Journal articles: '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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Regehr, G., J. Cline, G. R. Norman, and L. Brooks. "Effect of processing strategy on diagnostic skill in dermatology." Academic Medicine 69, no. 10 (October 1994): S34–6. http://dx.doi.org/10.1097/00001888-199410000-00034.

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Koizumi, Norihiro, Hiroyuki Tsukihara, Shinichi Takamoto, Hiroyuki Hashizume, and Mamoru Mitsuishi. "Robot Vision Technology for Technologizing and Digitalization of Medical Diagnostic and Therapeutic Skills." International Journal of Automation Technology 3, no. 5 (September 5, 2009): 541–50. http://dx.doi.org/10.20965/ijat.2009.p0541.

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We have been studying the technologizing and digitalization of skill of the medical professional in the medical diagnosis and therapy. The concept of technologizing and digitalization of medical skills is to extract functions in medical skills, reconstruct and implement those extracted functions in the mechanism/controller of the medical support system. In this paper, we explain a robot vision technology for technologizing and digitalization of medical diagnostic and therapeutic skills for the evaluation system of the post operative pericardial adhesion using cardioechography and remote ultrasound diagnostic system.

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Johnson, Matthew S., and Sandip Sinharay. "The Reliability of the Posterior Probability of Skill Attainment in Diagnostic Classification Models." Journal of Educational and Behavioral Statistics 45, no. 1 (August 13, 2019): 5–31. http://dx.doi.org/10.3102/1076998619864550.

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One common score reported from diagnostic classification assessments is the vector of posterior means of the skill mastery indicators. As with any assessment, it is important to derive and report estimates of the reliability of the reported scores. After reviewing a reliability measure suggested by Templin and Bradshaw, this article suggests three new measures of reliability of the posterior means of skill mastery indicators and methods for estimating the measures when the number of items on the assessment and the number of skills being assessed render exact calculation computationally burdensome. The utility of the new measures is demonstrated using simulated and real data examples. Two of the suggested measures are recommended for future use.

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Shcherbina, N. V. "Differential Diagnosis of the Ability to Develop the Skill of Relaxation in the Drivers of Locomotive Crews." Doklady BGUIR 20, no. 4 (June 30, 2022): 96–103. http://dx.doi.org/10.35596/1729-7648-2022-20-4-96-103.

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The effectiveness of biofeedback trainings to develop relaxation skills was investigated using the NeuroDog hardware and software complex. Discriminant analysis (a method of multivariate statistical analysis) was carried out, which made it possible to assess the quality and accuracy of the grouping of drivers and assistant drivers of locomotive crews into groups with varying degrees of successful development of the relaxation skill. Highlighted the most informative signs of dividing drivers into groups. The accuracy of the presented groups was checked using linear qualification functions, the informativeness of the features was assessed by Fisher's F-criterion. The critical level of significance when testing statistical hypotheses is p < 0.05. In the course of discriminant analysis, a number of characteristics necessary for the interpretation of groups and their differences were calculated, such as: linear classification functions, canonical discriminant functions, and factor load of canonical discriminant functions. Informative differential diagnostic signs for diagnostics of locomotive crew drivers for the development of relaxation skills were shown. Formulas of linear qualifying functions are given. The diagnostic accuracy was 84.91 % on average.

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Kim, Daehyun, Prince Xavier, Eric Maloney, Matthew Wheeler, Duane Waliser, Kenneth Sperber, Harry Hendon, et al. "Process-Oriented MJO Simulation Diagnostic: Moisture Sensitivity of Simulated Convection." Journal of Climate 27, no. 14 (July 10, 2014): 5379–95. http://dx.doi.org/10.1175/jcli-d-13-00497.1.

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Abstract Process-oriented diagnostics for Madden–Julian oscillation (MJO) simulations are being developed to facilitate improvements in the representation of the MJO in weather and climate models. These process-oriented diagnostics are intended to provide insights into how parameterizations of physical processes in climate models should be improved for a better MJO simulation. This paper proposes one such process-oriented diagnostic, which is designed to represent sensitivity of simulated convection to environmental moisture: composites of a relative humidity (RH) profile based on precipitation percentiles. The ability of the RH composite diagnostic to represent the diversity of MJO simulation skill is demonstrated using a group of climate model simulations participating in phases 3 and 5 of the Coupled Model Intercomparison Project (CMIP3 and CMIP5). A set of scalar process metrics that captures the key physical attributes of the RH diagnostic is derived and their statistical relationship with indices that quantify the fidelity of the MJO simulation is tested. It is found that a process metric that represents the amount of lower-tropospheric humidity increase required for a transition from weak to strong rain regimes has a robust statistical relationship with MJO simulation skill. The results herein suggest that moisture sensitivity of convection is closely related to a GCM’s ability to simulate the MJO.

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Ayub, Taimia, Saima Ayub, Saim Maqsood, Maryam Ayub, and Ayub Ali. "TB DIAGNOSTIC CENTERS." Professional Medical Journal 25, no. 05 (May 10, 2018): 740–43. http://dx.doi.org/10.29309/tpmj/2018.25.05.318.

