Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States

We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

THE CLINICAL COMPREHENSIVE PRACTICE EVALUATION SYSTEM OF PHYSIOTHERAPY STUDENTS DIPLOMA-IV BINAWAN UNIVERSITY

This study aims to describe the problems of the clinical practice assessment system are not in accordance with standards which has an impact on the results of Binawan University Diploma IV physiotherapy graduate. Some items in measuring devices to assess the clinical performance of physiotherapy students have low responsive level. To solve this problem, this study uses descriptive qualitative methods with case study approach that uses various sources of information in gathering data to provide conclusions or detailed descriptions. Data is collected through in-depth interviews with student, clinical instructors and document observations. Data analysis through reduction techniques, presenting data and giving conclusions through triangulation of sources, data and methods by connecting the suitability of relevant theories with the data obtained. The results of the study are generally illustrated the assessment system has been running more focused on case reports, general competency and group comprehensive test assessments. It was found that lack of an independent clinical performance assessment to see individual competencies related to learning outcome from implementation of comprehensive practice physiotherapy clinic. Thus the findings are expected to improve and evaluate the implementation of clinical comprehensive practice evaluation system of physiotherapy students Diploma IV Binawan University

THE CLINICAL COMPREHENSIVE PRACTICE EVALUATION SYSTEM OF PHYSIOTHERAPY STUDENTS DIPLOMA-IV BINAWAN UNIVERSITY

This study aims to describe the problems of the clinical practice assessment system are not in accordance with standards which has an impact on the results of Binawan University Diploma IV physiotherapy graduate. Some items in measuring devices to assess the clinical performance of physiotherapy students have low responsive level. To solve this problem, this study uses descriptive qualitative methods with case study approach that uses various sources of information in gathering data to provide conclusions or detailed descriptions. Data is collected through in-depth interviews with student, clinical instructors and document observations. Data analysis through reduction techniques, presenting data and giving conclusions through triangulation of sources, data and methods by connecting the suitability of relevant theories with the data obtained. The results of the study are generally illustrated the assessment system has been running more focused on case reports, general competency and group comprehensive test assessments. It was found that lack of an independent clinical performance assessment to see individual competencies related to learning outcome from implementation of comprehensive practice physiotherapy clinic. Thus the findings are expected to improve and evaluate the implementation of clinical comprehensive practice evaluation system of physiotherapy students Diploma IV Binawan University

Bifocal and Multifocal Contact Lenses for Presbyopia and Myopia Control

Bifocal and multifocal optical devices are intended to get images into focus from objects placed at different distances from the observer. Spectacles, contact lenses, and intraocular lenses can meet the requirements to provide such a solution. Contact lenses provide unique characteristics as a platform for implementing bifocality and multifocality. Compared to spectacles, they are closer to the eye, providing a wider field of view, less distortion, and their use is more consistent as they are not so easily removed along the day. In addition, contact lenses are also minimally invasive, can be easily exchangeable, and, therefore, suitable for conditions in which surgical procedures are not indicated. Contact lenses can remain centered with the eye despite eye movements, providing the possibility for simultaneous imaging from different object distances. The main current indications for bifocal and multifocal contact lenses include presbyopia correction in adult population and myopia control in children. Considering the large numbers of potential candidates for optical correction of presbyopia and the demographic trends in myopia, the potential impact of contact lenses for presbyopia and myopia applications is undoubtedly tremendous. However, the ocular characteristics and expectations vary significantly between young and older candidates and impose different challenges in fitting bifocal and multifocal contact lenses for the correction of presbyopia and myopia control. This review presents the recent developments in material platforms, optical designs, simulated visual performance, and the clinical performance assessment of bifocal and multifocal contact lenses for presbyopia correction and/or myopia progression control.