Script concordance test: an approach to the evaluation of clinical reasoning in uncertain contexts

Little research has been done in Brazilian medical education on the evaluation of clinical reasoning in situations of uncertainty. The most common tests are still multiple-choice, which are capable of evaluating skills when dealing with well-defined problems. However, in practice the majority of situations involve uncertainties. A method for the evaluation of clinical reasoning in contexts of uncertainty was developed on the basis of the cognitive script theory in relation to professional reasoning. The objectives of the research were to develop, apply, and analyze this methodology in a Brazilian educational setting, based on clinical situations in Geriatrics that involved diagnostic, therapeutic, or ethical dilemmas. A group of specialists in this area and a group of undergraduate students that were completing their training in the Geriatrics internship took the test. Comparison of the results led to evidence of the instrument's validity, capable of distinguishing clinical reasoning according to the participants' level of experience. The mean score for the specialists (80,41) was higher than that of students (70,71) (p < 0,001). In addition, analyses of the internal consistency and a G study design furnished results that are consistent with a scoring system that seeks to evaluate a professional skill. In conclusion, a proposal for a script concordance test in the Portuguese language, applied in a Brazilian teaching institution, may be a viable alternative for evaluating clinical reasoning in contexts of uncertainty.A avaliação do raciocínio clínico em situações de incerteza é pouco pesquisada na educação médica. Os testes escritos mais aplicados são de múltipla escolha, capazes de avaliar como se lida com problemas bem definidos. Porém, a maioria das situações contém incertezas. Um método de avaliação do raciocínio clínico em contextos de incerteza foi desenvolvido a partir da teoria de scripts, com situações em geriatria. Um grupo de especialistas e um grupo de estudantes de graduação resolveram o teste. Acomparação entre os resultados trouxe indícios da validade do instrumento, capaz de diferenciar o raciocínio relacionado ao nível de experiência profissional. A média dos escores dos especialistas (80,41) foi superior à dos estudantes (70,71), p < 0,001. As análises de consistência interna e um estudo G forneceram resultados que estão de acordo com metodologias que buscam avaliar uma competência profissional. Concluiu-se que uma proposta de teste de concordância de scripts em língua portuguesa aplicado em uma instituição de ensino brasileira pode ser uma alternativa para a avaliação do raciocínio clínico em contextos de incerteza.Universidade Federal de São Paulo (UNIFESP)UNIFESP, EPM, São Paulo, BrazilSciEL

The impact of large scale licensing examinations in highly developed countries: a systematic review

BACKGROUND: To investigate the existing evidence base for the validity of large-scale licensing examinations including their impact. METHODS: Systematic review against a validity framework exploring: Embase (Ovid Medline); Medline (EBSCO); PubMed; Wiley Online; ScienceDirect; and PsychINFO from 2005 to April 2015. All papers were included when they discussed national or large regional (State level) examinations for clinical professionals, linked to examinations in early careers or near the point of graduation, and where success was required to subsequently be able to practice. Using a standardized data extraction form, two independent reviewers extracted study characteristics, with the rest of the team resolving any disagreement. A validity framework was used as developed by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education to evaluate each paper’s evidence to support or refute the validity of national licensing examinations. RESULTS: 24 published articles provided evidence of validity across the five domains of the validity framework. Most papers (n = 22) provided evidence of national licensing examinations relationships to other variables and their consequential validity. Overall there was evidence that those who do well on earlier or on subsequent examinations also do well on national testing. There is a correlation between NLE performance and some patient outcomes and rates of complaints, but no causal evidence has been established. CONCLUSIONS: The debate around licensure examinations is strong on opinion but weak on validity evidence. This is especially true of the wider claims that licensure examinations improve patient safety and practitioner competence

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and self-perceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full- or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher’s exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education

Even a little sleepiness influences neural activation and clinical reasoning in novices

Funding: This study was funded by a grant from the Scottish Medical EducationResearch Consortium (SMERC). SMERC had no involvement in thestudy design; collection, analysis, and interpretation of data; writing ofthe report; or the decision to submit the report for publication. Acknowledgements: We thank the students who took part in this project, and the Instituteof Education for Medical and Dental Sciences, University of Aber-deen, for supporting this project. We thank the American College ofPhysicians for the questions used in this study. We thank ProfessorCLELANDET AL.7of9&C?JRFѥ1AGCLACѥ0CNMPRQSusan Jamieson, University of Glasgow, for her support at the stageof seeking funding for this work.Peer reviewedPublisher PD

