations with a planned time of 30 minutes, whereas the majority of the examinations planned with 45 minutes were also completed within this time. Examinations with a planned time of 60 minutes usually took less time. A comparison between the planned time and the determined examination duration of the most common types of examinations showed overall a slight potential for optimization. Coil exchanges between two examinations had a small, but statistically not significant effect on the median changeover time (p = 0.062). Conclusion Utilizing a software-based analysis, a detailed overview of the type of examination, examination duration, and changeover times of frequently used clinical MRI scanners could be obtained. In the clinic examined, there was little potential for optimization of examination planning. An exchange of MRI coils necessary for different types of examination only had a small effect on the changeover times. Key Points: Citation Format

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McDonald, Furman S., Daniel Jurich, Lauren M. Duhigg, Miguel Paniagua, Davoren Chick, Margaret Wells, Amber Williams, and Patrick Alguire. "Correlations Between the USMLE Step Examinations, American College of Physicians In-Training Examination, and ABIM Internal Medicine Certification Examination." Academic Medicine 95, no. 9 (July 4, 2020): 1388–95. http://dx.doi.org/10.1097/acm.0000000000003382.

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Kim, Jungho, Youngkeun Lee, Seunghyun Lee, Seunghun Kim, and Soonchul Kwon. "Implementation of Kiosk-Type System Based on Gaze Tracking for Objective Visual Function Examination." Symmetry 14, no. 3 (February 28, 2022): 499. http://dx.doi.org/10.3390/sym14030499.

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To demonstrate that the near-point-of-convergence (npc) examination is performed subjectively, the visual fixation and four-prism diopter (Δ) base-out (BO) examinations can be conducted with a kiosk-type objective examination method based on gaze tracking, and can be compared with the existing method. Objective examination equipment was used to verify effectiveness. Fifteen adult men and women in their 20s and 30s (26.87 ± 3.31 years) with visual acuity of 0.8 (logMAR: 0.1, Snellen: 20/25(6/7.5)) or higher (corrected vision in the case of ametropia) underwent the npc, visual fixation, and 4 Δ BO examinations based on the existing examination method followed by the gaze-tracking-based kiosk-type examination method. Three examinations were performed, and a comparative analysis was conducted. The gaze tracking method used a method of extracting eye feature points, and it was judged that the ocular moved when the movement of 30 eye feature points at the edge of the iris was detected. In the comparison between the existing method and the kiosk-type method, there were no statistically significant differences in npc, visual fixation, and 4 Δ BO examinations. Npc examinations were performed extensively by the existing subjective method, however, it seems that these can be conducted objectively using the kiosk-type method. Visual fixation and 4 Δ BO examinations require high-examination proficiency because finely moving ocular movements need to be observed, but it is judged that examinations can be performed more easily and accurately when combined with the kiosk-type method. The symmetrical characteristics between the two test results are expected to serve as a basis for using the kiosk-type examination method in clinical practice.

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Livingston, Gill, Stuart Cox, Cornelius Katona, and Mary Robertson. "Assessment of psychiatric teaching: examining examinations." Psychiatric Bulletin 22, no. 12 (December 1998): 726–28. http://dx.doi.org/10.1192/pb.22.12.726.

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Aims and methodThe study set out to consider whether the ‘end-of-firm’ examination in psychiatry fulfils its goals by examining the internal consistency of the end-of-firm examination and final medical board examination and the correlation between these examinations' scores and sub-scores. Students who failed their end-of-firm examination were followed to monitor their progress at final medical board examinations.ResultsOne hundred and eighty students sat end-of-firm examinations and final medical board examinations. All the components of the end-of-firm examinations and the final correlated significantly with the total mark. The psychiatric essay was less well correlated with the final mark but correlated well with total essay marks. Students who failed their end-of-firm psychiatry examination at first attempt received extra tuition and only two failed finals.Clinical implicationsEssay writing ability may not carry over into high performance in other areas tested and may be a test of other skills. Extra tuition benefited failing students whose results fell outside the pattern of prediction. Thus the end-of-firm examination may be a useful tool if acted on to prevent student failure.

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Herasimenkienė, Gintarė. "Handwriting examinations of historical documents." Nowa Kodyfikacja Prawa Karnego 49 (April 18, 2019): 65–75. http://dx.doi.org/10.19195/2084-5065.49.6.

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In this article, some cases of historical document examinations by handwriting experts are presented: examination of an entry in Old Prussian from the 14th century, examination of a collection of proverbs from the 18th century, written in Lithuanian and German and the examination of the constitution of a monastery from the beginning of the 20th century. The author of the article shares her observations on when such examinations are possible, what challenges experts are facing and provides recommendations for the conduct of examination of historical documents.

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Теплякова, E. Teplyakova, Щербаков, and S. Shcherbakov. "Automation of accounting and reporting of preventive medical exams and clinical examination in medical organizations." Journal of New Medical Technologies. eJournal 8, no. 1 (November 5, 2014): 0. http://dx.doi.org/10.12737/7354.

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Implementation of information technology in health care is one of the urgent tasks of modernization. Questions automation of accounting and reporting on clinical examination carried out by certain groups of adults, clinical examination of orphans, professional examinations and adult medical examination of the child population (preventive, preliminary, periodic) make up a significant part of the activities of medical organizations both in terms of achieving the goals of the organization. The implementation of a software system "health card", its implementation and use in the medical organization is effectively used in the integration of medical information system in a medical organization. The functions of the system meet all the requirements necessary to meet its work regulations governing the procedure and forms for clinical examination and professional examinations, monitoring of accounting work, the results of clinical examination and analysis of professional examinations, the acceleration of employees by automatically filling out forms, flexible system configuration. Integration of "health map" with electronic medical records enables to collect card baseline medical examination (clinical examination) of the input specialists medical examinations and investigations.Automation of accounting and reporting of preventive medical exams and clinical examination allows medical organization to reduce the labor of doctors and other staff to fill in the documentation and accounting work to avoid mistakes in documents and reports, provide timely and accurate reporting of the established forms of the Ministry of Health.

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Ojuka, Daniel, Nyaim Elly, Kiptoon Dan, and Ndaguatha Peter. "Objective Structured Clinical Examination Tests: Comparison with Traditional Clinical Examinations in Surgery." Annals of African Surgery 17, no. 2 (May 21, 2020): 55–59. http://dx.doi.org/10.4314/aas.v17i2.3.

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Background: Examination methods change over time, and audits are useful for quality assurance and improvement. Objective: Comparison of traditional clinical test and objective structured clinical examination (OSCE) in a department of surgery. Methods: Examination records of results of the fifth year MBChB examinations for 2012–2013 (traditional) and 2014–2015 (OSCE) were analyzed. Using 50% as the pre-agreed pass mark, the pass rate for the clinical examinations in each year was calculated and these figures were subjected to t-test to determine any significant differences in each year and in type of clinical test. P value of <0.05 determined significant statistical differences in the test score. Results: We analyzed 1178 results; most (55.6%) did OSCE. The average clinical scores examinations were 59.7% for traditional vs 60.1% for OSCE examination; basic surgical skills were positively skewed. Conclusion: OSCE in the same setting of teaching and examiners may give more marks than the traditional clinical examination, but it is better at detecting areas of inadequacies for emphasis in teaching. Keywords: Clinical examination, Traditional, OSCE, Comparison

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