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Abstract Background A logbook system is essential to ensure standardized competency in medical education. This survey will provide the first overview of our current logbook and can serve as an initial proposal for improvement to a more relevant and valuable tool to assess our postgraduate training programme. Methods This survey was conducted among all Universiti Kebangsaan Malaysia (UKM) anaesthetic trainees. The data for this survey was collected by using Google Forms. A link to the form was distributed to all UKM anaesthetic trainees. The survey questionnaire consisted of five sections, demographic data, strengths and weaknesses of logbook content, evaluation of logbook usage experience, perception of the feedback received regarding the logbook performance, and potential improvements that can be made. Results 107 anaesthetic trainees participated in this study. All of the sections in the logbook were deemed relevant by more than 60% of the trainees except for the on-call section which was seen as relevant only by 37.4% of them. 53.3% agreed that the logbook is useful for learning during the course. However, only 43.9% of them perceived that the logbook was easy and convenient to use. Only 59 respondents received feedback regarding their logbook performance. The analysis of open-ended answers highlights the necessity of transitioning to a fully digitalized logbook system for easy accessibility. It also reveals the need to re-evaluate specific logbook contents and incorporate additional teaching and learning tools to enhance the overall training process. Moreover, the findings emphasize the importance of effectively implementing feedback mechanisms within the logbook system to optimize student learning. Conclusion Serving as a foundational step towards developing a more efficient and structured educational tool, this research provides valuable insights for future advancements in medical education, particularly in anaesthesiology.

Objective(s): Logbook is an important tool for learning, monitoring and evaluating students' periodic activities during their internship. According to the revised curriculum of the master's degree in health education and health promotion, the present study was conducted with the aim of development an educational logbook. According to the revision of the curriculum of the master's degree in health education and health promotion, the present study was conducted to design an educational logbook for the internship course of the master's degree in health education and health promotion. Methods: This developmental study was conducted using the Delphi technique from 2018 to 2022 in the form of 10 face-to-face and 3 virtual meetings. In this research, the participation of specialized board members, heads of department, faculty members and students of medical sciences universities of the country was used with the convenience sampling method. At first, the chapters of internships were extracted according to the curriculum of the master's degree in health education and health promotion and analyzed based on Bloom's classification in three cognitive, attitudinal, and behavioral domains, and then the intended activities were designed. Results: In this research, 39 activities in the 5 fields (according to the approved curriculum) were compiled as activities needed by students in the form of a log book. 11 activities were determined for comprehensive health service centers, 10 activities for media, 7 activities for workplaces, 7 activities for community and 4 activities in the areas of needs assessment, development, implementation and evaluation. Conclusion: According to the designed log book, it is expected the end of internship, the students will learn the different stages of an educational intervention, including needs assessment; Practice design, implementation or evaluation according to any internship environment or field and improve their abilities.

Background & Objective: Error Board Reporting (EBR) is a comprehensive approach for quickly reporting and analyzing errors that occur during surgical operations. This study assesses the influence of EBR on student error frequency and proficiency during the COVID-19 pandemic, with the goal of enhancing clinical teaching. Material & Methods: This research used an experimental design that included a pretest and posttest to investigate the impact of the intervention on two distinct groups: the intervention group receiving EBR training and the control group undergoing conventional training. The participants were randomized to either EBR or conventional training. Both groups had pretests and posttests, with logbook results included as part of the final assessment process. Furthermore, a satisfaction survey was conducted after the study to gauge participant satisfaction levels. The data gathered from this study underwent rigorous statistical analysis employing various tests, including the Shapiro-Wilk test for assessing normality, the independent t-test for comparing across groups, the paired t-test for comparing within-groups, and multiple linear regression analysis. Results: The study found no statistically significant differences in age, gender, semester, or age between the intervention and control groups. Furthermore, these characteristics did not have a significant influence on the final scores. However, posttest results and scores from post-practicum logbooks demonstrated significant differences between the two groups (p < 0.001 and p = 0.002, respectively). EBR training significantly improved surgical procedural mastery skills (p = 0.002) and self-efficacy (p = 0.001). A paired t-test demonstrated a statistically significant difference between the two groups regarding their mean pretest and posttest scores (p < 0.001). EBR decreased student errors 86% of the time, effectively promoted a positive spirit, improved critical thinking, and strengthened critical thinking skills (76%). Conclusion: Incorporating EBR into educational practices can minimize errors and enhance performance during the COVID-19 pandemic, increasing patients' quality of life.

