Objectives: The aim of this scoping review was threefold: 1. to identify existing definitions of oral frailty and similar terms in gerodontology literature; 2. to assess the oral frailty definitions and analyze whether these are well formulated on a conceptual level; and 3. in the absence of existing definitions meeting the criteria for good conceptual definitions, a new conceptual definition of oral frailty will be presented. Methods: A search was performed in electronic databases and internet search engines. Studies explaining or defining oral frailty or similar terms were of interest. A software-aided procedure was performed to screen titles and abstracts and identify definitions of oral frailty and similar terms. We used a guide to assess the quality of the oral frailty definitions on methodological, linguistic, and content-related criteria. Results: Of the 1,528 screened articles, 47 full-texts were reviewed. Thirteen of these contained seven definitions of oral frailty and ten definitions of similar terms. We found that all definitions of oral frailty contain the same or equivalent characteristics used to define the concepts of ’oral health’, ’deterioration of oral function’, and ’oral hypofunction’. Between the seven definitions, oral frailty is described with a different number and combination of characteristics, resulting in a lack of conceptual consistency. None of the definitions of oral frailty met all criteria. Conclusion: According to our analysis, the current definitions of oral frailty cannot be considered ’good’ conceptual definitions. Therefore, we proposed a new conceptual definition: Oral frailty is the age-related functional decline of orofacial structures.
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Artificial Intelligence (AI) offers organizations unprecedented opportunities. However, one of the risks of using AI is that its outcomes and inner workings are not intelligible. In industries where trust is critical, such as healthcare and finance, explainable AI (XAI) is a necessity. However, the implementation of XAI is not straightforward, as it requires addressing both technical and social aspects. Previous studies on XAI primarily focused on either technical or social aspects and lacked a practical perspective. This study aims to empirically examine the XAI related aspects faced by developers, users, and managers of AI systems during the development process of the AI system. To this end, a multiple case study was conducted in two Dutch financial services companies using four use cases. Our findings reveal a wide range of aspects that must be considered during XAI implementation, which we grouped and integrated into a conceptual model. This model helps practitioners to make informed decisions when developing XAI. We argue that the diversity of aspects to consider necessitates an XAI “by design” approach, especially in high-risk use cases in industries where the stakes are high such as finance, public services, and healthcare. As such, the conceptual model offers a taxonomy for method engineering of XAI related methods, techniques, and tools.
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This study aims to map VE teachers’ perceived importance of assessment competence. The study was conducted in the Netherlands among teachers of professional studies in Universities of Applied Sciences. A large-scale study was conducted to represent a broad population of teachers, including various vocational fields, roles, and situations, allowing for the exploration of differences across these contextual variables.
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The HCR-20V3 is a violence risk assessment tool that is widely used in forensic clinical practice for risk management planning. The predictive value of the tool, when used in court for legal decisionmaking, is not yet intensively been studied and questions about legal admissibility may arise. This article aims to provide legal and mental health practitioners with an overview of the strengths and weaknesses of the HCR-20V3 when applied in legal settings. The HCR-20V3 is described and discussed with respect to its psychometric properties for different groups and settings. Issues involving legal admissibility and potential biases when conducting violence risk assessments with the HCR-20V3 are outlined. To explore legal admissibility challenges with respect to the HCR-20V3, we searched case law databases since 2013 from Australia, Canada, Ireland, the Netherlands, New Zealand, the UK, and the USA. In total, we found 546 cases referring to the HCR-20/HCR-20V3. In these cases, the tool was rarely challenged (4.03%), and when challenged, it never resulted in a court decision that the risk assessment was inadmissible. Finally, we provide recommendations for legal practitioners for the cross-examination of risk assessments and recommendations for mental health professionals who conduct risk assessments and report to the court. We conclude with suggestions for future research with the HCR-20V3 to strengthen the evidence base for use of the instrument in legal contexts.
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Why a position statement on Assessment in Physical Education? The purpose of this AIESEP Position Statement on Assessment in Physical Education (PE) is fourfold: • To advocate internationally for the importance of assessment practices as central to providing meaningful, relevant and worthwhile physical education; • To advise the field of PE about assessment-related concepts informed by research and contemporary practice; • To identify pressing research questions and avenues for new research in the area of PE assessment; • To provide a supporting rationale for colleagues who wish to apply for research funds to address questions about PE assessment or who have opportunities to work with or influence policy makers. The main target groups for this position statement are PE teachers, PE pre-service teachers, PE curriculum officers, PE teacher educators, PE researchers, PE administrators and PE policy makers. How was this position statement created? The AIESEP specialist seminar ‘Future Directions in PE Assessment’ was held from October 18-20 2018, at Fontys University of Applied Sciences in Eindhoven, the Netherlands. The seminar aimed to bring together leading scholars in the field to present and discuss ‘evidence-informed’ views on various topics around PE assessment. It brought together 71 experts from 20 countries (see appendix 2) to share research on PE assessment via keynote lectures and research presentations and to discuss assessment-related issues in interactive sessions. Input from this meeting informed a first draft version of the statement. This first draft was sent to all participants of the specialist seminar for feedback, from which a second draft was created. This draft was presented at the AIESEP International Conference 2019 in Garden City, New York, after which further feedback was collected from participants both on site and through an online survey. The main contributors to the writing of the position statement are mentioned in appendix 1. Approval was granted by the AIESEP Board on May 7th, 2020. Largely in keeping with the main themes of the AIESEP specialist seminar ‘Future Directions in PE Assessment’, this Position Statement is divided into the following sections: Assessment Literacy; Accountability & Policy; Instructional Alignment; Assessment for Learning; Physical Education Teacher Education (PETE) and Continuing Professional Development; Digital Technology in PE Assessment. These sections are preceded by a brief overview of research data on PE. The statement concludes with directions for future research.
