393 research outputs found
Frederick - Jesuit Graves
No full textRepository: Woodstock Theological Library. For more information about this item please email [email protected] Senior Jesuit graves from left to right: P. Patritius Duddy S.J., P. Benedictus Sestini. S.J., P. Bernardus Toale. S.J., Josephus A. Vigeant. S.J.
IceCube-Gen2: A Vision for the Future of Neutrino Astronomy in Antarctica
No full text20 pages, 12 figures. Address correspondence to: E. Blaufuss, F. Halzen, C. Kopper (Changed to add one missing author, no other changes from initial version.)20 pages, 12 figures. Address correspondence to: E. Blaufuss, F. Halzen, C. Kopper (Changed to add one missing author, no other changes from initial version.)20 pages, 12 figures. Address correspondence to: E. Blaufuss, F. Halzen, C. Kopper (Changed to add one missing author, no other changes from initial version.)The recent observation by the IceCube neutrino observatory of an astrophysical flux of neutrinos represents the "first light" in the nascent field of neutrino astronomy. The observed diffuse neutrino flux seems to suggest a much larger level of hadronic activity in the non-thermal universe than previously thought and suggests a rich discovery potential for a larger neutrino observatory. This document presents a vision for an substantial expansion of the current IceCube detector, IceCube-Gen2, including the aim of instrumenting a volume of clear glacial ice at the South Pole to deliver substantial increases in the astrophysical neutrino sample for all flavors. A detector of this size would have a rich physics program with the goal to resolve the sources of these astrophysical neutrinos, discover GZK neutrinos, and be a leading observatory in future multi-messenger astronomy programs
Measurements Of The Decay Kl → E+e-μ+μ-
No full textSeveral 132 KL → e+e- μ+ μ- events were observed from the 1997 and 1999 runs of the KTeV experiments, with an estimated background of 0.8 events. In the first measurement of the parameter α using this decay mode, it was found that α=-1.59±0.37. No evidence was found for CP-violating contributions to the KLγ*γ* interaction.9014141801/1141801/5Wolfenstein, L., (1983) Phys. Rev. Lett., 51, p. 1945Belanger, G., Geng, C.Q., (1991) Phys. Rev. D, 43, p. 140Buras, A.J., Fleischer, R., (1998) Advanced Ser. Direct. High Energy Phys., 15, p. 65Uy, Z.E.S., (1991) Phys. Rev. D, 43, p. 802D'Ambrosio, G., Isidori, G., Portolès, J., (1998) Phys. Lett. B, 423, p. 385Alavi-Harati, A., (2001) Phys. Rev. Lett., 87, p. 71801. , KTeV CollaborationAlavi-Harati, A., (2001) Phys. Rev. Lett., 86, p. 5425. , KTeV CollaborationUy, Z.E.S., (2002) Eur. Phys. J. C, 23, p. 113Alavi-Harati, A., (2001) Phys. Rev. Lett., 87, p. 111802. , KTeV CollaborationHamm, J.C., (2002), Ph.D. thesis, The University of Arizona(Fermilab Report No. fERMILAB-THESIS-2002-09)Alavi-Harati, A., (1999) Phys. Rev. Lett., 83, p. 922. , KTeV CollaborationAlavi-Harati, A., (2000) Phys. Rev. D, 61, p. 072006. , KTeV CollaborationBrown, C., (1996) Nucl. Instrum. Methods Phys. Res., Sect. A, 369, p. 248Quinn, G.B., (2000), Ph.D. thesis, The University of ChicagoBarker, A.R., Huang, H., Toale, P.A., Engle, J., hep-ph/0210174Bergström, L., Massó, E., Singer, P., (1983) Phys. Lett., 131 B, p. 229Fanti, V., (1999) Phys. Lett. B, 458, p. 553. , NA48 Collaboratio
The utility of high-stakes technical performance assessments in surgical training: establishing a framework across the continuum from selection to certification
No full textThe traditional Halstedian of apprenticeship training in surgery has undergone significant revolution in recent decades 1. Evolving patient expectations regarding the role of surgical trainees in their care2, an increased emphasis on theatre efficiency 3, and well explored concerns regarding perceived operative competence and confidence of graduating trainees 4-6, has led to a re-evaluation of the training paradigm. ‘Competency-based’ approaches to outcome-driven training and assessment are well established across training jurisdictions7 8, leading to the development of nominally time-independent postgraduate surgical programs 9. The surgical specialties pose a unique challenge in this regard, due to the requirement for robust and reliable methods of teaching and assessing competence in operative skill 10. Determinations of competence, in the context of the surgical training programme of Ireland and the United Kingdom, are made at Annual Review of Competence Progression (ARCP) meetings and are informed by performance in workplace-based assessments (WBAs), operative numbers (as recorded by trainees in an electronic logbook), and educational supervisor reports. From August of 2021, surgical training in this jurisdiction has moved to an explicitly outcome-basedcurriculum11. Trainees are measured against high level outcomes-‘Capabilities in Practice’ and ‘Generic Professional Capabilities’. This training programme is nominally time-independent11. In order to transition to a truly competency-based paradigm, operative skill will need to be assessed and certified through an objective, standardised, and valid approach.