Background: Self-directed learning in the workplace should lead to the mastery of predefined learning objectives, with subjective competence judgements steering learning and promoting acceptance of feedback. Rotations should support self-directed learning in basic training by allowing junior physicians (JPs) to apply basic clinical competencies in various internal medicine and surgical departments.Aim: The study hypothesises that rotations support self-directed learning, as measured by self-judgements and supervisor judgements. Additionally, it describes JPs’ willingness to reflect on their learning needs at the end of their basic training.Methods: This longitudinal study comprises 147 pseudonymised logbooks completed by JPs from three Vienna healthcare group (WIGEV) clinics. The logbook accompanies JPs’ training, requiring them and their supervising specialist physicians to rate their training goal completion (10-level % scale) in training months 2, 3, 5, 6, 8 and 9. In addition, in months 3, 6 and 9, the JPs document the level of competence (knowledge, experience and proficiency) they feel they have achieved for each learning objective specified by the Austrian medical association (ÖÄK).Results: The self-judged level of training goal completion demonstrates a multi-peaked distribution with an increasing trend; the supervisors’ judgement of JPs’ level of training goal completion is almost parallel. The share of learning objectives where the required level of competence is seen as not yet mastered decreases throughout the training. In the 9 month of training, approximately ¼ of the JPs indicated a need to learn in ≥10% of the learning objectives, independent of the training clinic.Conclusions: After switching departments, JPs downgraded their rating of training goal completion. Rotation supports realistic self-judgement, as competencies must be applied and reassessed in a new context. Most JPs consider the required level of competence per learning objective to be mastered at the end of basic training, yet they remain prepared to reflect critically on their learning needs.

Background: Elective courses, a significant addition to the competency based medical education curriculum, were implemented for the first time in the MBBS 2019 batch nationwide. This study was formulated to assess whether the design and manner of implementation of elective modules in Physiology could provide the students with diverse learning experiences. Materials and Methods: A cross-sectional study was conducted among 19 undergraduate students who completed electives in physiology at a private medical college in South India. The students enrolled in three electives in Exercise, Cardiovascular, and Sleep Physiology, each of which had a research component. Pre-and post-tests were used to assess knowledge levels in their selected topics and basics of biomedical research and a Likert scale survey was used to evaluate student perception of the electives. Pre-test and post-test scores were compared using a paired t test, and responses to survey questions were expressed in percentages using a diverging stacked bar chart. Results: Mean knowledge scores were significantly improved after the electives (p

The article presents a study on the perceptions of primary school teachers regarding the effects of reading aloud training conducted in their classrooms, thanks to the research-action project "Reading:so cool!" in the Region of Tuscany (Italy). The study involved 77 Tuscan municipalities, 121 Comprehensive Institution, 244 classes, for a total of 425 teachers. The teachers' perceptions were collected and analyzed thanks to a tool integrated in the method: the logbook, a semi-structured data collection tool, filled in daily and sent weekly by the teachers. The analysis of the diaries highlighted the positive impact of systematic reading aloud practice on primary school children (benefits on a cognitive, emotional, learning ability and well-being level) and the importance of monitoring the processes through a reflective-narrative tool.

