Assessment

Currently in Nigeria, a large number of edible insects are known, and they are globally consumed.The aim of this research was to investigate the microbial load and aflatoxin levels in palm weevil,cricket, and shea butter caterpillars. Six different dried edible insect samples were obtained from different States in the country, (5 palm weevils from Ibadan and Owerri State, 5 shea tree caterpillars from Owerri, 10 palm weevils from Ogun, and 10 crickets from Ibadan and Ondo state). All the samples were packaged in sterile zip lock bags, microbial load analysis was carried out using Standard Microbial Technique, and aflatoxin quantification was done using High-Performance Liquid Chromatography (HPLC). Statistical analysis was carried out using the Statistical Package for Social Sciences (SPSS) version. Microbial analysis of cricket from Ibadan and Ondo showed high counts of total aerobic bacterial load (104.0 ×107 cfu/g and 91.0 ×10 7 cfu/g respectively), the highest aflatoxin quantification of fungi present had values of (17.00 μg/kg and 12.00 μg/kg) in cricket from Ondo and Ibadan respectively. The aflatoxin level was above the permissible limits for ready-to-eat edible dried insects (AFB1; 2μg/kg, Total aflatoxins; 4 μg/kg). Microbial Identification of bacteria and fungi colonies isolated from the palm weevils, crickets, and shea tree caterpillar revealed 3 dominant species of bacteria (Staphylococcus aureus, Escherichia coli, and Proteus mirabilis), three mycotoxin-producing fungi were isolated which includes; Aspergillus niger, Aspergillus terreus, and Aspergillus flavus. The presence of E. coli signifies a potential risk to food safety. Also, the presence of Aspergillus flavus in most of the edible insect sample suggests a potential risk for aflatoxin production. The findings of this study indicate an urgent need for strict quality control measures to ensure the safety of edible insects consumed in Nigeria. Additionally, research into effective processing methods to reduce contamination is recommended.

The assessment of learners is a fundamental element in medical science curricula. The Direct Observation of Procedural Skills (DOPS) exam is a valuable way to assess clinical skills. The present study aimed to assess the clinical skills of operating room students of Neyshabur University of Medical Sciences, Iran, using the DOPS exam, and determine the effect of the exam on the learning and satisfaction of the learners.

The current study was a semi‑experimental study that used a single‑group posttest study design. The statistical sample included 30 operating room students. The 5 skills were selected for assessment and the assessment checklist was designed by the researcher and approved by the expert panel. Moreover, 3 researcher‑made questionnaires were used to examine the students’ skills and opinions regarding facilitating learning and their satisfaction with the DOPS examination. Mann‑Whitney, Kruskal‑Wallis, and Wilcoxon tests were used to analyze the data.

The results showed that there was a significant difference between the scores of the students in the first and second examinations (z = ‑4.243, p < 0.001), and the students› scores increased significantly on the second examination. The learners were satisfied with the way the DOPS exam was conducted, and their satisfaction score of this exam was 90.7 out of 120. Furthermore, students agreed that this exam affected learning facilitation. Their score on the effectiveness of this exam was 93.9/120.

Although the DOPS examination is one of the clinical assessment methods for learners, it can be used as an instructional tool in the learning process.

Pre-anesthetic evaluation is the initial stage of anesthesia procedures for patients. This evaluation involves elucidating the patient's medical history, determining patient readiness, screening for undisclosed disorders, and identifying risk factors. Safety measures help mitigate patient-related risks within medical environments. The aim of this study is to investigate the role of Pre-anesthetic evaluation in patient safety.

The present study was a review conducted in the year 2024. Databases including PubMed, Direct Science, MEDLINE, Proquest, SID, Scopus, Google Scholar, Magiran, and library resources were searched using keywords such as Pre-anesthetic evaluation, pre-anesthetic visit, anesthesia clinic, patient safety, and their English equivalents. A logical combination of these keywords was performed using "OR," "AND," and "NOT" operators. The search was conducted in relevant articles from the year 2000 to January 2024.

