Relevant bibliographies by topics / Diagnostic skill

Contents

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

Academic literature on the topic 'Diagnostic skill'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Diagnostic skill"

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SCHAAFSTAL, ALMA. "Knowledge and strategies in diagnostic skill." Ergonomics 36, no. 11 (November 1993): 1305–16. http://dx.doi.org/10.1080/00140139308968001.

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Godlee, F. "Diagnostic skill and patient centred care." BMJ 349, no. 06 7 (November 6, 2014): g6665. http://dx.doi.org/10.1136/bmj.g6665.

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Chen, Huilin, and Jinsong Chen. "Cognitive Diagnostic Research on Chinese Students’ English Listening Skills and Implications on Skill Training." English Language Teaching 10, no. 12 (November 7, 2017): 107. http://dx.doi.org/10.5539/elt.v10n12p107.

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By analyzing the test data of 2718 secondary school students in Guangzhou China on 15 listening items from Guangzhou English Achievement Examination (2015) through G-DINA model, the study explored the relationships among the listening comprehension skills. Based on the test specifications and listening skill taxonomies in existence, 5 experts in language skills and language testing conducted item content analysis independently for the 15 listening items, defined 5 listening attributes, and constructed the Q-matrix. After analyzing latent classes and their posterior probabilities, the study discovered the relationship among the listening skills. According to the listening skill relationship, the study provides insights on the sequence of listening skill training. The efficiency of training may be improved when closely related listening skills are instructed and practiced at the same time. The study also demonstrates that the compensatory and saturated G-DINA model caters to the characteristics of listening comprehension skills and can be applied to tests involving highly interactive and hierarchical skills.
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Hartono, Wahyu. "APLIKASI CROSS VALIDATION PADA MODEL SKILL SISWA." Euclid 7, no. 2 (July 15, 2020): 126. http://dx.doi.org/10.33603/e.v7i2.4220.

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One of the activities in the educational test is making a diagnosis to determine whether or not a person's skills are present. This study specifically aims to design student skill models in basic mathematics courses and perform validation using a leave-one-out cross validation to select an accurate model. The diagnostic test questions used in this study ranged from moderate to difficult. The findings of this study indicate that the method of fixed test questions in order of questions from easy to difficult is better than the method of design of the initial fixed test questions. Keywords: Bayes Network, Cross Validation, Student Skill Model, Diagnostic test
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Pinheiro, Victor E. D., and Herbert A. Simon. "An Operational Model of Motor Skill Diagnosis." Journal of Teaching in Physical Education 11, no. 3 (April 1992): 288–302. http://dx.doi.org/10.1123/jtpe.11.3.288.

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The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
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SHAW, ALISON. "Interpreting Images: Diagnostic Skill In The Genetics Clinic." Royal Anthropological Institute 9, no. 1 (March 2003): 39–55. http://dx.doi.org/10.1111/1467-9655.t01-2-00003.

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Ravesloot, Cécile J., Anouk van der Gijp, Marieke F. van der Schaaf, Josephine C. B. M. Huige, Olle ten Cate, Koen L. Vincken, Christian P. Mol, and Jan P. J. van Schaik. "Identifying error types in visual diagnostic skill assessment." Diagnosis 4, no. 2 (June 27, 2017): 93–99. http://dx.doi.org/10.1515/dx-2016-0033.

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AbstractBackground:Misinterpretation of medical images is an important source of diagnostic error. Errors can occur in different phases of the diagnostic process. Insight in the error types made by learners is crucial for training and giving effective feedback. Most diagnostic skill tests however penalize diagnostic mistakes without an eye for the diagnostic process and the type of error. A radiology test with stepwise reasoning questions was used to distinguish error types in the visual diagnostic process. We evaluated the additional value of a stepwise question-format, in comparison with only diagnostic questions in radiology tests.Methods:Medical students in a radiology elective (n=109) took a radiology test including 11–13 cases in stepwise question-format: marking an abnormality, describing the abnormality and giving a diagnosis. Errors were coded by two independent researchers as perception, analysis, diagnosis, or undefined. Erroneous cases were further evaluated for the presence of latent errors or partial knowledge. Inter-rater reliabilities and percentages of cases with latent errors and partial knowledge were calculated.Results:The stepwise question-format procedure applied to 1351 cases completed by 109 medical students revealed 828 errors. Mean inter-rater reliability of error type coding was Cohen’s κ=0.79. Six hundred and fifty errors (79%) could be coded as perception, analysis or diagnosis errors. The stepwise question-format revealed latent errors in 9% and partial knowledge in 18% of cases.Conclusions:A stepwise question-format can reliably distinguish error types in the visual diagnostic process, and reveals latent errors and partial knowledge.
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Bondar, Yulia. "DIAGNOSTIC TOOLS FOR DETERMINATION OF LEVELS OF FORMATION OF CREATIVE SKILLS OF JUNIOR SCHOOLCHILDREN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 35–41. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247517.