Introduction: Clinical performance without documentation, assessment, and feedback may lead to an inefficient internship in the field. Logbooks are recommended to assess physiotherapy (PT) students’ clinical practice in the curriculum, therefore, this study aims to design, implement, and evaluate a logbook for undergraduate PT students. Materials and Methods: The present study includes three phases. In the first phase, a logbook was designed based on the existing evidence, undergraduate PT program curriculum, and opinions of clinical instructors of the relevant internships. After that, it was adjusted based on the topics of clinical rotations. In the implementation phase, students completed these logbooks during neurology, musculoskeletal inpatient, outpatient, and cardiovascular inpatient rotations. In the third phase, a 29-item questionnaire was used to assess the students’ and instructors’ perspectives on the logbook. Results: The designed logbook for undergraduate PT students consisted of two major sections, assessment of students’ clinical competencies and documentation of clinical experience. Sixty-nine students and 12 clinical instructors completed the questionnaires. Approximately 49% of the students and 87% of the instructors felt that the logbook’s quality was satisfactory. Nearly 53% of the students and over 90% of the instructors consider the use of the logbook and its content essential. Conclusion: A logbook was developed as a workplace-based assessment (WBA) method. It was designed to cover different internships, including PT in musculoskeletal, cardiovascular, and neurological conditions in outpatient or inpatient settings. Both students and instructors agreed on using the designed logbook to assess the student’s clinical performance.

Abstract Background and Aims Electronic logbook (E‐Logbook) is one of the practical software in medical science that serves as an auxiliary tool for comprehensive education, formative evaluation, and student learning documentation in clinical education. E‐logbooks are available to people on the Internet without any time or place restrictions. Experts' familiarity with e‐logbooks and their advantages and disadvantages can be effective in their better design so professors and students can use their potential benefits. Therefore, this study examines the advantages and disadvantages of an e‐logbook. Methods This systematic review was conducted until June 13, 2022, by searching relevant keywords such as logbook, e‐logbook, and medical students in PubMed, Scopus, and Web of Science databases. Data were extracted using the data extraction form. The contents of the studies were analyzed based on the study's aim. The results of the analyses were presented in the form of descriptive statistics (tables and figures). Results Out of 365 retrieved studies, 13 were selected to investigate the advantages and disadvantages of e‐logbooks. Most studies were conducted in Pakistan (n = 4) and focused on medical students with different specialties (n = 10). The advantages and disadvantages of e‐logbooks were classified into nine and four categories, respectively. Most advantages of e‐logbooks were related to monitoring and evaluating the performance of students and instructors (n = 11). Their most disadvantages were associated with hardware and software (n = 8). Conclusion According to the results, e‐logbooks can improve clinical education, provide feedback to people, control the achievement of educational goals, and increase professor−student interaction. Hence, it is recommended to address their disadvantages and barriers to improve the quality of students' performance.

Background and aims: Clinical learning has a vital role in nursing. Appropriate methods should be used to evaluate the quality of clinical learning. For performance-based evaluation of nursing students, the effect of logbooks in an internship was investigated using the direct observation of procedural skills (DOPS) method. Methods: This experimental study was performed on 80 second-semester nursing students by randomly assigning samples to two intervention and control groups at Dezful University of Medical Sciences in 2019. The logbook was used for the experimental group students, and the control group completed the internship without using a logbook. At the end of the internship, the students of two groups were evaluated by five procedures: changing the dressing, blood pressure control, IV catheterization, Intramuscular injection, and inserting a Foley catheter by DOPS test. Data were analyzed using qualitative and analytic statistics content analysis that was carried out using SPSS version 21 software. Results: The mean score of DOPS in the intervention group was 7.66±1.07, and in the control group, 6.74±0.86, Which indicates that the mean score of the intervention group is 0.92 points higher than the mean score of the control group. In general, the scores of all clinical skills except inserting a Foley catheter in the intervention group were higher than the control group. However, this difference was significant only in two procedures. Conclusion: The results of this study showed that the logbook and evaluation could increase clinical skills and collegians’ more profound learning and be effective in a professional and influential workforce.