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Introduction: Tuberculosis is the leading infectious cause of death and wasdeclared as global emergency in 1993. Sputum smear microscopy is the gold standard fordiagnosis of the pulmonary tuberculosis. Blinded rechecking of the slides and panel testingare WHO recommended methods for assuring the quality of the TB diagnostic centers. Period:Oct, 2014 to Dec, 2014. Objectives: To assess the quality of sputum microscopy at diagnosticcenters through proficiency testing.To compare the performance of trained and untrainedlaboratory staff in terms of sputum microscopy. Study Design: Cross-sectional descriptive.Setting: Lahore District. Methodology: Blinded rechecking and panel testing was performedand data was collected with the help of checklists in all the 30 (75%) functional diagnosticcenters of Lahore district. Results: Errors in reporting were found in 13 (43%) out of 30diagnostic centers during the blinded rechecking. There was no error in the blinded recheckingin microscopy of 17 (68%) AFB microscopy trained lab workers, while all the 5 (100%) untrainedlab workers committed error. Only 17 (56%) lab workers reported 80-100% slides correctlyduring the panel testing; a minimum acceptable level of skill, while 13 (44%) reported 40-60%slides correctly. One of the most striking findings of the study was the relation of training withthe performance of lab workers. Conclusion: Untrained lab staff should immediately undergostandardized training for sputum smear microscopy and refresher training should be given tothe trained lab workers to enhance their knowledge and skills.

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Ovsyannikova, T. M., S. A. Lapshina, N. Yu Tyzhinova, and A. A. Berdnikova. "Examination of a Child with ASD in PsychologicalMedical-Pedagogical Commission with the Use of Assessment of Basic Language and Learning Skills, Revisited (ABBLS-R)." Autism and Developmental Disorders 16, no. 2 (2018): 29–37. http://dx.doi.org/10.17759/autdd.2018160204.

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Problems of assessment of children with autism spectrum disorders during the psychological-medical-pedagogical commission (PMPC) are discussed. Psychological and pedagogical diagnostics of such children has its own specific, first of all, because of difficulties of contact establishment. In the period from January to October 2016, the specialists of the Central PMPC conducted 42 diagnostic procedures for children with ASD with the use of standard assessment methods and some scales of Assessment of Basic Language and Learning Skills, Revisited (ABBLS-R). Based on the results of the performed study, it was concluded that diagnostic procedures with the use of the ABLLS-R allows to identify areas of skills which are most in need of intervention as well as frequent deficiencies in the development of speech. Also, the technique allows you to objectively assess the level of development of such an important social skill as imitation and sensitivity to the nuances of others actions.

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Berkeley, Sheri L., Lauriece L. Zittel, Lisa V. Pitney, and Stacia E. Nichols. "Locomotor and Object Control Skills of Children Diagnosed with Autism." Adapted Physical Activity Quarterly 18, no. 4 (October 2001): 405–16. http://dx.doi.org/10.1123/apaq.18.4.405.

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The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

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A.V., Martynova, Salavatova A.M., and Boyko R.A. "TO THE QUESTION OF THE PROCESS OF FORMING THE WRITTEN COMPETENCE OF A JUNIOR SCHOOL STUDENT." “Educational bulletin “Consciousness” 23, no. 9 (September 11, 2021): 4–12. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-9-4-12.

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The article presents theoretical generalizations of the process of forming the written competence of a junior schoolchild by means of calligraphic skills. The relevance of the issue raised in the article is associated with identifying the problems of deteriorating handwriting of a primary school student and the task facing an elementary school teacher, increasing the percentage of children who have a calligraphically accurate writing skill. The primary rules for mastering a calligraphic skill are the rules of landing, the position of the notebook, and then the rules related to the writing process, such as the tilt and position of letters on a line. The formation of written competence through the calligraphic skill of a junior schoolchild is the most important task of an elementary school teacher. This article is devoted to the issue of studying the written competence of younger students through the selection of diagnostics to determine the level of formation of calligraphic skills in younger students. When identifying the level of formation of calligraphic skills among first graders, the article describes the criteria and indicators of assessment: graphic literacy; calligraphic clarity and stability; connectivity; writing speed. On the basis of the selected criteria and indicators of the formation of calligraphic skills among first graders, the characteristics of the levels are also presented: high, medium and low. In accordance with the criteria and indicators of the formation of calligraphic skills, diagnostic tasks were selected for the first graders.

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Katz, James D., Gulnara Mamyrova, Olena Guzhva, and Lena Furmark. "Random Forests Classification Analysis for the Assessment of Diagnostic Skill." American Journal of Medical Quality 25, no. 2 (February 8, 2010): 149–53. http://dx.doi.org/10.1177/1062860609354639.

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Cardinali, C., and R. Buizza. "Forecast Skill of Targeted Observations: A Singular-Vector-Based Diagnostic." Journal of the Atmospheric Sciences 60, no. 16 (August 2003): 1927–40. http://dx.doi.org/10.1175/1520-0469(2003)060<1927:fsotoa>2.0.co;2.

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Gitomer, Drew H., Linda S. Steinberg, and Robert J. Mislevy. "DIAGNOSTIC ASSESSMENT OF TROUBLESHOOTING SKILL IN AN INTELLIGENT TUTORING SYSTEM1." ETS Research Report Series 1994, no. 1 (June 1994): i—37. http://dx.doi.org/10.1002/j.2333-8504.1994.tb01594.x.