Initially, 22,000 articles were screened, and ultimately, 16 relevant articles were used for preparing this paper. In all the reviewed articles, pre-anesthetic evaluation played a key role in patient safety.

Studies indicate that pre-anesthetic evaluation is a key improver of surgical outcomes. These measures not only mitigate potential risks but also enhance surgical outcomes. Overall, pre-anesthetic evaluation has a direct correlation with patient safety, playing a significant role in postoperative improvement and elevating the quality of medical care.

The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and challenges of electronic exams based on Iranian and international studies.

The present qualitative study used meta-synthesis in the first phase. Thus, keywords such as electronic exams, online exams, electronic assessment, and online assessment in Iranianand international databases for 2005-2021 were searched. In the second phase, using the Shannon entropy technique, the advantages and challenges of electronic exams were weighted.

Challenges of e-exams were classified into seven subcategories (poor technical knowledge, security challenges, complexity and challenges in designing examination, complexityand challenges during examination, complexity and challenges after examination, lack of infrastructure, socio-cultural challenges). The advantages of e-exams were also classified into five sub-categories, including improvement of teaching and learning process, effectiveness of student performance assessment, advantages in designing exams, advantages during examinations, and advantages after examinations. In Shannon’s entropy findings, challenges (complexity and challenges after examination and poor infrastructure) and advantages (advantage after exams implementation) had the largest weight.

Considering the importance of electronic exams, especially with the outbreak of the COVID-19 epidemic, the inevitable movement of university systems, increasing concerns about student performance assessment, and improving educational performance in the current situation, decision-makers are expected to emphasize the advantages of this kind of exam and address its challenges to help improve the student assessment mechanisms.

Fairness in online assessment encompasses the equitable and unbiased evaluation of students' knowledge and skills within a digital learning environment, and it is one of the most critical aspects of assessment. This study examined the perceptions of nursing professors and students regarding the fairness of online exams at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran. This qualitative study was conducted using content thematic analysis. The participants were seven nursing professors and 21 nursing students selected from the school of nursing at SUMS, Iran, using purposive sampling from June 2021 to September 2022. To collect data, semi-structured interviews were conducted individually and online across various platforms until data saturation was reached. The study incorporated researcher reviews, peer evaluations, and oversight by an external observer to ensure data accuracy. Four criteria of Lincoln and Guba were considered to evaluate scientific accuracy and strength. The research revealed three primary themes: fairness, challenges, and strategies for practical online nursing assessments. These themes encompassed 10 categories and 33 subcategories. Both participant groups highlighted the significance of content validity and assessing diverse cognitive skills. However, potential nursing faculty bias and constraints of online testing formats were identified as challenges to achieving fair evaluation. The study highlighted the necessity for ongoing enhancements in the design and execution of online nursing examinations to achieve increased fairness and effectiveness. Established procedures ensured data accuracy and research strength.

Objective Structured Practical Examination (OSPE) has gained popularity as an objective assessment tool. Traditional assessment methods such as video and semester practical examinations are better suited to assessing the cognitive domain in pharmacology. The competency-based medical education curriculum has shifted to the psychomotor and attitude communication domains (hands-on demonstration on manikins, criticism of prescription and medical literature, hands-on demonstration on manikins, computer-assisted learning), and assessing these domains calls for more objective methods of assessment, such as the OSPE. This study aimed to design and implement the OSPE as an assessment tool for practical pharmacology for Phase II MBBS students. We also evaluated the perception, acceptability, and usefulness of OSPE for the students and the faculty.

The faculty was sensitized. Group discussions with the head of the department and faculty were held regarding the content of the OSPE stations and the design, planning, implementation, and feasibility checks. The OSPE was scheduled to be held at the upcoming formative examination with a set of 8 OSPE stations and 2 rest stations. The OSPE stations were set up in the department and were initially piloted by faculty. The OSPE was carried out in the formative examination of Phase II students. Feedback questionnaires for both students and faculty members were prepared and validated prior to administration.

