Anxiety and heart rate in a real-life class test in undergraduates choosing real-time or prerecorded oral presentations

Most studies on acute stress stem from works conducted under artificial laboratory conditions. Inducing stress for experimental scrutiny is problematic and can be unethical. In this study, a 'research methods' course's curriculum included a demonstration study testing anxiety and heart rate responses to the midterm test. Fifty-four university students (35 males and 19 females) presented a research topic in-person (n = 14) or prerecorded while being present (n = 40). Students selected a test format they could change until the week before the midterm test. The measures were trait anxiety, test anxiety, state anxiety, heart rate (HR), the last two being measured before and after examination, and grades. All students manifested decreased state anxiety and increased HR from before to after the test. Females exhibited higher HR and state anxiety than males. Real-time presentations were associated with higher HRs but not higher state anxiety. Those who changed their planned presentation mode from in-person to prerecorded exhibited higher test anxiety but not trait anxiety than those who presented as planned. Students who presented in-person obtained lower grades than those who prerecorded their presentations. Grades were negatively correlated with state anxiety after the test, but test anxiety did not significantly mediate the grades. Pre-test state anxiety was positively associated with both trait anxiety and test anxiety. The findings suggest that test anxiety is unlikely to affect grades, but test-anxious students need more control over academic evaluation. A choice in test format could be helpful in this regard.

Oral presentation assessment and image reading behaviour on brain computed tomography reading in novice clinical learners: an eye-tracking study

BACKGROUND

To study whether oral presentation (OP) assessment could reflect the novice learners' interpretation skills and reading behaviour on brain computed tomography (CT) reading.

METHODS

Eighty fifth-year medical students were recruited, received a 2-hour interactive workshop on how to read brain CT, and were assigned to read two brain CT images before and after instruction. We evaluated their image reading behaviour in terms of overall OP post-test rating, the lesion identification, and competency in systematic image reading after instruction. Students' reading behaviour in searching for the target lesions were recorded by the eye-tracking technique and were used to validate the accuracy of lesion reports. Statistical analyses, including lag sequential analysis (LSA), linear mixed models, and transition entropy (TE) were conducted to reveal temporal relations and spatial complexity of systematic image reading from the eye movement perspective.

RESULTS

The overall OP ratings [pre-test vs. post-test: 0 vs. 1 in case 1, 0 vs. 1 in case 2, p < 0.001] improved after instruction. Both the scores of systematic OP ratings [0 vs.1 in both cases, p < 0.001] and eye-tracking studies (Case 1: 3.42 ± 0.62 and 3.67 ± 0.37 in TE, p = 0.001; Case 2: 3.42 ± 0.76 and 3.75 ± 0.37 in TE, p = 0.002) showed that the image reading behaviour changed before and after instruction. The results of linear mixed models suggested a significant interaction between instruction and area of interests for case 1 (p < 0.001) and case 2 (p = 0.004). Visual attention to the target lesions in the case 1 assessed by dwell time were 506.50 ± 509.06 and 374.38 ± 464.68 milliseconds before and after instruction (p = 0.02). However, the dwell times in the case 2, the fixation counts and the frequencies of accurate lesion diagnoses in both cases did not change after instruction.

CONCLUSION

Our results showed OP performance may change concurrently with the medical students' reading behaviour on brain CT after a structured instruction.

Development and validation of the oral presentation evaluation scale (OPES) for nursing students

BACKGROUND

Oral presentations are an important educational component for nursing students and nursing educators need to provide students with an assessment of presentations as feedback for improving this skill. However, there are no reliable validated tools available for objective evaluations of presentations. We aimed to develop and validate an oral presentation evaluation scale (OPES) for nursing students when learning effective oral presentations skills and could be used by students to self-rate their own performance, and potentially in the future for educators to assess student presentations.

METHODS

The self-report OPES was developed using 28 items generated from a review of the literature about oral presentations and with qualitative face-to-face interviews with university oral presentation tutors and nursing students. Evidence for the internal structure of the 28-item scale was conducted with exploratory and confirmatory factor analysis (EFA and CFA, respectively), and internal consistency. Relationships with Personal Report of Communication Apprehension and Self-Perceived Communication Competence to conduct the relationships with other variables evidence.