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Isgiyanto, Awal. "DIAGNOSIS KESALAHAN SISWA BERBASIS PENSKORAN POLITOMUS MODEL PARTIAL CREDIT PADA MATEMATIKA." Jurnal Penelitian dan Evaluasi Pendidikan 15, no. 2 (January 12, 2013): 308–25. http://dx.doi.org/10.21831/pep.v15i2.1099.

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Penelitian ini bertujuan untuk menemukan informasi diagnostik dari kesalahan jawaban peserta pada Ujian Nasional (UN) Matematika. Informasi diagnostik yang ditemukan meli-puti atribut yang mendasari butir soal, ketidaktuntasan atribut, dan jenis kesalahan yang dilakukan oleh peserta. Penelitian ini merupakan diagnosis post-hoc, yang digambarkan sebagai pende-katan retrofitting. Analisis butir soal dan respons butir pada UN mata pelajaran matematika untuk menemukan informasi diag-nostik pada kategori isi, proses, dan keterampilan siswa SMP di Bantul Yogyakarta 2007/2008. Hasil penelitian (1) atribut yang mendasari butir soal pada matematika ada 47 atribut, meliputi 4 atribut isi, 36 atribut proses, dan 7 atribut keterampilan, (2) ketidaktuntasan atribut isi, proses, dan keterampilan yang ter-tinggi pada geometri dan pengukuran, (3) jenis kesalahan ter-tinggi pada bilangan, aljabar, dan geometri dan pengukuran adalah kesalahan konsep, dan jenis kesalahan tertinggi pada sta-tistika dan peluang adalah kesalahan interpretasi bahasa, dan (4) penemuan informasi diagnostik data UN Matematika dapat dilakukan melalui mekanisme identifikasi atribut, pengembang-an rubrik penskoran politomus, perhitungan ketidaktuntasan atribut, dan diagnosis kesalahan peserta tes. Kata kunci: diagnostik, matematika, partial credit model ______________________________________________________________A DIAGNOSIS OF STUDENTS’ MISTAKES BASED ON POLYTOMOUS SCORNG PARTIAL CREDIT MODELS IN MATHEMATICS Abstract This study aims to reveal diagnostic information from the participants’ incorrect answers in the National Examination (NE) of Mathematics. The diagnostic information includes the attributes underlying test items, the attribute exhaustiveness, and the types of mistakes that the participants made. This study was a post-hoc diagnostic study, described as the retrofitting approach. The analysis of test items and item responses in the NE of Mathematics aimed to reveal the diagnostic information in the Junior High School students’ content, process, and skill categories. The results are that (1) there are 47 attributes underlying the mathematics test items, consisting of 4 content attributes, 36 process attributes, and 7 skill attributes, (2) the highest inexhaustiveness of the content, process, and skill attributes is in the topics of geometry and measurement, (3) most mistakes in the topics of numbers, algebra, geometry, and measurement are those of concepts, and most mistakes in statistics and probability are those of language interpretation, and (4) the findings of diagnostic information in the data on the NE of Mathematics can be revealed through the mechanism of identifying the attributes, developing a polytomous scoring rubric, finding out the attribute inexhaustiveness, and diagnosing mistakes the test participants.Keywords: diagnosis, mathematics, partial credit model

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Arulkumaran, S., and CH Rodeck. "Invasive prenatal diagnostic techniques." Fetal and Maternal Medicine Review 2, no. 2 (July 1990): 171–85. http://dx.doi.org/10.1017/s0965539500000358.

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Subspecialization in fetal medicine has expanded the scope for obstetricians to investigate the fetus and its surrounding environment in greater detail. Of the advances in technology that have made this possible, ultrasonography is the most important. A high degree of skill is required if it is to be applied to the performance of invasive diagnostic techniques. These should be performed only in specialized centres with appropriate facilities and an adequate referral base. However, it is important for obstetricians to know what is possible in the field of prenatal diagnosis and therapy in order to give patients the best advice.

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Russell, Stephen W., Sanjay V. Desai, Paul O’Rourke, Neera Ahuja, Anand Patel, Christopher G. Myers, Donna Zulman, et al. "The genealogy of teaching clinical reasoning and diagnostic skill: the GEL Study." Diagnosis 7, no. 3 (August 27, 2020): 197–203. http://dx.doi.org/10.1515/dx-2019-0107.

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AbstractThe genealogy of graduate medical education in America begins at the bedside. However, today’s graduate medical trainees work in a training environment that is vastly different from medical training a century ago. The goal of the Graduate Medical Education Laboratory (GEL) Study, supported by the American Medical Association’s (AMA) “Reimagining Residency” initiative, is to determine the factors in the training environment that most contribute to resident well-being and developing diagnostic skills. We believe that increasing time at the bedside will improve clinical skill, increase professional fulfillment, and reduce workplace burnout. Our graduate medical education laboratory will test these ideas to understand which interventions can be shared among all training programs. Through the GEL Study, we aim to ensure resident readiness for practice as we understand, then optimize, the learning environment for trainees and staff.

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Worster, Andrew, Grant Innes, and Riyad B. Abu-Laban. "Diagnostic testing: an emergency medicine perspective." CJEM 4, no. 05 (September 2002): 348–54. http://dx.doi.org/10.1017/s1481803500007764.

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ABSTRACT: Emergency physicians use diagnostic tests extensively, and the ability to order and interpret test results appropriately is a critical skill. An understanding of sensitivity, specificity, predictive values and likelihood ratios, as well as an awareness of the importance of pre-test probability, is essential. The purpose of this article is to explain, in a straightforward and clinically applicable manner, the core concepts related to diagnostic testing.