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The urgency of the problem of development and diagnostics of creative skills of junior schoolchildren is substantiated in the article. The purpose of scientific work is to determine the criteria, indicators and diagnostic tools for the levels of formation of creative skills of junior high school students. The research methods determine the theoretical analysis and generalization of literature sources, in order to reveal the theoretical and practical aspects of the outlined problem. In particular, the article highlights the essence of the concepts: “skill”, “pedagogical diagnosis”, “criterion”, “indicator”; types of creative skills are covered. The essence of the criteria for the formation of creative skills of primary school students is determined and revealed: motivational-personal, theoretical-informational, practical-activity and communicative-creative. Indicators of formation of creative skills of junior schoolchildren are developed, according to the offered criteria. Three levels of formation of creative skills of junior schoolchildren are singled out and characterized: high, sufficient and elementary. Pedagogical and general scientific methods for the ascertaining stage of the experiment are selected: pedagogical observation, questionnaires, testing, analysis of creative activity products, methods of statistical data processing. Diagnostic methods are determined according to each criterion. It is established that diagnostics should be aimed at the activity and consideration of mental operations, cognition strategies and not be limited to the analysis of the result of activity. The requirements that must be met during diagnostic procedures are highlighted. The results of the study show that the criteria and indicators are the basis for the selection of diagnostic tools for the formation of creative skills of primary school children, whose role is important during the experimental study. Keywords: creative skills; pedagogical diagnostics; criteria; indicators; levels of formation of creative skills; experiment; diagnostic methods; junior schoolchildren.
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Chan, David C., Matthew Gentzkow, and Chuan Yu. "Selection with Variation in Diagnostic Skill: Evidence from Radiologists." Quarterly Journal of Economics 137, no. 2 (January 21, 2022): 729–83. http://dx.doi.org/10.1093/qje/qjab048.

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Abstract Physicians, judges, teachers, and agents in many other settings differ systematically in the decisions they make when faced with similar cases. Standard approaches to interpreting and exploiting such differences assume they arise solely from variation in preferences. We develop an alternative framework that allows variation in preferences and diagnostic skill and show that both dimensions may be partially identified in standard settings under quasi-random assignment. We apply this framework to study pneumonia diagnoses by radiologists. Diagnosis rates vary widely among radiologists, and descriptive evidence suggests that a large component of this variation is due to differences in diagnostic skill. Our estimated model suggests that radiologists view failing to diagnose a patient with pneumonia as more costly than incorrectly diagnosing one without, and that this leads less skilled radiologists to optimally choose lower diagnostic thresholds. Variation in skill can explain 39% of the variation in diagnostic decisions, and policies that improve skill perform better than uniform decision guidelines. Failing to account for skill variation can lead to highly misleading results in research designs that use agent assignments as instruments.
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Aliagha, Godwin U., Alfred P. T. Goh, Mat Naim Abdullah, Nadzri M. Jaafar, and Stephen E. Eluwa. "Investigating Skill Gaps in Green Building Skills for Energy Efficiency." Advanced Materials Research 1073-1076 (December 2014): 1282–87. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.1282.

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Shortage of green skills has become a major constraint to energy efficient building programs and policies of Malaysia and many Asian countries. Yet, studies aimed at green skills are rare. Relying on an online survey of 99 professionals accredited by the Malaysian Green Building Index (GBI) this study seeks to: [1] identify the necessary green skills required for design and delivery of energy efficient building; and [2] identify and capture areas of skill gaps based on available and future green skills needs. Our preliminary result reveals that generally, available energy efficient green skills in Malaysia are below average. The highest skill gaps were found to be in the areas of energy efficiency maintenance for HVAC system, competence in use of diagnostic tools to measure building energy efficiency, carbon storage and capture in buildings and competency of architects/ builders in passive designs and installation.
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Dissertations / Theses on the topic "Diagnostic skill"

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Reiersen, C. S. "The acquisition and retention of control panel fault diagnostic skill." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372353.