The role of simulation in surgery has evolved in tandem with competency-based education12. Simulation is commonplace in surgical training curricula 13, and is increasingly being deployed as a method of assessing a trainee’s competence 14 15. Studies have demonstrated the safe transfer of simulator-acquired operative skill to the operating theatre 16. Whether simulation-training ultimately translates to improved patient safety and surgical outcome measures has not yet been firmly established 17. Simulation has most notably been used in high-stake assessments through the implementation of the Colorectal Objective Structured Assessment of Technical Skill by the American Board of Colon and Rectal Surgery14 18. Such assessments have not been used for higher specialist training in the UK and Ireland to date. Beyond end-of-training certification, simulation (or other technical performance assessments) could be used as a measure of skill or competence at a number of key checkpoints or high-stakes scenarios in surgery, namely: trainee selection, progression through training, and autonomy granting.
This thesis will seek to explore the use of high-stakes technical performance assessments of operative skill and competence in surgical training. The validity, acceptability and reliability of technical performance assessments will be explored, using both quantitative and qualitative methods, at three key time points: trainee selection, in-training progression, and competence certification in senior training. For the purpose of this thesis, ‘performance assessments’ are defined as assessments that take place outside of the workplace context, in comparison to ‘workplace-based assessments’. The validity of psychomotor assessments of fundamental technical aptitude will be examined at entry to Core Surgical Training. The validity of simulation-based assessment will be assessed during Core Surgical Training. Finally, we will seek to develop and validate a simulation-based assessment curriculum suitable for the assessment of operative competence in senior Higher Specialist trainees in General Surgery.
Findings from this work will be used to inform a blueprint, or proposed framework, regarding the use of technical performance assessments in high stakes scenarios surgical training, from trainee selection to certification as an independent practitioner. </p
Why do residents fail simulation-based assessments of operative competence? A qualitative analysis
No full textThis qualitative study explored factors influencing the scoring decisions of raters in a simulation-based assessment of operative competence, by analysing feedback provided to trainees receiving ‘borderline’ or ‘not competent’ global scores across stations in an Objective Structured Clinical Examination (OSCE). Directed qualitative content analysis was conducted on feedback provided to trainees during a novel simulation-based assessment. Initial codes were derived from the domains of the Objective Structured Assessment of Technical Skills (OSATS) tool. Further quantitative analysis was conducted to compare the frequency of codes across feedback provided to ‘junior’ and ‘senior’ general surgery trainees. Thirteen trainees undertook the eight-station OSCE and were observed by ten trained assessors. Seven of these were ‘senior’ trainees in their last 4 years of surgical training, while 6 were ‘junior’ trainees in their first 4 years. A total of 130 individual observations were recorded. Written feedback was available for 44 of the 51 observations scored as ‘borderline’ or ‘not competent’. On content analysis, ‘knowledge of the specific procedure’ was the most commonly cited reason for failure, while ‘judgement’ and ‘the model as a confounder’ were two newly generated categories found to contribute to scoring decisions. The OSATS tool can capture a majority of reasons cited for ‘borderline’ or ‘not competent’ performance. Deficiencies in ‘Judgement’ may require simultaneous non-technical skill assessments to adequately capture. It is imperative that assessors and candidates are adequately familiarised with models prior to assessment, to limit the potential impact of model unfamiliarity as a confounder. </p
Perceptions and experiences of simulation-based assessment of technical skill in surgery: a scoping review
No full textIntroduction: The introduction of simulation-based assessment raises questions as to its role in trainee selection, progression, certification and credentialing. This study sought to review and critique the available research regarding the perceptions and experiences of residents and their trainers towards simulation-based assessment of technical skills in surgery.