Abstract Background Following an ecological framework, the aim of this study was to highlight the way adolescents invested their time in opportunities to engage in moderate to vigorous physical activity (MVPA) according to whether they were profiled as more or less active. This study’s innovation lies in the analysis of MVPA according to social occasions which are understood as opportunities to be active throughout the day (e.g. home, school, transport). Methods PA data measured by accelerometry (ActiGraph GT3X) for seven consecutive days were compiled, with adolescents’ social occasions during the week recorded in a daily digital diary (n = 135). The opportunity ratio of MVPA at each social time is the ratio between time spent in MVPA and the duration of a corresponding social occasion. Following the literature, participants were categorised into three profiles according to their reported amount of MVPA: HEPA active, minimally active and inactive. Non-parametric Wilcoxon signed rank and Kruskal Wallis tests were performed to determine the relative intensity of PA performed at different social occasions, and to investigate whether intensities differed between adolescents with various activity profiles. Results Results showed that engagement in MVPA at different social occasions differed according to participant profiles. Mismatch was noticed between the opportunity ratio and the duration of the most and least favorable social occasions for MVPA. For all three profiles, the social occasion “physical education lesson” revealed an opportunity ratio of MVPA (23.6% vs 17.0% vs 13.8%) significantly higher than the overall opportunity ratio of the week (6.9% vs 2.9% vs 1.2%), but of lower duration. Conversely, “home” (5.3% vs 0.0% vs 0.0%) and “school” (outside of PE time) (2.4% vs 0.0% vs 0.0%) represented the two least opportune social occasions for PA in an adolescent’s week. Conclusions Rethinking engagement with MVPA in the context of temporal opportunities would allow potential ways to intervene within an educational supervised setting to help young people adopt a physically active lifestyle at the end of the key period of adolescence. These results reinforced the importance of context in interventions for PA promotion, opening for “time education” in people.

Introduction: Evaluating the competence of nursing students is important. The logbook is a tool for recording inclusive. This study endeavored to investigate the view of the nursing students of Bojnourd Azad University regarding the use of logbook in clinical wards. Methods: This cross-sectional study was conducted in the spring of the academic year 2021; it was performed on 110 nursing students of Bojnourd School of Nursing and Midwifery who have passed the internship course. The logbooks were designed and compiled by the faculty members of the Nursing Department of Bojnourd University of Medical Sciences based on the topic provided by the Ministry and the educational needs of students in clinical wards in accordance with the objectives of each part. The data collection tool was a researcher-made questionnaire. Results: In this study, out of 110 students, 100 returned the the questionnaires. As to the necessity of using a logbook, increasing the student's awareness of the goals of educational affairs has the highest average (2.460±0.809). In terms of logbook content quality, the inclusion of course objectives in the logbook had the highest average (2.800±0.829). In terms of outcomes in designing the format and implementation process of the logbook, student familiarity with the tasks in each section had the highest average (2.440±0.795). Comparing the main areas, the outcomes in designing the format and process of implementing the logbook from the students' point of view had the highest average (2.332±0.668). Conclusion: According to the findings, in total, half of the students had a positive view of the logbook. However, given the logbook needs to meet the learning needs of students, it seems indispensable to review the content for greater student satisfaction.