RESULTS

Nursing students' (n = 325) responses to the scale provided the data for the EFA, which resulted in three factors: accuracy of content, effective communication, and clarity of speech. These factors explained 64.75% of the total variance. Eight items were dropped from the original item pool. The Cronbach's α value was .94 for the total scale and ranged from .84 to .93 for the three factors. The internal structure evidence was examined with CFA using data from a second group of 325 students, and an additional five items were deleted. Except for the adjusted goodness of fit, fit indices of the model were acceptable, which was below the minimum criteria. The final 15-item OPES was significantly correlated with the students' scores for the Personal Report of Communication Apprehension scale (r = -.51, p < .001) and Self-Perceived Communication Competence Scale (r = .45, p < .001), indicating excellent evidence of the relationships to other variables with other self-report assessments of communication.

CONCLUSIONS

The OPES could be adopted as a self-assessment instrument for nursing students when learning oral presentation skills. Further studies are needed to determine if the OPES is a valid instrument for nursing educators' objective evaluations of student presentations across nursing programs.

Content, delivery, and curricular integration: Bridging the gap between foundational sciences and pharmacy communications

BACKGROUND AND PURPOSE

The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum.

EDUCATIONAL ACTIVITY AND SETTING

First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback.

FINDINGS

A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning.

SUMMARY

Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.

"Oral Manifestations of Patients with Inherited Defect in Phagocyte Number or Function" a systematic review

INTRODUCTION

Inherited phagocyte defects are one of the subgroups of primary immunodeficiency diseases (PIDs) with various clinical manifestations. As oral manifestations are common at the early ages, oral practitioners can have a special role in the early diagnosis.

MATERIALS AND METHODS

A comprehensive search was conducted in this systematic review study and data of included studies were categorized into four subgroups of phagocyte defects, including congenital neutropenia, defects of motility, defects of respiratory burst, and other non-lymphoid defects.

RESULTS

Among all phagocyte defects, 12 disorders had reported data for oral manifestations in published articles. A total of 987 cases were included in this study. Periodontitis is one of the most common oral manifestations.

CONCLUSION

There is a need to organize better collaboration between medical doctors and dentists to diagnose and treat patients with phagocyte defects. Regular dental visits and professional oral health care are recommended from the time of the first primary teeth eruption in newborns.

Rate of conversion of reports presented at the Turkish Society of Sports Traumatology, Arthroscopy and Knee Surgery Congress into publication

OBJECTIVE

The aim of this study was to evaluate the conversion rate of oral and poster presentations into publications presented at four consecutive congresses held by the Turkish Society of Sports Injuries and Arthroscopy between 2008 and 2014 and to determine the publication pattern.

METHODS

The manuscripts published in peer-reviewed journals were identified using the Web of Knowledge, PubMed, Google Scholar databases, ULAKBIM, and Endnote citation management software (X7.7.1). The identified manuscripts were classified according to the level of evidence, number of citations, subject, publication journals, time period until publication, and citation index of the journal.

RESULTS

Between 2008 and 2014, a total of 561 presentations were made, comprising 278 posters and 283 oral presentations. Of these presentations, 164 (29.2%) were published as a manuscript. Of the published articles, 114 were originated from oral presentations (40.2% of total) and 50 from poster presentations (18% of total). A significantly higher number of oral presentations compared to poster presentations were converted into publications (p < 0.05). However, no significant difference was determined between the conversion rates of oral and poster presentations in 2014. The mean time from presentation at the congress to publication was 15.4 months (range: -144 months to +62 months). The mean impact factor of the journals at the time of publication increased for each congress. Evidence level of presented articles was significantly higher in the 2014 congress when compared to previous congresses.

CONCLUSION

The rate of conversion into publication was higher for oral presentations, which can be attributed to the fact that studies with a higher level of evidence are more likely to have been presented as oral presentations. Based on these study results, authors of oral presentations at congresses should be encouraged to increase the rate of conversion into publication.