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

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Diagnostic cognitive assessment (DCA) was explored using Bayesian networks and evidence-centred design (ECD) in a statistics learning domain (ANOVA). The assessment environment simulates problem solving activities that occurred in a web-based statistics learning environment. The assessment model is composed of assessment constructs, and evidence models. Assessment constructs correspond to components of knowledge and procedural skill in a cognitive domain model and are represented as explanatory variables in the assessment model. Explanatory variables represent specific aspects of student's performance of assessment problems. Bayesian networks are used to connect the explanatory variables to the evidence variables. These links enable the network to propagate evidential information to explanatory model variables in the assessment model. The purpose of DCA is to infer cognitive components of knowledge and skill that have been mastered by a student. These inferences are realized probabilistically using the Bayesian network to estimate the likelihood that a student has mastered specific components of knowledge or skill based on observations of features of the student's performance of an assessment task.
The objective of this study was to develop a Bayesian assessment model that implements DCA in a specific domain of statistics, and evaluate it in relation to its potential to achieve the objectives of DCA. This study applied a method for model development to the ANOVA score model domain to attain the objectives of the study. The results documented: (a) the process of model development in a specific domain; (b) the properties of the Bayesian assessment model; (c) the performance of the network in tracing students' progress towards mastery by using the model to successfully update the posterior probabilities; (d) the use of estimates of log odds ratios of likelihood of mastery as a measure of "progress toward mastery;" (e) the robustness of diagnostic inferences based on the network; and (f) the use of the Bayesian assessment model for diagnostic assessment with a sample of 20 students who completed the assessment tasks. The results indicated that the Bayesian assessment network provided valid diagnostic information about specific cognitive components, and was able to track development towards achieving mastery of learning goals.
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Bourrier, Yannick. "Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS002/document.

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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT
Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time
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Dabulskienė, Aušra. "STATISTIKOS ELEMENTAI MATEMATINIŲ GEBĖJIMŲ DIAGNOSTIKOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_103924-12150.

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Magistro darbe analizuojami statistikos elementai matematinių gebėjimų diagnostikoje, išskirta pagrindinė darbo problema: ar olimpiados uždaviniai atitinka standartus? D. ir A. Kiseliovai teigia, jog matematika, kaip ir kalba, yra neatsiejama žmogaus gyvenimo dalis. Olimpiada yra aktuali dėl to, kad stiprina moksleivių valią, savarankiškumą, mąstymo lankstumą bei tikslumą, ryžtą nugalėti kliūtis. Tyrimo objektas – statistikos elementai matematinių gebėjimų diagnostikoje. Šio magistro darbo tikslas yra panaudoti statistikos elementus matematinių gebėjimų diagnostikoje. Tyrimo hipotezė, kad sprendžiant olimpiadinius uždavinius, svarbiausia yra loginis mąstymas ir žinios. Darbe iškelti penki uždaviniai, t. y. nagrinėjama įvairių Lietuvos ir užsienio autorių literatūra apie statistikos elementus, analizuojamos pagrindinės statistikos elementų sąvokos, nagrinėjami moksleivių matematiniai gebėjimai kaip didaktinės diagnostikos objektas, apibūdintas šalies ketvirtų klasių moksleivių matematikos mokėjimo lygmuo pagal pradinio ir pagrindinio ugdymo bendrąsias programas, išanalizuotos ketvirtos klasės, olimpiadinių uždavinių sąlygos ir sprendimai pradinio ir pagrindinio ugdymo bendrųjų programų kontekste ir pateikti rezultatai, rekomendacijos bei išvados. Buvo atliktas tyrimas Lietuvos mastu. Tyrimui atsitiktinai iš kiekvieno šalies miesto bei rajono atrinkti 354 ketvirtų klasių moksleivių olimpiadiniai darbai ir analizuojami. Atlikus tyrimą, hipotezė pasitvirtino, kad šie... [toliau žr. visą tekstą]
The thesis paper analyzes the elements of statistics in diagnostics of mathematical skills as well as the main problem of the paper whether the tasks of a Mathematics contest coincides with the standards of teaching has been distinguished. Mr. and Mrs. Kiseliovai affirm that Mathematics the same as the language is an inherent part of human being life. The contest of Mathematics is relevant as it reinforces students’ will, independence, flexibility and precision of thinking as well as ability to overcome different obstacles. The object of the research is the elements of statistics in diagnostics of mathematical skills. The aim of the thesis paper is to use the elements of the statistics in diagnostics of mathematical skills. The hypothesis of the research is logical thinking and knowledge when dealing with the tasks of the Mathematics contest. Five goals have been distinguished in the paper which analyze various literatures concerning the elements of statistics by Lithuanian and foreign authors and the main concepts of the elements of statistics. It also analyzes the mathematical skills of students as the object of didactic diagnostics. The paper describes the level of Mathematics knowledge of the primary school students according to Educational program, analyzes the Mathematical contest assignments in the context of Educational program of primary and basic school and provides its results, recommendations and conclusions. The research has been carried out throughout Lithuania... [to full text]
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Su, Yu-Lan. "Cognitive diagnostic analysis using hierarchically structured skills." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.