Introduction: Supervised practice during the learner stage of graduated driver licensing is required in all U.S. states and some international jurisdictions. Several U.S. states require driving hours to be recorded in a paper logbook, making it susceptible to errors or falsification. A smartphone app that operates as an electronic logbook could serve as an alternative. The purpose of this study was to measure the impact of the logbook format (i.e., paper versus electronic) on self-reported driving behavior. Design: Parent‒teen dyads were enrolled and assigned to electronic (n=147) and paper (n=131) logbook groups using a block design. Setting/Participants: This study was conducted in Maryland. Data were collected for 6 continuous months while teenagers held a learner permit between January 2020 and December 2021. Intervention: Electronic logbook to measure practice driving. Outcome measure: Self-reported driving between the electronic and paper logbook groups. For those using electronic logbooks, an agreement between self-reported trips and electronic logbook trips and perceptions of using an electronic logbook to measure driving. Results: There were no statistically significant differences in any measures of self-reported practice driving by logbook type (electronic versus paper). Agreement between self-reported and electronic logbook‒recorded trips ranged between 68.6% and 79.0% (allowing a difference of 2 trips per week). User satisfaction with the electronic logbook was high, with 93.0% of teenagers and 91.9% of parents stating that they would recommend the app to a friend. Conclusions: An electronic logbook is a viable approach to measuring practice driving. Eventually, it could become part of a system where practice requirements are verified, allowing states to move toward performance-based graduated driver licensing.

Background: This study aimed to assess the faculty members' perspective on the use of logbook to improve the quality of dental students’ education. Method: This descriptive analytical study assessed the perspectives of all faculty members of Qazvin Dental School about using logbook in 2019. A questionnaire with four domains: 1) necessity of using a logbook (score range: 7-21), 2) format design and logbook implementation process (score range: 8-24), 3) logbook content quality (score range: 20-60), and 4) method of completion of logbook (score range: 2-10) was used to assess. The internal consistency of the items was assessed using Cronbach’s alpha method (alpha-Cronbach: 0.81). Data were analyzed using SPSS 21 (p

Background and Objective: Due to the recent changes in the subject of continuing nursing undergraduate, the present study was conducted to investigate the use of logbook of nursing adult nursing courses on the satisfaction of nursing students and educators. Methods: The present study is a quasi-experimental study that was made available in 1400 on nursing students of Shahid Sadoughi University of Medical Sciences in Yazd. The study population includes students in the 3rd, 4th, and 5th semesters who are undergoing internships in nursing courses for the elderly 1-2-3. This research was conducted in four steps. Step1: design a logbook. Step 2: Educational and briefing sessions for students and educators. Step 3: Complete the logbook. Step 4: Satisfaction. Findings: In this study, 70 nursing students, 35 males (50%) and 35 females (50%) participated. 54 (77.7%) of the student participants were single and 16 (22.3%) were married. Based on students' views on the use of logbooks, the majority of items such as familiarity with the tasks and objectives of the internship, clarification of expectations, focus on teaching and learning, and motivating educational needs were moderately satisfied. Conclusion: Based on the findings, students and educators were satisfied with the use of logbooks in adult-elderly nursing courses. But it seems that the logbook was not efficient enough to record some goals in clinical education. Therefore, it is suggested that while modifying logbook items, they should try to upgrade and use it more and use other methods to record it.

Benford’s law (BL) specifies the expected digit distributions of data in social sciences, such as demographic or financial data. We focused on the first-digit distribution and hypothesized that it would apply to data on locations of animals freely moving in a natural habitat. We believe that animal movement in natural habitats may differ with respect to BL from movement in more restricted areas (e.g., game preserve). To verify the BL-hypothesis for natural habitats, during 2015–2018, we collected telemetry data of twenty individuals of wild red deer from an alpine region of Austria. For each animal, we recorded the distances between successive position records. Collecting these data for each animal in weekly logbooks resulted in 1132 samples of size 65 on average. The weekly logbook data displayed a BL-like distribution of the leading digits. However, the data did not follow BL perfectly; for 9% (99) of the 1132 weekly logbooks, the chi-square test refuted the BL-hypothesis. A Monte Carlo simulation confirmed that this deviation from BL could not be explained by spurious tests, where a deviation from BL occurred by chance.