Treating axial spondyloarthritis and peripheral spondyloarthritis, especially psoriatic arthritis, to target: 2017 update of recommendations by an international task force

Therapeutic targets have been defined for axial and peripheral spondyloarthritis (SpA) in 2012, but the evidence for these recommendations was only of indirect nature. These recommendations were re-evaluated in light of new insights. Based on the results of a systematic literature review and expert opinion, a task force of rheumatologists, dermatologists, patients and a health professional developed an update of the 2012 recommendations. These underwent intensive discussions, on site voting and subsequent anonymous electronic voting on levels of agreement with each item. A set of 5 overarching principles and 11 recommendations were developed and voted on. Some items were present in the previous recommendations, while others were significantly changed or newly formulated. The 2017 task force arrived at a single set of recommendations for axial and peripheral SpA, including psoriatic arthritis (PsA). The most exhaustive discussions related to whether PsA should be assessed using unidimensional composite scores for its different domains or multidimensional scores that comprise multiple domains. This question was not resolved and constitutes an important research agenda. There was broad agreement, now better supported by data than in 2012, that remission/inactive disease and, alternatively, low/minimal disease activity are the principal targets for the treatment of PsA. As instruments to assess the patients on the path to the target, the Ankylosing Spondylitis Disease Activity Score (ASDAS) for axial SpA and the Disease Activity index for PSoriatic Arthritis (DAPSA) and Minimal Disease Activity (MDA) for PsA were recommended, although not supported by all. Shared decision-making between the clinician and the patient was seen as pivotal to the process. The task force defined the treatment target for SpA as remission or low disease activity and developed a large research agenda to further advance the field

E. coli metabolic protein aldehydealcohol dehydrogenase-E binds to the ribosome: a unique moonlighting action revealed

It is becoming increasingly evident that a high degree of regulation is involved in the protein synthesis machinery entailing more interacting regulatory factors. A multitude of proteins have been identified recently which show regulatory function upon binding to the ribosome. Here, we identify tight association of a metabolic protein aldehyde-alcohol dehydrogenase E (AdhE) with the E. coli 70S ribosome isolated from cell extract under low salt wash conditions. Cryo-EM reconstruction of the ribosome sample allows us to localize its position on the head of the small subunit, near the mRNA entrance. Our study demonstrates substantial RNA unwinding activity of AdhE which can account for the ability of ribosome to translate through downstream of at least certain mRNA helices. Thus far, in E. coli, no ribosome-associated factor has been identified that shows downstream mRNA helicase activity. Additionally, the cryo-EM map reveals interaction of another extracellular protein, outer membrane protein C (OmpC), with the ribosome at the peripheral solvent side of the 50S subunit. Our result also provides important insight into plausible functional role of OmpC upon ribosome binding. Visualization of the ribosome purified directly from the cell lysate unveils for the first time interactions of additional regulatory proteins with the ribosom

Situational awareness within objective structured clinical examination stations in undergraduate medical training - a literature search

Background: Medical students may not be able to identify the essential elements of situational awareness (SA) necessary for clinical reasoning. Recent studies suggest that students have little insight into cognitive processing and SA in clinical scenarios. Objective Structured Clinical Examinations (OSCEs) could be used to assess certain elements of situational awareness. The purpose of this paper is to review the literature with a view to identifying whether levels of SA based on Endsley's model can be assessed utilising OSCEs during undergraduate medical training. Methods: A systematic search was performed pertaining to SA and OSCEs, to identify studies published between January 1975 (first paper describing an OSCE) and February 2017, in peer reviewed international journals published in English. PUBMED, EMBASE, PsycINFO Ovid and SCOPUS were searched for papers that described the assessment of SA using OSCEs among undergraduate medical students. Key search terms included "objective structured clinical examination", "objective structured clinical assessment" or "OSCE" and "non-technical skills", "sense-making", "clinical reasoning", "perception", "comprehension", "projection", "situation awareness", "situational awareness" and "situation assessment". Boolean operators (AND, OR) were used as conjunctions to narrow the search strategy, resulting in the limitation of papers relevant to the research interest. Areas of interest were elements of SA that can be assessed by these examinations. Results: The initial search of the literature retrieved 1127 publications. Upon removal of duplicates and papers relating to nursing, paramedical disciplines, pharmacy and veterinary education by title, abstract or full text, 11 articles were eligible for inclusion as related to the assessment of elements of SA in undergraduate medical students. Discussion: Review of the literature suggests that whole-task OSCEs enable the evaluation of SA associated with clinical reasoning skills. If they address the levels of SA, these OSCEs can provide supportive feedback and strengthen educational measures associated with higher diagnostic accuracy and reasoning abilities. Conclusion: Based on the findings, the early exposure of medical students to SA is recommended, utilising OSCEs to evaluate and facilitate SA in dynamic environment