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This dissertation proposes two modified cognitive diagnostic models (CDMs), the deterministic, inputs, noisy, "and" gate with hierarchy (DINA-H) model and the deterministic, inputs, noisy, "or" gate with hierarchy (DINO-H) model. Both models incorporate the hierarchical structures of the cognitive skills in the model estimation process, and can be used for situations where the attributes are ordered hierarchically. The Trends in International Mathematics and Science Study (TIMSS) 2003 data are analyzed to illustrate the proposed approaches. The simulation study evaluates the effectiveness of the proposed approaches under various conditions (e.g., various numbers of attributes, test lengths, sample sizes, and hierarchical structures). The simulation study attempts to address the model fits, items fit, and accuracy of item parameter recovery when the skills are in a specified hierarchy and varying estimation models are applied. The simulation analysis examines and compares the impacts of the misspecification of a skill hierarchy on various estimation models under their varying assumptions of dependent or independent attributes. The study is unique in incorporating a skill hierarchy with the conventional DINA and DINO models. It also reduces the number of possible latent classes and decreases the sample size requirements. The study suggests that the DINA-H/ DINO-H models, instead of the conventional DINA/ DINO models, should be considered when skills are hierarchically ordered. Its results demonstrate the proposed approaches to analyzing the hierarchically structured CDMs, illustrate the usage in applying cognitive diagnosis models to a large-scale assessment, and provide researchers and test users with practical guidelines.
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Elieson, S. Willard (Sanfred Willard). "Development of an Expert System to Teach Diagnostic Skills." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331448/.

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The primary purpose of the study was to develop an expert system that could C D perform medical diagnoses In selected problem areas, and C2) provide diagnostic Insights to assist medical students In their training. An expert system Is a computer-based set of procedures and algorithms that can solve problems In a given domain. Two research questions were proposed. The first was "Given a problem space defined by a matrix of diseases and symptoms, can a computer-based model be derived that will consistently perform accurate and efficient diagnoses of cases within that problem area?" The second question was "If the techniques derived from the model are taught to a medical student, is there a subsequent improvement of diagnostic skill?" An expert system was developed which met the objectives of the study. It was able to diagnose cases in the two problem areas studied with an accuracy of 94-95%. Furthermore, it was able to perform those diagnoses in a very efficient manner, often using no more than the theoretical minimum number of steps. The expert system employed three phases: rapid search by discrimination, confirmation by pattern matching against prototypes, and elimination of some candidates (impossible states) by making use of negative information. The discrimination phase alone achieved accuracies of 73-78%. By comparison, medical students achieved mean accuracies of 54-55% in the same problem areas. This suggests that novices could improve their diagnostic accuracy by approximately 20% by following the simple rules used in the first phase of the expert system. Curricular implications are discussed. When 49 first-year medical students at the Texas College of Osteopathic Medicine were exposed to some of the insights of the expert system by means of a videotaped 10- minute lecture, their diagnostic approach was modified and the accuracy of their diagnoses did improve. However, the degree of Improvement was not statistically significant. Recommendations for further research are made.
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Raišutytė, Laima. "Matematinių gebėjimų diagnostikos instrumentų kūrimas ir taikymo rezultatų vertinimo optimizavimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060612_181145-81659.