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Nachamkin, Jason E., and Jerome Schmidt. "Applying a Neighborhood Fractions Sampling Approach as a Diagnostic Tool." Monthly Weather Review 143, no. 11 (October 29, 2015): 4736–49. http://dx.doi.org/10.1175/mwr-d-14-00411.1.

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Abstract The fractions skill score (FSS) belongs to a class of spatial neighborhood techniques that measures forecast skill from samples of gridded forecasts and observations at increasing spatial scales. Each sample contains the fraction of the predicted and observed quantities that exist above a threshold value. Skill is gauged by the rate that the observed and predicted fractions converge with increasing scale. In this study, neighborhood sampling is applied to diagnose the performance of high-resolution (1.67 km) precipitation forecasts over central Florida. Reliability diagrams derived from the spatial fractions indicate that the FSS can be influenced by small, low-predictability events. Further tests indicate the FSS is subtly affected by samples from points on and near the grid boundaries. Inclusion of these points tends to reduce the magnitude and sensitivity of the FSS, especially at large scales. An attempt to mine data from the set of neighborhood fractions was moderately successful at obtaining descriptive information about the precipitation fields. The width of the distribution of the fractions at each scale provided information concerning forecast resolution and sharpness. The rate at which the distribution of the fractions converged toward the domain mean with increasing scale was found to be sensitive to the uniformity of coverage of precipitation through the domain. Generally, the 6-h forecasts possessed greater spatial skill than those at 12 h. High-FSS values at 12 h were mostly associated with evenly distributed precipitation patterns, while the 6-h forecasts also performed well for several nonuniform cases.

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Briggs, William M., and Russell Zaretzki. "The Skill Plot: A Graphical Technique for Evaluating Continuous Diagnostic Tests." Biometrics 64, no. 1 (February 26, 2008): 250–56. http://dx.doi.org/10.1111/j.1541-0420.2007.00781_1.x.

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MacDonald, Megan, Catherine Lord, and Dale A. Ulrich. "The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder." Adapted Physical Activity Quarterly 30, no. 3 (July 2013): 271–82. http://dx.doi.org/10.1123/apaq.30.3.271.

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Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6–15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

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Greenblat, Cathy. "Changing images, changing visions, changing practices." International Psychogeriatrics 23, no. 9 (September 5, 2011): 1361–63. http://dx.doi.org/10.1017/s104161021100189x.

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Good health care, readers of this journal know, requires more than the physician practicing “evidence-based” medicine, using the wizardry of modern technology in combination with honed diagnostic skills to identify medical troubles and their treatment. It depends on the physician's understanding of the patient's emotional and social needs, and requires skill and sensitivity in relating to patients and their family members.

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Datta, Ananda. "Clinical Skill: The Ebbing Art of Medicine." Malaysian Journal of Medical Sciences 28, no. 1 (February 24, 2021): 105–8. http://dx.doi.org/10.21315/mjms2021.28.1.13.

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Clinical history taking and physical examination are the essence of clinical medicine. However, the glare of modern diagnostic tools and techniques has overshadowed these basic but indispensable steps of diagnosis. Deterioration of clinical skills is a burning issue in this era due to over-reliance on high-end technology. Poor clinical judgment not only leads to mismanagement but also results in over-utilisation of health care resources. Moreover, with lesser time at the bedside, the physician-patient relationship is also getting compromised.

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Sheehan, Florence H., Shannon McConnaughey, Rosario Freeman, and R. Eugene Zierler. "Formative Assessment of Performance in Diagnostic Ultrasound Using Simulation and Quantitative and Objective Metrics." Military Medicine 184, Supplement_1 (March 1, 2019): 386–91. http://dx.doi.org/10.1093/milmed/usy388.

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Abstract Background We developed simulator-based tools for assessing provider competence in transthoracic echocardiography (TTE) and vascular duplex scanning. Methods Psychomotor (technical) skill in TTE image acquisition was calculated from the deviation angle of an acquired image from the anatomically correct view. We applied this metric for formative assessment to give feedback to learners and evaluate curricula. Psychomotor skill in vascular ultrasound was measured in terms of dexterity and image plane location; cognitive skill was assessed from measurements of blood flow velocity, parameter settings, and diagnosis. The validity of the vascular simulator was assessed from the accuracy with which experts can measure peak systolic blood flow velocity (PSV). Results In the TTE simulator, the skill metric enabled immediate feedback, formative assessment of curriculum efficacy, and comparison of curriculum outcomes. The vascular duplex ultrasound simulator also provided feedback, and experts’ measurements of PSV deviated from actual PSV in the model by <10%. Conclusions Skill in acquiring diagnostic ultrasound images of organs and vessels can be measured using simulation in an objective, quantitative, and standardized manner. Current applications are provision of feedback to learners to enable training without direct faculty oversight and formative assessment of curricula. Simulator-based metrics could also be applied for summative assessment.

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GARCIA, Maria G., Dayan A. GUZMAN, Lida M. PINTO, and Dalis VERGARA. "Strengthening critical thinking through reading strategies in higher education students from Monteria, Colombia." Espacios 41, no. 44 (November 19, 2020): 54–66. http://dx.doi.org/10.48082/espacios-a20v41n44p05.