Reliability of rubrics in the assessment of orthodontic oral presentation

Aims

The aim of this study was to evaluate the reliability of using rubrics in dental education, specifically for undergraduate students’ assessment in orthodontic oral presentation.

Methods

A rubric-based case presentation assessment form was introduced to three contributing instructors. In each instructor’s group, the course director, along with the assigned instructor, assessed 8 randomly selected fourth year male dental students utilizing the same assessment form (total of 24 students). The two final scorings made by the assigned instructor and the course director were then gathered for each student. The data of this prospective comparative study then was analyzed using paired t-test to look for any significant differences in the scoring of the course director and each instructor in each group.

Results

No significant statistical differences were detected in grading variables between the instructors and the course director. Furthermore, the data showed no significant correlations between the students’ final course grade, and their case presentation grades scored by instructors’/course director.

Conclusion

Despite the elaborate nature of the routine orthodontic case presentation, the use of rubrics was found to be a promising reliable assessment element.

Evaluation of marking of peer marking in oral presentation

BACKGROUND

Peer marking is an important skill for students, helping them to understand the process of learning and assessment. This method is increasingly used in medical education, particularly in formative assessment. However, the use of peer marking in summative assessment is not widely adopted because many teachers are concerned about biased marking by students of their peers.

OBJECTIVE

The aim of this study was to investigate whether marking of summative peer assessment can improve the reliability of peer marking.

METHODS

In a retrospective analysis, the peer-marking results of a summative assessment of oral presentations of two cohorts of students were compared. One group of students was told that their peer marks would be assessed against a benchmark consisting of the average of examiner marks and that these scores together with the peer and examiner marks would form their final exam results. The other group of students were just informed that their final exam results would be determined based on the examiner and peer marks.

RESULTS

Based on examiner marks, both groups of students performed similarly in their summative assessment, agreement between student markers was less consistent and more polar than the examiners. When compared with the examiners, students who were told that their peer marking would be scored were more generous markers (their average peer mark was 2.4 % points higher than the average examiner mark) while students who were not being scored on their marking were rather harsh markers (their average peer mark was 4.2 % points lower than the average examiner mark), with scoring of the top-performing students most affected.

CONCLUSIONS

Marking of peer marking had a small effect on the marking conduct of students in summative assessment of oral presentation but possibly indicated a more balanced marking performance.

ORAL CLINICAL LONG CASE PRESENTATION, THE NEED FOR STANDARDIZATION AND DOCUMENTATION

BACKGROUND

The oral presentation of the clinical long case is commonly an implied knowledge. The challenge of the presentation is compounded by the examiners' preferences and sometimes inadequate understanding of what should be assessed.

OBJECTIVES

To highlight the different opinions and misconceptions of trainers as the basis for improving our understanding and assessment of oral presentation of the clinical long case.

METHODOLOGY

Questionnaire was administered during the West African College of Surgeons fellowship clinical examinations and at their workplaces. Eligibility criteria included being a surgeon, a trainer and responding to all questions.

RESULTS

Of the 72 questionnaires that were returned, 36(50%) were eligible for the analysis. The 36 respondents were from 14 centers in Nigeria and Ghana. Fifty-two percent were examiners at the postgraduate medical colleges and 9(25%) were professors. Eight(22.2%) indicated they were unaware of the separate methods of oral presentation for different occasions while 21( 58.3%) respondents were aware that candidate used the "5Cs" method and the traditional compartmentalized method in long case oral presentation. Eleven(30.6%) wanted postgraduates to present differently on a much higher level than undergraduate despite not encountering same in literature and 21(58.3%) indicated it was an unwritten rule. Seventeen (47.2%) had not previously encountered the "5Cs" of history of presenting complaint in literature also 17(47.2%) teach it to medical students and their junior residents.

CONCLUSION

This study has shown that examiners definitely have varying opinions on what form the oral presentation of the clinical long case at surgery fellowship/professional examination should be and it translates to their expectations of the residents or clinical students. This highlights the need for standardization and consensus of what is expected at a formal oral presentation during the clinical long case examination in order to avoid subjectivity and bias.