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The school is in the social, cultural and political contest which is complexical and changeable. Our society’s democratization and education reforms obligate us to look at the education aspects newly. One of them is the students abilities’ diagnostic. There are talking about mathematical abilities in this work. But, of course, such diagnostic principles can be used in other subjects, too. The main education’s mission is to develop the person’s forces, to formulate a human for the life in the society which is changing very fast in the sociocultural condition. The training is becoming orientated into the process but not into the results. But it’s very important to reach positive changes in each student’s studies. So, it’s very important to know every pupil, to understand his/her person’s features, addictions and faculties. The primary school had refused to value students’ knowledge and abilities in marks. But after some time there had risen necessity to create a new estimation system, which can mach purposes and goals in the training. The teachers need objective and reliable estimation’s instrument. Such instrument can be the standardized learning gains’ tests. There are talking about the tests’ information (which is necessary), perfection, administration, the forthcoming results’ interpretation in this work. The subject of the research is primary class pupils’ mathematical abilities as the diagnostic construct. The aim of the research is to open methodological, theoretical... [to full text]
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Sherwood, Julia E. "Delivering effective training electrical diagnostic skills retention of automotive technicians /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sherwoodj.pdf.

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Lin, Shu-Chuan. "Robust estimation for spatial models and the skill test for disease diagnosis." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26681.

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Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009.
Committee Chair: Lu, Jye-Chyi; Committee Co-Chair: Kvam, Paul; Committee Member: Mei, Yajun; Committee Member: Serban, Nicoleta; Committee Member: Vidakovic, Brani. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Bögels, Susan Maria. "Teaching and assessing diagnostic interviewing skills an application to the mental health field /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6844.

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Books on the topic "Diagnostic skill"

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Schwarz, Victor. Disease, laboratory data and diagnosis: 20 cases to improve diagnostic skills. London: Butterworths, 1985.

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M, Addison G., ed. Disease, laboratory data, and diagnosis: 20 cases to improve diagnostic skills. London: Butterworths, 1985.

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Schwarz, Victor. Disease, laboratroy data and diagnosis: 20 cases to improve diagnostic skills. London: Butterworths, 1985.

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Skull and spine imaging: An atlas of differential diagnosis. New York: Raven Press, 1993.

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Brigance, Albert H. Brigance Diagnostic Life Skills Inventory. North Billerica, MA: Curriculum Associates, 1994.

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Special skills and techniques. Thorofare, NJ: Slack, 1999.

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Altman, Gaylene. Delmar's physical assessment skills. Clifton Park, NY: Delmar Learning, 2004.

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Read, Alan Ernest Alfred. Clinical skill in medicine. 6th ed. London: Wright, 1989.

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Alberta. Alberta Education. Policy and Planning Branch. and Fort McMurray Public School District No. 2833., eds. Social skills diagnostic screen administration manual. Edmonton, Alta: Alberta Education, Policy and Planning Branch, 1993.

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Clinical skills for medical students: A hands-on guide. 2nd ed. Knutsford, Cheshire: Pas Test, 2005.

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Book chapters on the topic "Diagnostic skill"

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Embretson, Susan E. "Diagnostic Modeling of Skill Hierarchies and Cognitive Processes with MLTM-D." In Handbook of Diagnostic Classification Models, 187–205. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05584-4_9.

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Bolt, Daniel M. "Bifactor MIRT as an Appealing and Related Alternative to CDMs in the Presence of Skill Attribute Continuity." In Handbook of Diagnostic Classification Models, 395–417. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05584-4_19.

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

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Wagner, Luisa, and Antje Ehlert. "Diagnostic Competence of Math Teacher Students: An Important Skill in Inclusive Settings." In Inclusive Mathematics Education, 561–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_32.

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Almoallim, Hani, Hadiel Albar, and Fahtima Mehdawi. "Diagnostic Approach to Proximal Myopathy." In Skills in Rheumatology, 191–207. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8323-0_9.

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AbstractPatients with muscle disorders are a diagnostic challenge to physicians, because of the various ways of presentation. A comprehensive approach should be followed systematically in order to reach the correct diagnosis. Weakness is a common symptom among patients including those with central or peripheral nervous systems diseases and those with muscular and/or neuromuscular diseases. Muscle weakness is not only a regular finding in rheumatologic diseases, but in inflammatory myopathies as well. This chapter focuses on skills needed to approach any patient that presents with weakness, specifically proximal myopathy.
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Gottlieb, Klaus, and Gustavo Marino. "Acquiring and Improving Skills in Diagnostic Endosonography." In Diagnostic Endosonography, 1–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39118-7_1.

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Cheikh, Mohamed, and Nezar Bahabri. "Fever and Rheumatology." In Skills in Rheumatology, 241–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8323-0_11.