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This research aims to describe how students’ critical thinking skills could be strengthened using reading strategies. In the methodology, quantitative and qualitative approaches were used, as well as a diagnostic test, a semi-structured interview, and a pedagogic strategy based on Facione´s critical thinking skills. Results showed that all strategies contributed to strengthening critical thinking skills. It was also encountered a noticeable improvement in the explanation skill. In the video strategy, tudents obtained a high or superior level in almost all the skills.

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Schreibman, Laura. "Diagnostic Features of Autism." Journal of Child Neurology 3, no. 1_suppl (January 1988): S57—S64. http://dx.doi.org/10.1177/0883073888003001s11.

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Autism is a severe form of childhood psychopathology first described by Leo Kanner in 1943. While over the years there has been substantial controversy about many features of the syndrome, there is today some consensus as to the behavioral characteristics associated with the diagnosis. These include onset of the disorder in the early preschool years, severe and pervasive deficits in social behavior and attachments, deficits in speech and language, insistence for the preservation of sameness, unusual responsiveness to the sensory environment, self-stimulation, self-injurious behavior, isolated skill areas, and inappropriate affect. Another associated feature of many cases of autism is mental retardation. The present article describes these behavioral features as well as the application of the diagnosis and differentiation of autism from other disorders including primary mental retardation, childhood schizophrenia, developmental aphasia, and pervasive developmental disorder. (J Child Neurol 1988;3(Suppl):S57-S64).

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Tran, Hue, Keng Chen, Adrian C. Lim, James Jabbour, and Stephen Shumack. "Assessing diagnostic skill in dermatology: A comparison between general practitioners and dermatologists." Australasian Journal of Dermatology 46, no. 4 (November 2005): 230–34. http://dx.doi.org/10.1111/j.1440-0960.2005.00189.x.

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Olson, Tyson, Ryan Koehler, Aaron Butler, Simon Amsdell, and Gregg Nicandri. "Is there a Valid and Reliable Assessment of Diagnostic Knee Arthroscopy Skill?" Clinical Orthopaedics and Related Research 471, no. 5 (May 2013): 1670–76. http://dx.doi.org/10.1007/s11999-012-2744-2.

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Swanke, Jayme, and Laura Dreuth Zeman. "Building skills in psychiatric assessment through an online problem-based learning course." Journal of Practice Teaching and Learning 14, no. 1 (March 23, 2016): 6–18. http://dx.doi.org/10.1921/jpts.v14i1.881.

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Clinical social workers use psychiatric assessment on most clients in the US. Insurance companies that pay for counseling need diagnoses on claim forms. Despite the need for diagnostic skills, a gap exists between education and practice. The Council on Social Work Education standards do not include competencies addressing psychiatric diagnosis. Consequently, not all programs offer students this training. This paper outlines an online Problem Based Learning (PBL) course in psychiatric diagnostic assessment for graduate social work students. It provides findings from an evaluation of the first two years a US public university offered the course online. The study provides an understanding of the learners’ experiences with online learning and their demonstration of skill in psychiatric assessment. It shows how one school of social work tried to fill the gap between education and practice related to diagnostic assessment.

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Qalby, Nur. "IMPROVING THE STUDENTS’ WRITING SKILL THROUGH SEDONA METHOD." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 5, no. 2 (November 22, 2016): 110. http://dx.doi.org/10.26618/ejpbi.v5i2.842.

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The objective of this research was to find out the improvement of content and organization in writing skill by using Sedona Method at the Tenth Grade Students of SMA Batara, Gowa. The researcher used A Classroom Action Research (CAR). The Researcher had conducted two cycles, where each cycle consisted of four meetings. This classroom Action Research (CAR) was at The Eighth Grade of SMA Batara Gowa, Class XB. As the subject in this research was the X Grade with students’ number as about 29 students. The instruments were writing test and observation sheet. The application of Sedona Method can improve the students’ writing, especially in content and organization. This leads to the conclusion that application of Sedona Method was needed in the English Language teaching and learning in improve their competence to organize their idea. Sedona Method that was focused on the learners can engage the students to organize their ideas better than before. The findings of the research were (1) the students’ content achievement was improved 9.98% from diagnostic test to cycle 1 and was improve 10.03% from cycle I to cycle II (2) the students’ organization achievement was improving 8.63% from diagnostic test to cycle I and improved 10.03% from cycle I to Cycle II. From the description above it could conclude the improving of the students’ writing skill in the descriptive paragraph in terms of content and organization by using Sedona Method at the Tenth Grade of SMA Batara Gowa was improved.Keywords: Writing Skill, Sedona Method

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Císar, Miroslav, Ivan Kuric, and Vasile Adrian Ceclan. "Device for Training of Machine Tool Diagnostic Routines under Various Conditions." Applied Mechanics and Materials 808 (November 2015): 3–8. http://dx.doi.org/10.4028/www.scientific.net/amm.808.3.

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The article deals with diagnostics of machine tool precision and necessity to train basic routines of measurement and its preparation. Such training is essential for efficiency of diagnostic processes as preparation is usually the most time-consuming and skill-demanding part of overall measurement. The article roughly describes simulation of machine tool errors on proposed experimental device and its implementation into the training process in order to gain experiences with measurement on machine tools in wide scale of conditions. Described device is designed to simulate several geometrical errors, inaccuracies and environmental impacts on precision of positioning which affects not only machine precision but also effectivity of measurement itself.