Of the ninety-eight students in the batch, 96 participated. The average OSPE score obtained by the students was 22.23 ± 5.74 (the total OSPE score was 35). Ninety-six percent of the students enjoyed the OSPE, 99% of whom were satisfied (Likert scale 3-5). All the faculty agreed that the OSPE was unbiased and structured, although it required more effort, and manpower and preparation were time consuming.

The key to a successful OSPE is careful planning. A well-designed OSPE can drive learning and have a positive impact on education.

The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.

An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including “medicine,” “assessment,” “open book examination,” “open book exam,” and “open book assessment,” combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.

The analysis identified three primary thematic categories: “Teaching Strategy for Pandemic and Challenging Conditions,” “Tool of Learning & Educational Impact”, and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of open-book examinations in medical education.

The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-bookexaminations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.

Safe transfer of patients who have undergone anesthesia and surgery is a basic principle to maintain stability, and avoid side effects and preventable errors. Specific scoring systems or criteria may be used to assess and decide whether patients are sufficiently recovered to be safely transferred to another ward or discharged home. This study aims to answer the question, what criteria are appropriate for patient evaluation and discharge in the post-anesthesia care unit? designed. To find documents related to writing a review article on various scoring systems for patients after anesthesia in Google Scholar, PubMed, Scopus, and ScienceDirect databases and using English keywords post-anesthesia care unit, PACU, recovery room, discharge, scoring system, Assessment was searched. A total of 168 articles were found by searching the databases. After removing duplicates, 77 articles were evaluated. Finally, 17 articles were selected and included in the study. The included studies included a variety of tools and criteria for evaluating and discharging patients in the post-anesthesia care unit. This article separately describes each of the tools and criteria for the evaluation and discharge of patients in the post-anesthesia care unit along with the method of scoring, advantages and disadvantages of each. A safe scoring system for discharge from PACU should evaluate important parameters after anesthesia, including alertness, blood pressure, heart rate, ventilation, oxygen saturation, and surgical site bleeding, which can cause serious complications. Considering that one of the goals of PACU is to relieve patients’ pain in the post-surgery phase, the evaluation and control of pain and postoperative nausea and vomiting is effective in the satisfaction and safety of patients.

The effluent generated from wastewater treatment plant (WWTP) is a mixture of several chemicals, including, salts, chemical solvents, strong acidic, and alkaline so the study aimed to investigate the performance and characterization of the WWTP in a residential community to evaluate within the limits of the design of the plant.

For the studying performance of (WWTP), the samples were collected before interred the treatment unit (influent) and after exiting from the treatment unit (effluent) in 24 plastic bottles for each time during 1 year, and used for analysis as chemical oxygen demand (COD), biochemical oxygen demand (BOD), total suspended solid (TSS), PO4 , nitrate, chlorine, hydrogen sulfide, and oil, and grease (O and G) parameters and investigated the efficiency of remove to BOD, COD, TSS, and O and G.

Results showed the removal efficiency of BOD, COD, TSS, O and G and PO4 in the WWTP as 91%, 82.8%, 83.5%, 67.4%, and 64.7%, respectively, from June 7, 2018, to December 16, 2018. The experimental results indicated that the period from January to March demonstrates the best removal efficiency of COD. Furthermroe, it indicated that suddenly changing amounts in influent had an adverse decrease in the efficiency of biological systems.

The performance of SBR was good which was reflected in the final effluent. The finding may back to cumulating high parameter amounts that inhibit microorganism activities when all nutrients were low in the wastewater that wanted to microorganism’s growth. The results proved the solubility of effluent to be discharged on the sewer system and used for irrigation purposes (based on its characteristics).