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AbstractIn all the patients with rheumatic diseases, fever should prompt an immediate and thorough evaluation. There are different disorders that can cause fever and arthritis. Fever that is thought to be due to active rheumatic disease is seen in over 50% of patients with SLE30. However, it can be also related to or a sequel of an infectious process. There are many infectious diseases with rheumatological manifestations. The aim of this chapter therefore is to address variable relationships of fever with patients with arthritis. Fever of unknown origin will be addressed as some systemic rheumatic disease may present with fever. It is always a dilemma when an established patient with arthritis presents with fever. What should you do? This issue is addressed with a suggested diagnostic approach that guides you in a stepwise manner until you reach to the definitive diagnosis.
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Meißner, Carl. "Diagnostik und Beurteilung im Notfall." In Basic Skills PJ, 139–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48703-7_12.

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Wan, Xuehong, and Rui Zeng. "Skills of History Taking." In Handbook of Clinical Diagnostics, 107–12. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7677-1_37.

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Noshirwani, Arish. "Information Gathering and Diagnostics." In Communication Skills for Surgeons, 41–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12213-2_5.

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Conference papers on the topic "Diagnostic skill"

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Filimonova, A. A., A. G. Filimonov, and N. D. Chichirova. "Study of Methods and Skill Experience of Diagnostics of the Main Heating Network State Diagnostics Using a Robotized Diagnostic Complex." In 2020 V International Conference on Information Technologies in Engineering Education ( Inforino ). IEEE, 2020. http://dx.doi.org/10.1109/inforino48376.2020.9111740.

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Li, Rui, Pengcheng Shi, and Anne R. Haake. "Image Understanding from Experts' Eyes by Modeling Perceptual Skill of Diagnostic Reasoning Processes." In 2013 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2013. http://dx.doi.org/10.1109/cvpr.2013.284.

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Durand, Francesca. "Diagnostic Classroom Assessments of English Language Arts Grades 3–8 Skill Deficits to Inform Instruction." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680057.

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Nurhasanah, Supahar, Erlita Agustina, Syarifah Aini Nabila, and Puji Rahayu. "Developing Physics Digital Literacy Skill Diagnostic Test Assisted by Google Form for Senior High School Students." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.049.

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Maulidiyah, Fikriyatul, Hayuni Retno Widarti, and Yudhi Utomo. "Analysis of undergraduate students’ misconception on salt hydrolysis with different thinking skill ability using four tier diagnostic test." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112169.

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Maalouf, Mel G. "Slow Speed Vibration Signal Analysis: If You Can’t Do It Slow, You Can’t Do It Fast." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-28252.

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For many people, the interpretation of vibration signals for a machine at running speed is complicated and foreign, and is considered an art in many circles. Interpreting the rich characteristics of the raw signals during run-up and coast down requires even more skill and experience. For some, interpreting the signals at slow speeds (sometimes called slow roll speeds) is so difficult that the signals are often ignored and discredited as not useful data. This paper will communicate the author’s experience in using this valuable, yet sometimes difficult, data to correlate and corroborate with high-speed data. This data and interpretation are used to understand the dynamic behavior of the machine while the forces on the rotor are driving the response characteristics at run up, full speed and coast down. In the sports arena, good coaches often say that if you cannot execute skills in slow motion, you likely won’t be able to execute them at normal speeds and absolutely not in high-pressure game situations. This is also true for vibration diagnostics: if you don’t do correct slow speed analysis, full speed and transient (startup and coast down) analysis may be misleading or just wrong. In this instance, the analyses and diagnostic calls that were made by using slow speed signal analysis include: Selecting Slow Roll Values, Shaft Surface Quality, Direction of Rotation, Rotor Bow (Gravity), Rotor Bow (Thermal), Locked up Coupling, Non-Concentric Coupling, Reverse Rotation. This paper will describe the methodologies for collecting data and the analysis of the data to make the above calls on specific examples experienced by the author and his colleagues.
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Tikhomirova, Larisa F., and Evgeniya S. Khanova. "Analysis of the results of the study of the formation of communicative skills in impudent preschoolers." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-164-170.

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This article is devoted to the actual problem of the formation of communication skills in visually impaired children of middle preschool age in an inclusive group. The article describes a diagnostic study of the formation of communication skills in children of middle preschool age with visual impairment in comparison with normally developing children. The authors analyze the results of diagnostics, give a qualitative and quantitative assessment of the results, prove significant differences in the formation of communication skills in children with visual impairment and normally developing peers.
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Roytman, Michelle, Susan Pannullo, Nikolaos Karakatsanis, Sadek Nehmeh, Theodore Schwartz, Ashutosh Kacker, Andrew Tassler, and Jana Ivanidze. "Diagnostic Utility of 68-Gallium DOTATATE PET in the Diagnosis and Management of Somatostatin Receptor Positive Skull Base Tumors." In 29th Annual Meeting North American Skull Base Society. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1679538.