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Wagino, Wagino, Toto Sugiarto, M. Nasir, and Ahmad Arif. "PENINGKATAN KOMPETENSI SISWA SMK MELALUI PELATIHAN SISTEM BAHAN BAKAR EFI." PAKAR Pendidikan 16, no. 1 (January 6, 2018): 29–35. http://dx.doi.org/10.24036/pakar.v16i1.34.

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SMK students of Automotive department, Especially Light Vehicle Engineering, need some skills that will be used when students are finishing the study at school. One of the skill are they have good competency of electroni fuel injection system (EFI system). The purpose of the training program is to develop and improve the ability of automotive technology, especially ototronc technology, basic knowledge of EFI system, and to train and guide SMK student. For diagnostic and trouble shooting of EFI system. This training program uses the several method, i.e; presentation, watching video and animation of EFI system, discussion, demonstration, guidence and direct practical. After done this training, have improvement of knowledge and skill of trainee. On of indicator is improvement of postest value, i.e; have mean about 119% from pre-test value. Beside that, based on observation as long as training proggram, attitude and skills of trainees are better than befor.

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Quan, X., M. Hoerling, J. Whitaker, G. Bates, and T. Xu. "Diagnosing Sources of U.S. Seasonal Forecast Skill." Journal of Climate 19, no. 13 (July 1, 2006): 3279–93. http://dx.doi.org/10.1175/jcli3789.1.

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Abstract In this study the authors diagnose the sources for the contiguous U.S. seasonal forecast skill that are related to sea surface temperature (SST) variations using a combination of dynamical and empirical methods. The dynamical methods include ensemble simulations with four atmospheric general circulation models (AGCMs) forced by observed monthly global SSTs from 1950 to 1999, and ensemble AGCM experiments forced by idealized SST anomalies. The empirical methods involve a suite of reductions of the AGCM simulations. These include uni- and multivariate regression models that encapsulate the simultaneous and one-season lag linear connections between seasonal mean tropical SST anomalies and U.S. precipitation and surface air temperature. Nearly all of the AGCM skill in U.S. precipitation and surface air temperature, arising from global SST influences, can be explained by a single degree of freedom in the tropical SST field—that associated with the linear atmospheric signal of El Niño–Southern Oscillation (ENSO). The results support previous findings regarding the preeminence of ENSO as a U.S. skill source. The diagnostic methods used here exposed another skill source that appeared to be of non-ENSO origins. In late autumn, when the AGCM simulation skill of U.S. temperatures peaked in absolute value and in spatial coverage, the majority of that originated from SST variability in the subtropical west Pacific Ocean and the South China Sea. Hindcast experiments were performed for 1950–99 that revealed most of the simulation skill of the U.S. seasonal climate to be recoverable at one-season lag. The skill attributable to the AGCMs was shown to achieve parity with that attributable to empirical models derived purely from observational data. The diagnostics promote the interpretation that only limited advances in U.S. seasonal prediction skill should be expected from methods seeking to capitalize on sea surface predictors alone, and that advances that may occur in future decades could be readily masked by inherent multidecadal fluctuations in skill of coupled ocean–atmosphere systems.

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Fadly, Wirawan, Fatkul Jannah, Omnia S. Ahmed, and Diah Susanti. "Diagnostic Skill of Internalization-Interconnection Qur’ani With Science in Three Levels of Madrasah." Cendekia: Jurnal Kependidikan Dan Kemasyarakatan 18, no. 2 (December 10, 2020): 267–89. http://dx.doi.org/10.21154/cendekia.v18i2.2178.

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The study diagnosed the skill of internalization-interconnection of the Qur’ani with science at the three levels of Madrasah (Islamic school). We used a mixed-method research methodology, which was started with a cross-sectional survey, then continued with phenomenology. With this combination of research, it is hoped that more comprehensive data results will be obtained. The number of participants involved in the survey was 116 people taken randomly at three levels of the madrasah, who were then purposively classified based on the highest score for in-depth interviews. The collected data were analyzed using quantitative descriptive, qualitative descriptive, and inferential statistics through multivariate tests. The results of the present study show that: 1) the theoanthopocentric approach had been implemented quite well since the MI (Islamic Elementary School) level; 2) MTs (Islamic Junior High School) is the best level for optimizing the planting of the skill to internalize-interconnect Qur’ani with science; 3) the profile of students’ internalization skills in the MI is at the knowing level, MTs is in the responding level, and at the MA (Islamic Senior High School)in the organizing level, while the interconnection skill at the MI is in the understanding in textual level (textual), the MTs in the level of understanding contextually only on the initial experience of students (effective contextual) and MA in the level of understanding analyzes the relationship between science and other subjects as well as with the verses of the Qur’an in a structured manner (structured contextual).Tujuan penelitian adalah untuk mendiagnosa kemampuan internalisasi-intekoneksi Qur’ani dengan IPA di tiga jenjang pendidikan madrasah. Penelitian dilakukan melalui mix-method atau metode kombinasi yang diawali dengan cross sectional survey kemudian dilanjutkan dengan fenomenologi. Dengan penelitian kombinasi ini diharapkan mendapatkan hasil data yang lebih komprehensif. Jumlah partisipan yang terlibat dalam survey sebanyak 116 orang diambil secara random di tiga jenjang madrasah, yang kemudian dikrucutkan secara purpossive berdasarkan nilai tertinggi untuk diwawancarai secara mendalam. Data yang telah terkumpul kemudian dianalisa menggunakan deskriptif kuantitatif, deskriptif kualitatif, serta statistik inferensial melalui uji multivariat. Hasil penelitian menunjukkan bahwa: 1) pendekatan theoanthopocentris telah dilaksanakan secara cukup baik sejak jenjang MI; 2) jenjang MTs merupakan jenjang paling baik untuk untuk optimalisasi penanaman kemampuan internalisasi-interkoneksi al-Qur’an dengan IPA; 3) Profil keterampilan internalisasi siswa di MI ada di tingkat mengetahui, MTs di tingkat menanggapi, dan di MA di tingkat pengorganisasian, sedangkan keterampilan interkoneksi di MI ada di tingkat pemahaman pada tataran tekstual (tekstual), MTs pada tataran pemahaman kontekstual hanya pada pengalaman awal peserta didik (kontekstual efektif) dan MA pada tataran pemahaman menganalisis hubungan IPA dengan mata pelajaran lain serta dengan ayat-ayat al-quran secara terstruktur (kontekstual terstruktur)