This study aimed to fire risk assessment and prioritize the preventive measures using a FRAME‑TOPSIS method in the Isfahan School of Health Library.

This descriptive‑analytical study was conducted in 2023. First, the FRAME method was used to calculate this risk score in three areas: individuals, buildings and their contents, and activities. Second, the Fuzzy Delphi method was used to identify the preventive measures. Finally, the TOPSIS method was applied to prioritize preventive measures. Excel 2019 was used for TOPSIS and Fuzzy Delphi, and FRAME was calculated by FRAME software.

The results of the FRAME method showed the risk levels of fire for the Isfahan School of Health Library were unacceptable in individuals (R = 1.04) and activities (R = 1.32). The TOPSIS method revealed that the most important control measures for reducing fire risk levels in the library are installing an automatic fire alarm (0.732), improving electrical safety (0.694), and use of fireproof partitions (0.660).

The study library has identified a high level of risk, necessitating the thorough implementation of control measures. Moreover, the methodology presented in this study can be applied to other locations where fire safety is of paramount importance, including hospitals, buildings, and industries.

People who stutter (PWS) experience many problems in their lives in addition to speech fluency disorder. Meanwhile, stuttering reduces their quality of life (QoL). QoL depends on different social, economic, and cultural conditions of societies. Considering that there is no specific questionnaire to investigate the QoL in Iranian PWS; this study develops and evaluates the psychometric properties of a stuttering related QoL questionnaire (SRQoLQ).

First, by interviewing 11 PWS, with the help of 10 speech-language pathologists in the stuttering field, in addition to reviewing the literature, initial items were developed and a preliminary version of the SRQoLQ was designed. The content validity of the SRQoLQ was evaluated using two qualitative and quantitative methods (determining content validity ratio and content validity index) using the opinions of 12 experts. The qualitative method was also used to determine the face validity and interviews were conducted with 10 PWS. Finally, the reliability of the SRQoLQ was investigated through internal consistency and test re-test reliability with the participation of 83 and 30 PWS, respectively.

Interviews with PWS and experts in addition to literature review led to the development of a questionnaire with 40 items. After determining content and face validity, the number of items in the SRQoLQ was reduced to 32. The results of calculating the Cronbach α coefficient showed the appropriate reliability of the SRQoLQ (0.96). The intraclass correlation coefficient of the SRQoLQ items in the test re-test phase ranged from 0.6 to 0.95. Moreover, the intraclass correlation coefficient value of the SRQoLQ was 0.95.

A suitable tool was developed to evaluate the QoL of PWS, and its psychometric properties were investigated. Based on the results, the SRQoLQ for PWS is a valid and reliable tool with 32 items that can be used for clinical or research purposes in the field of stuttering.

HL7 standards of EHR performance model provides a standardized framework that can help evaluate, design, and improve hospital information system. This study examines hospital information systems in terms of their compliance with HL7 standards in the EHR functional model at teaching hospitals affiliated with Shiraz University of Medical Sciences This is an applied descriptive-cross sectional study. The research population includes 11 hospital information system officials of hospitals affiliated with Shiraz University of Medical Sciences. The data collection tool was a questionnaire that has been prepared, and translated based on the HL7 standards of EHR performance model. The validity and reliability of the tool have been confirmed by the agreement of information technology experts. The data collection method consists of a questionnaire prepared by the researcher and completed by interviewing hospital IT officials and direct observation. Data analysis was performed using the SPSS16, and a one-sample T-test was used to compare the sample mean with the population mean.The results of study showed The comparison between the average scores of variables and the community average revealed that there is a significant difference between the community average and the security mean in the examined sample (p<0.001). Furthermore, there are significant differences between the community average and the means of health records management and information (p=0.03), terminology services and standard terminology (p<0.001), and workflow (p=0.03).The evaluation of Healthcare Information Systems (HIS) performance is crucial to ensure that they effectively meet the needs healthcare organizations and support their missions.

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students’ learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability andefficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.