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Kravchenko, Oksana, Nataliia Koliada, Olena Polishchuk, and Julia Lysenko. "Work Experience of the Psychological Diagnosis and Training Technologies Center "Іnsight"." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001170.

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The article is devoted to the disclosure of the work of the Psychological Diagnosis and Training Technologies Center "Insight". An analysis of the work of the center's specialists in the conditions of quarantine restrictions, conducting professional diagnostics, webinars, and trainings to help high school students professionally self-determine is performed. It is noted that the provision of online services is a promising area of the center in terms of distance learning. Given the requests of concerned parties for career guidance diagnosis, acquisition of skills necessary for testing, understanding their own emotions and managing emotional state, the center can work effectively remotely in quarantine as well as in the usual mode.
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Frederking, T., and R. Gadow. "Novel Concept for Totally Integrated Automation (TIA) Using Siemens Bus System and WinCC Online Control." In ITSC 2000, edited by Christopher C. Berndt. ASM International, 2000. http://dx.doi.org/10.31399/asm.cp.itsc2000p0963.

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Abstract Total quality management requires definite process control as well as online diagnostics, if applied in industrial surface refinement by thermal spraying. A concept for integrated online diagnostics for the high velocity oxygen fuel (HVOF) flame spray process is presented using Siemens S7-300 programmable logic controller and PC-based Siemens WinCC (Windows Control Center) visualization software. The standard functionality of the WinCC programming environment can be extended by C-scripts. The integrated database allows to protocol the relevant process parameters periodically for total quality assurance. Also particle flux imaging software tools can be implemented to adjust online process parameters and for process diagnostic purposes. The Siemens bus system hierarchy thereby provides high speed communication skills for field bus level data exchange and for supervising system components, e.g. CCD-cameras. The interconnection between S7-300 PLC, 6-axis-robot and a novel WinCC software tool enables definite automatic changes of recipes during the coating process to generate functionally graded coatings.
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Reports on the topic "Diagnostic skill"

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Chan, David, Matthew Gentzkow, and Chuan Yu. Selection with Variation in Diagnostic Skill: Evidence from Radiologists. Cambridge, MA: National Bureau of Economic Research, November 2019. http://dx.doi.org/10.3386/w26467.

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Gitomer, Drew H., Linda S. Steinberg, and Robert J. Mislevy. Diagnostic Assessment of Troubleshooting Skill in an Intelligent Tutoring System. Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada280554.

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Sheehan, Kathleen, Kikumi Tatsuoka, and Charles Lewis. A Diagnostic Classification Model for Document Processing Skills. Fort Belvoir, VA: Defense Technical Information Center, October 1993. http://dx.doi.org/10.21236/ada273790.

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Marold, Juliane, Ruth Wagner, Markus Schöbel, and Dietrich Manzey. Decision-making in groups under uncertainty. Fondation pour une culture de sécurité industrielle, February 2012. http://dx.doi.org/10.57071/361udm.

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The authors have studied daily decision-making processes in groups under uncertainty, with an exploratory field study in the medical domain. The work follows the tradition of naturalistic decision-making (NDM) research. It aims to understand how groups in this high reliability context conceptualize and internalize uncertainties, and how they handle them in order to achieve effective decision-making in their everyday activities. Analysis of the survey data shows that uncertainty is thought of in terms of issues and sources (as identified by previous research), but also (possibly a domain-specific observation) as a lack of personal knowledge or skill. Uncertainty is accompanied by emotions of fear and shame. It arises during the diagnostic process, the treatment process and the outcome of medical decision making. The most frequently cited sources of uncertainty are partly lacking information and inadequate understanding owing to instability of information. Descriptions of typical group decisions reveal that the individual himself is a source of uncertainty when a lack of knowledge, skills and expertise is perceived. The group can serve as a source of uncertainty if divergent opinions in the decision making group exist. Three different situations of group decisions are identified: Interdisciplinary regular meetings (e.g. tumor conferences), formal ward meetings and ad hoc consultations. In all healthcare units concerned by the study, only little use of structured decision making procedures and processes is reported. Strategies used to handle uncertainty include attempts to reduce uncertainty by collecting additional information, delaying action until more information is available or by soliciting advice from other physicians. The factors which ultimately determine group decisions are hierarchy (the opinion of more senior medical staff carries more weight than that of junior staff), patients’ interest and professional competence. Important attributes of poor group decisions are the absence of consensus and the use of hierarchy as the predominant decision criterion. On the other hand, decisions judged to be effective are marked by a sufficient information base, a positive discussion culture and consensus. The authors identify four possible obstacles to effective decision making: a steep hierarchy gradient, a poor discussion culture, a strong need for consensus, and insufficient structure and guidance of group decision making processes. A number of intervention techniques which have been shown in other industries to be effective in improving some of these obstacles are presented.
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Sultanova, Leila Yu, Oksana P. Tsiuniak, Liudmyla O. Milto, Maryna O. Zheludenko, Lyudmyla M. Lyktei, Larisa M. Petrenko, and Aleksandr D. Uchitel. The potential of Google Classroom web service for lecturers of higher educational establishments under pandemic conditions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4445.