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There is emerging evidence that the performance of risk assessment instruments is weaker when used for clinical decision‐making than for research purposes. For instance, research has found lower agreement between evaluators when the risk assessments are conducted during routine practice. We examined the field interrater reliability of the Short‐Term Assessment of Risk and Treatability: Adolescent Version (START:AV). Clinicians in a Dutch secure youth care facility completed START:AV assessments as part of the treatment routine. Consistent with previous literature, interrater reliability of the items and total scores was lower than previously reported in non‐field studies. Nevertheless, moderate to good interrater reliability was found for final risk judgments on most adverse outcomes. Field studies provide insights into the actual performance of structured risk assessment in real‐world settings, exposing factors that affect reliability. This information is relevant for those who wish to implement structured risk assessment with a level of reliability that is defensible considering the high stakes.
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Risk assessment instruments are widely used to predict risk of adverse outcomes, such as violence or victimization, and to allocate resources for managing these risks among individuals involved in criminal justice and forensic mental health services. For risk assessment instruments to reach their full potential, they must be implemented with fidelity. A lack of information on administration fidelity hinders transparency about the implementation quality, as well as the interpretation of negative or inconclusive findings from predictive validity studies. The present study focuses on adherence, a dimension of fidelity. Adherence denotes the extent to which the risk assessment is completed according to the instrument’s guidelines. We developed an adherence measure, tailored to the ShortTerm Assessment of Risk and Treatability: Adolescent Version (START:AV), an evidence-based risk assessment instrument for adolescents. With the START:AV Adherence Rating Scale, we explored the degree to which 11 key features of the instrument were adhered to in 306 START:AVs forms, completed by 17 different evaluators in a Dutch residential youth care facility over a two-year period. Good to excellent interrater reliability was found for all adherence items. We identified differences in adherence scores on the various START:AV features, as well as significant improvement in adherence for those who attended a START:AV refresher workshop. Outcomes of risk assessment instruments potentially impact decision-making, for example, whether a youth’s secure placement should be extended. Therefore, we recommend fidelity monitoring to ensure the risk assessment practice was delivered as intended.
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In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.
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Most violence risk assessment tools have been validated predominantly in males. In this multicenter study, the Historical, Clinical, Risk Management–20 (HCR-20), Historical, Clinical, Risk Management–20 Version 3 (HCR-20V3), Female Additional Manual (FAM), Short-Term Assessment of Risk and Treatability (START), Structured Assessment of Protective Factors for violence risk (SAPROF), and Psychopathy Checklist–Revised (PCL-R) were coded on file information of 78 female forensic psychiatric patients discharged between 1993 and 2012 with a mean follow-up period of 11.8 years from one of four Dutch forensic psychiatric hospitals. Notable was the high rate of mortality (17.9%) and readmission to psychiatric settings (11.5%) after discharge. Official reconviction data could be retrieved from the Ministry of Justice and Security for 71 women. Twenty-four women (33.8%) were reconvicted after discharge, including 13 for violent offenses (18.3%). Overall, predictive validity was moderate for all types of recidivism, but low for violence. The START Vulnerability scores, HCR-20V3, and FAM showed the highest predictive accuracy for all recidivism. With respect to violent recidivism, only the START Vulnerability scores and the Clinical scale of the HCR-20V3 demonstrated significant predictive accuracy.
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Person-centeredness refers to an individually-tailored, holistic approach to meeting a person's needs and recognizing the client as an expert and active participant in the rehabilitation process. This article focuses on a study conducted in Estonia to analyze the perceptions of persons with disabilities about person-centeredness by exploring their experiences about received disability services and participation in an initial rehabilitation needs assessment process. Twelve in-depth interviews were conducted in different regions of Estonia with persons with disability. Data were analyzed using qualitative thematic analysis. The aim of the research project (2010–2015) was to design a person-centered initial rehabilitation needs assessment instrument. Results revealed that in describing their experiences, study participants identified important components of person-centeredness: (1) understanding service users and meeting their individual needs, (2) connecting and partnering with service users, (3) providing appropriate information, and (4) addressing issues of power and empowerment. If these components are included, service users are more likely to become motivated to consider their situation and take more control of their lives. These findings may be of relevance for countries considering needs-based referrals to rehabilitation services and refocusing disability services using a person-centered approach
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