Methods: A comprehensive literature review of the Medline (PubMed), Embase, Cochrane and Web of Science databases was performed in accordance with the Joanna Briggs Institute 2020 protocol for scoping reviews in July 2020, for all original research articles, abstracts and conference proceedings assessing the attitudes, perceptions, opinions and experiences of residents and surgical trainers toward simulation-based assessment of technical or operative skill.
Results: A total of 1869 studies were identified on database searching. Quantitative, qualitative and mixed-methodology publications reporting the attitudes and experiences of surgical trainers and residents were identified, with 21 articles ultimately meeting the inclusion criteria for (qualitative) thematic analysis. Results were charted and categorized into broad themes: 1) Perceptions of simulation-based assessment in principle, 2) Entrustment, 3) Credentialing and certification, and 4) Resident selection and recruitment, identifying both positive perceptions and key areas of concern from residents and trainers alike regarding the current and future application of simulation-based assessment.
Conclusion: There is broadly positive agreement amongst residents and surgical trainers in the published literature regarding the validity of simulation-based assessment. Perceptions of the broader application and implications of simulation-based skill assessment has been identified as a gap in the literature. Future studies should aim to record comprehensive data from key stakeholders prior to implementation of a simulation-based assessment curriculum to ensure acceptability.</p
Erratum: IceCube sensitivity for low-energy neutrinos from nearby supernovae(Astronomy and Astrophysics (2011) 535 : A109 (DOI: 10.1051/0004-6361/201117810))
No full textPerceptions and experiences of simulation-based assessment of technical skill in surgery: a scoping review
No full textIntroduction: The introduction of simulation-based assessment raises questions as to its role in trainee selection, progression, certification and credentialing. This study sought to review and critique the available research regarding the perceptions and experiences of residents and their trainers towards simulation-based assessment of technical skills in surgery.
Methods: A comprehensive literature review of the Medline (PubMed), Embase, Cochrane and Web of Science databases was performed in accordance with the Joanna Briggs Institute 2020 protocol for scoping reviews in July 2020, for all original research articles, abstracts and conference proceedings assessing the attitudes, perceptions, opinions and experiences of residents and surgical trainers toward simulation-based assessment of technical or operative skill.
Results: A total of 1869 studies were identified on database searching. Quantitative, qualitative and mixed-methodology publications reporting the attitudes and experiences of surgical trainers and residents were identified, with 21 articles ultimately meeting the inclusion criteria for (qualitative) thematic analysis. Results were charted and categorized into broad themes: 1) Perceptions of simulation-based assessment in principle, 2) Entrustment, 3) Credentialing and certification, and 4) Resident selection and recruitment, identifying both positive perceptions and key areas of concern from residents and trainers alike regarding the current and future application of simulation-based assessment.
Conclusion: There is broadly positive agreement amongst residents and surgical trainers in the published literature regarding the validity of simulation-based assessment. Perceptions of the broader application and implications of simulation-based skill assessment has been identified as a gap in the literature. Future studies should aim to record comprehensive data from key stakeholders prior to implementation of a simulation-based assessment curriculum to ensure acceptability.</p
Perspectives on simulation-based assessment of operative skill in surgical training
No full textThe perspectives of the wider surgical community toward simulation-based assessment (SBA) in training is a gap in the literature. This study aims to explore the factors associated with the acceptable use of SBA in surgical training, through the perceptions and experiences of a broad range of stakeholder representatives, building on findings from a review of the published literature. Ten semi-structured interviews were conducted, using a sequential transformative qualitative methods approach, with representatives from identified key stakeholder groups; executive management, risk management, a practicing surgeon, an anaesthesiologist, a theatre-nursing representative, a representative from simulation industry, a patient, a medical student, a junior surgical trainee, and a senior surgical trainee. Interview transcripts underwent reflexive thematic analysis using an inductive and constructivist framework (NVIVO software, NVIVO 12, QSR International). Four themes emerged: the ‘need’ for SBA, the concept of a ‘minimum standard’, the ‘optimum design’ of an SBA framework, and ‘fairness’. SBA is a potential solution to challenges in the current training environment. It emerged that it should not replace trainer judgement, but could ensure that trainees meet a minimum operative competency standard. SBA should be used to identify underperforming trainees early in training to provide targeted remediation. The application of SBA in high-stakes settings such as trainee selection, autonomy granting, and end-of training certification has perceived benefits over current assessment methods. This study builds on findings from prior research to explore factors regarding the acceptable use of simulation as an assessment method in surgical training, including perspectives from a broad range of stakeholder representatives. Findings can inform the development of simulation-based assessment curricula in surgical training.</p
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