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

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AbstractAudiologists play a critical role in supporting patients as they provide diagnostic information about their hearing and in the delivery of treatment services. Graduate training related to counseling, however, varies among programs in the extent students are prepared to engage effectively and intentionally with patients. Instruction is needed to provide students with a framework that supports their ability to learn and implement evidence-based counseling services. This article addresses the impact patients can experience when counseling gaps exist, shares clinical instruction strategies that can support students' acquisition of counseling skills, and discusses considerations for integration of counseling education into graduate training programs.

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Van der Boom, Edith, and Eunice Eunhee Jang. "The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills." Journal of Teaching and Learning 12, no. 2 (December 31, 2018): 54–69. http://dx.doi.org/10.22329/jtl.v12i2.5105.

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The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.

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Papazoglou, Aimilia, Lisa A. Jacobson, Marie McCabe, Walter Kaufmann, and T. Andrew Zabel. "To ID or Not to ID? Changes in Classification Rates of Intellectual Disability Using DSM-5." Intellectual and Developmental Disabilities 52, no. 3 (June 1, 2014): 165–74. http://dx.doi.org/10.1352/1934-9556-52.3.165.

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Abstract The Diagnostic and Statistical Manual of Mental Disorders—Fifth Edition (DSM-5) diagnostic criteria for intellectual disability (ID) include a change to the definition of adaptive impairment. New criteria require impairment in one adaptive domain rather than two or more skill areas. The authors examined the diagnostic implications of using a popular adaptive skill inventory, the Adaptive Behavior Assessment System–Second Edition, with 884 clinically referred children (ages 6–16). One hundred sixty-six children met DSM-IV-TR criteria for ID; significantly fewer (n = 151, p = .001) met ID criteria under DSM-5 (9% decrease). Implementation of DSM-5 criteria for ID may substantively change the rate of ID diagnosis. These findings highlight the need for a combination of psychometric assessment and clinical judgment when implementing the adaptive deficits component of the DSM-5 criteria for ID diagnosis.

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Kopczynska, Maja, Stephanie Smits, Rebecca Hopps, Rajeswari Ramaraj, Neil Warren, Stuart Goddard, Xujiong Ye, and Sunil Dolwani. "Assessment of technical parameters and skills training to inform a simulation-based training program for semi-automated robotic colonoscopy." Endoscopy International Open 07, no. 01 (January 2019): E9—E14. http://dx.doi.org/10.1055/a-0774-4554.

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Abstract Background and study aims Video-colonoscopy, despite being the gold-standard for diagnosis of colorectal lesions, has limitations including patient discomfort and risk of complications. This study assessed training characteristics and acceptability in operators of a new robotic colonoscope (RC). Materials and methods Participants (n = 9) with varying degrees of skill and background knowledge in colonoscopy performed colonoscopies with a RC on a simulation-based training model. Quantitative procedure-related and qualitative operator-related parameters were recorded. Results Polyp detection rate was highest in the novice group (91.67 %) followed by experts (86.11 %), then equally, trainees and video gamers (79.17 %). Four participants repeated the procedure at a follow-up session. Each participant improved cecal intubation time and had the same or higher polyp detection rate. The potential role for RC was identified for an out-of-hospital environment and as a novel diagnostic tool. Conclusions Results from this pilot suggest that operators at all skill levels found the RC acceptable and potentially useful as a diagnostic tool. Acquisition of skills with RC seems to improve rapidly to a clinically relevant level with simulation-based training

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Pugolovkin, K. A., E. A. Efimova, E. A. Dombrovskaya, I. Yu Platonova, and A. A. Solov’ev. "Transcranial Doppler ultrasound is a diagnostic and predicting tool for movement disorders in children after hypoxic ischemic encephalopathy." Russian Journal of Woman and Child Health 4, no. 3 (2021): 254–59. http://dx.doi.org/10.32364/2618-8430-2021-4-3-254-259.