Structural basis of signal sequence surveillance and selection by the SRP–FtsY complex

Signal-recognition particle (SRP)-dependent targeting of translating ribosomes to membranes is a multistep quality-control process. Ribosomes that are translating weakly hydrophobic signal sequences can be rejected from the targeting reaction even after they are bound to the SRP. Here we show that the early complex, formed by Escherichia coli SRP and its receptor FtsY with ribosomes translating the incorrect cargo EspP, is unstable and rearranges inefficiently into subsequent conformational states, such that FtsY dissociation is favored over successful targeting. The N-terminal extension of EspP is responsible for these defects in the early targeting complex. The cryo-electron microscopy structure of this 'false' early complex with EspP revealed an ordered M domain of SRP protein Ffh making two ribosomal contacts, and the NG domains of Ffh and FtsY forming a distorted, flexible heterodimer. Our results provide a structural basis for SRP-mediated signal-sequence selection during recruitment of the SRP receptor

Engineering Oxidative Stress Resistance in CHO Cell Factories

Oxidative stress is a phenomenon created by an imbalance in the amount of Reactive Oxygen Species (ROS) created within a cell, and the ability of its defence mechanisms to effectively deal with ROS. Oxidative stress is extremely deleterious to the cell, and is known to cause damage to DNA, proteins and lipids (Turrens, 2003). Mitochondria are the cell’s predominant producer of ROS (Murphy, 2009), but it has also been shown that increased protein folding in the Endoplasmic Reticulum (ER) results in an increase in ROS levels (Malhotra, 2008), an issue particularly pertinent as developers move towards hard-to-express proteins. As well as many enzymes dedicated to the eradication of ROS, such as caspases, peroxidases and superoxide dismutases (SODs) the cell maintains a glutathione pool to buffer the increase of ROS (Lu, 2009). Design of Experiment models were designed and implemented using the growth, productivity and ROS content data from batch experiments in order to design anti-oxidant supplementation strategies. Two rounds of fed-batch screening were performed and a feeding strategy identified that improved the growth and ROS burden of three cell lines producing the same recombinant MAb product. A directed evolution strategy was employed to engineer oxidative stress resistant host cell lines through chronic exposure to Hydrogen Peroxide. Following transfection with a recombinant MAb product, the novel engineered cell line consistently outperformed the original cell line in terms of growth and ROS content, in both transient and stable transfection processes. Doubling time of stably transfected evolved cell line was reduced to 23 hours, a substantial time frame reduction. A link between ROS level reduction and improvement in cell line performance was demonstrated, with further investigation needed to unpick the mechanistic underpinnings of the oxidative stress resistance as well as to attempt to address the imbalance of improvements in growth compared to productivity

Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper

Background: Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution. Methods: An analysis of multiple-choice questions and modified essay questions (MEQs) used for summative assessment in a clinical undergraduate curriculum was undertaken. A total of 50 MCQs and 139 stages of MEQs were examined, which came from three exams run over two years. The effectiveness of the questions was determined by two assessors and was defined by the questions ability to measure higher cognitive skills, as determined by a modification of Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. Results: Over 50% of all of the MEQs tested factual recall. This was similar to the percentage of MCQs testing factual recall. The modified essay question failed in its role of consistently assessing higher cognitive skills whereas the MCQ frequently tested more than mere recall of knowledge. Conclusion: Construction of MEQs, which will assess higher order cognitive skills cannot be assumed to be a simple task. Well-constructed MCQs should be considered a satisfactory replacement for MEQs if the MEQs cannot be designed to adequately test higher order skills. Such MCQs are capable of withstanding the intellectual and statistical scrutiny imposed by a high stakes exit examination.Edward J Palmer, Peter G Devit