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Researches and publications on using Google Classroom web service for lecturers of higher educational establishments under pandemic conditions are analysed. The current state of higher education under pandemic conditions is characterised. Features of Google Classroom web service have been identified. The methodical development for lecturers of higher educational establishments “Potential of using Google Classroom web service” is described. Criteria and levels of using Google Classroom web service are defined. Initial diagnostic of the levels of using Google Classroom web service was conducted. During the diagnostic was revealed that most respondents have insufficient levels of theoretical knowledge and practical skills. In order to increase the level of using Google Classroom web service, the methodological development was implemented. As a result, positive dynamics in the levels of theoretical knowledge and practical skills of using Google Classroom web service was revealed. The effectiveness of the obtained results was confirmed by Fisher’s criterion.
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Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.
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Madu, Laura, Jacqueline Sharp, and Bobby Bellflower. Efficacy of Integrating CBT for Mental Health Care into Substance Abuse Treatment in Patients with Comorbid Disorders of Substance Abuse and Mental Illness. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/con.dnp.2021.0004.

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Abstract: Multiple studies have found that psychiatric disorders, like mood disorders and substance use disorders, are highly comorbid among adults with either disorder. Integrated treatment refers to the treatment of two or more conditions and the use of multiple therapies such as the combination of psychotherapy and pharmacotherapy. Integrated therapy for comorbidity per numerous studies has consistently been superior to the treatment of individual disorders separately. The purpose of this QI project was to identify the effectiveness of Cognitive Behavioral Therapy (CBT) instead of current treatment as usual for treating Substance Use Disorder (SUD) or mental health diagnosis independently. It is a retrospective chart review. The review examines CBT's efficacy for engaging individuals with co-occurring mood and substance u se disorders in treatment by enhancing adherence and preventing disengagement and relapse. Methods: Forty adults aged 26-55 with a DSM-IV diagnosis of a mood disorder of Major Depressive Disorder and/or anxiety and concurrent substance use disorder (at least weekly use in the past month). Participants received 12 sessions of individual integrated CBT treatment delivered with case management over a 12-week period. Results: The intervention was associated with significant improvements in mood disorder, substance use, and coping skills at 4, 8, and 12 weeks post-treatment. Conclusions: These results provide some evidence for the effectiveness of the integrated CBT intervention in individuals with co-occurring disorders. Of note, all psychotherapies are efficacious; however, it would be more advantageous to develop a standardized CBT that identifies variables that facilitate treatment outcomes specifically to comorbid disorders of substance use and mood disorders. It is concluded that there is potentially more to be gained from further studies using randomized controlled designs to determine its efficacy.
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Guide to good practices for teamwork training and diagnostic skills development. Office of Scientific and Technical Information (OSTI), June 1997. http://dx.doi.org/10.2172/532687.

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Do autistic girls have better communication and interaction skills than autistic boys? ACAMH, October 2021. http://dx.doi.org/10.13056/acamh.17472.

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There is ongoing debate as to whether autism spectrum disorder (ASD) differentially affects males and females. Several meta-analyses have found little difference between males and females with ASD in terms of social communication and interaction skills. However, such analyses have often relied on diagnostic instruments such as the Autism Diagnostic Observation Schedule, Second Edition 2 that may not be sensitive to how autism presents in females. What’s more, many have been based on global scores, that reflect overall social communication and interaction skills, which could miss subtler differences in specific domains.
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Knowledge and Skills Needed by Speech-Language Pathologists for Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span. Rockville, MD: American Speech-Language-Hearing Association, 2006. http://dx.doi.org/10.1044/policy.ks2006-00075.

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