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Aim: to assess brain circulation in the regions supplied by the basilar artery (BA) in children with movement disorders and motor skill delay in the late rehabilitative period after hypoxic ischemic encephalopathy and its importance for the objectivity of clinical data and evaluation of rehabilitative effect. Patients and Methods: 28 children (mean age one year seven months) with movement disorders and motor skill delay (after hypoxic ischemic CNS lesion in the perinatal period) without lower extremity paraparesis or Willis circle abnormalities (by Doppler ultrasound) were examined. Doppler ultrasound was performed using the suboccipital approach at 3–8 months with 3–4-month intervals. The parameters of blood flow in BA, i.e., resistivity index (RI) and mean blood flow velocity (Vm), were measured. Retrospectively, children were divided into three groups based on motor skill delay severity (mild, moderate, or severe) and time for standing unaided to walking. Mean values in the groups and relative deviations (increase/decrease) from reference values in a given age group were compared. Results: motor skill delay severity and predicting time for standing unaided to walking correlated with RI and Vm. RI was a diagnostically valuable parameter whose reference values differed from motor skill delay severity. Isolated increase in Vm and normal RI were reported in children with motor skill delay 1–3 months before standing unaided to walking. This type of blood circulation is a transitional one during clinical improvement in some children. Conclusions: a set of instrumental data allow for describing motor skill delay severity depending on RI deviations from normal values in the regions supplied by BA. The sequence of brain circulation parameter changes is in line with the clinical course, e.g., RI normalization and further gradual recovery of blood flow velocity. KEYWORDS: movement disorders, motor skill delay, Transcranial Doppler ultrasound, basilar artery, resistivity index RI, mean blood flow velocity Vm. FOR CITATION: Pugolovkin K.A., Efimova E.A., Dombrovskaya E.A. et al. Transcranial Doppler ultrasound is a diagnostic and predicting tool for movement disorders in children after hypoxic ischemic encephalopathy. Russian Journal of Woman and Child Health. 2021;4(3):254–259 (in Russ.). DOI: 10.32364/2618-8430-2021-4-3-254-259.

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Treven, Sonja, and Urska Treven. "Training In Diversity Management." Journal of Diversity Management (JDM) 2, no. 1 (January 1, 2007): 29–36. http://dx.doi.org/10.19030/jdm.v2i1.5003.

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The labor force all around the world is becoming increasingly diverse. Thus, organizations that can manage employee diversity effectively gain a competitive advantage. In such organizations diversity training is a necessity. Diversity training helps managers understand and value individual differences and develop strong diagnostic skills. The paper explores various approaches to training, like awareness-based and skill-based diversity training. A special attention to potential problems that may occur in the process of diversity training is given.

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Wang, Ling. "Construction of Evaluation Model of Tennis Skills and Tactic Level and Application of Grey Relational Algorithm." Journal of Sensors 2022 (April 13, 2022): 1–11. http://dx.doi.org/10.1155/2022/9446175.

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Based on the application characteristics of the world’s elite tennis players’ skills and tactics, this paper establishes the evaluation model of skill and tactic level. According to the principle of normal distribution, taking the overall average as the reference value and the overall standard deviation as the discrete distance, the deviation method commonly used in sports statistics is adopted to formulate the grade evaluation standard. The standard is divided into five evaluation grades: excellent, good, passing, poor, and extremely poor. The equivalent evaluation scale of diagnostic indexes of tennis skill and tactic level is established. It also discusses many factors that characterize the skills and tactics of tennis singles. At the same time, it introduces the grey relational algorithm, constructs the evaluation model of skills and tactic level, and makes an example application. Through experimental analysis, it is concluded that this model can be applied not only to the diagnosis of individual athletes but also to the evaluation of a sports team. This article is aimed at further enriching the analysis system of tennis skills and tactics.

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Congdon, Morgan, Caitlin B. Clancy, Dorene F. Balmer, Hannah Anderson, Naveen Muthu, Christopher P. Bonafide, and Irit R. Rasooly. "Diagnostic Reasoning of Resident Physicians in the Age of Clinical Pathways." Journal of Graduate Medical Education 14, no. 4 (August 1, 2022): 466–74. http://dx.doi.org/10.4300/jgme-d-21-01032.1.

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ABSTRACT Background Development of skills in diagnostic reasoning is paramount to the transition from novice to expert clinicians. Efforts to standardize approaches to diagnosis and treatment using clinical pathways are increasingly common. The effects of implementing pathways into systems of care during diagnostic education and practice among pediatric residents are not well described. Objective To characterize pediatric residents' perceptions of the tradeoffs between clinical pathway use and diagnostic reasoning. Methods We conducted a qualitative study from May to December 2019. Senior pediatric residents from a high-volume general pediatric inpatient service at an academic hospital participated in semi-structured interviews. We utilized a basic interpretive qualitative approach informed by a dual process diagnostic reasoning framework. Results Nine residents recruited via email were interviewed. Residents reported using pathways when admitting patients and during teaching rounds. All residents described using pathways primarily as management tools for patients with a predetermined diagnosis, rather than as aids in formulating a diagnosis. As such, pathways primed residents to circumvent crucial steps of deliberate diagnostic reasoning. However, residents relied on bedside assessment to identify when patients are “not quite fitting the mold” of the current pathway diagnosis, facilitating recalibration of the diagnostic process. Conclusions This study identifies important educational implications at the intersection of residents' cognitive diagnostic processes and use of clinical pathways. We highlight potential challenges clinical pathways pose for skill development in diagnostic reasoning by pediatric residents. We suggest opportunities for educators to leverage clinical pathways as a framework for development of these skills.

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Journal articles on the topic 'Diagnostic skill'

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