Introduction: Instructors and students have many challenges in completing and presenting logbooks. This study endeavored to investigate the views of nursing students and instructors of Ramsar School of Nursing on logbook-based evaluation. Methods: This cross-sectional descriptive study was performed in the second semester of the academic year 2020-2021. The study population was all nursing students studying and clinical instructors working in Ramsar School of Nursing. Seventy-five individuals (65 nursing students and 10 nursing instructors of the internal medicine-surgery internship unit) were included in the study by census method. The researcher-made questionnaire on the perspective of nursing students of logbook-based and traditional method evaluation were used for data gathering. Data analysis was performed using paired and independent t-test and Chi-square. Results: The perspective of nursing students and clinical instructors about the use of logbooks showed a significant difference concerning order, evaluation, satisfaction, and clinical skills. The mean scores of the perspective of instructors in the dimensions of order and evaluation were higher than students (t=-4/38, p=0.001; t=-5/36, p=0/001). The instructors’ mean score of satisfaction and clinical performance with logbook evaluation was more than students (t=-4/06, P=0.001 vs. t=-3/27, P=0.002). Students believed that the use of logbooks led to more supervision of instructors over their work (t=4/17, P =0.001), but it did not affect their clinical performance (t=-1/8, P= 0.077). Conclusion: The clinical Instructors evaluated the priority of the logbook over the traditional method to achieve the expected outcomes more positively towards the students. Because the logbook should meet the learning needs of students, using students' opinions in compiling the logbook can be effective in improving student satisfaction and performance.

Logbook data from commercial fisheries are a vital component in the machinery of management, including tracking the volume of catches and allocating catch spatially. At the same time, logbooks can provide a unique window into the ecological and sociological conditions in marine fisheries, where fishermen interact with marine species and environments frequently and broadly. Traditional logbooks, however, often are not sufficiently standardized (when personal logs), or lack the detail (when regulatory documents) required to adequately understand fisheries ecosystems. The Study Fleet program, operated by the Northeast Fisheries Science Center’s Cooperative Research Branch, was developed to address these shortfalls by engaging members of the fishing industry in collecting high-resolution catch, effort, and environmental data using electronic logbooks. Since its inception, the Study Fleet has expanded from a small project focused on collecting detailed catch information from the New England multispecies groundfish fishery to a program with a wider scope encompassing a variety of fisheries, gears, and environmental parameters from North Carolina to Maine U.S. Over the years, a number of lessons have been learned about recruiting and supporting industry partners, managing the data, evolving technical specifications, and the challenges associated with analyzing and applying self-reported fisheries data. Here we describe the current state of the program and provide summaries of the Study Fleet program operations and outcomes from 2007-2020, with an eye towards successes, challenges, and applicability of the approach in other regions. We suggest other reference fleet programs, as well as other developing fishery dependent data collections (e.g., electronic monitoring programs), develop detailed roadmaps for each data collection to keep participants engaged as collaborators, target specific fisheries to keep resources from being stretched too thin, and partner with data users early. Additionally, we suggest programs invest in the long-term participation of individual fishermen, carefully weigh the pros and cons of involvement in regulatory reporting, and plan data products and applications well in advance to ensure that the sampling scheme and granularity of the data meet the needs of stock assessment, ecosystem, and oceanographic scientists.

Abstract Background Logbooks are being increasingly widely used as a means of improving medical education and further training. They will in all probability continue to be mandatory in the Practical Year (PJ) in Germany even after the upcoming amendment of the Medical Licensing Regulations (ÄAppO). However, there are different approaches to their design and use, and these are also currently undergoing considerable change. This study for the first time examines and discusses the influence of logbooks on students’ evaluation of a gynecology internship. Methods The study was based on a well-established two-part 1-week internship course, with initially unstructured morning classes on wards and duty areas, along with precisely planned afternoon classes with skills training by peer teachers and seminars supervised by duty-exempted physicians. The postgraduate lecturers were prepared for the introduction of the logbook in a special course, and the aim was to optimize morning classes by introducing learning objectives adapted to the respective locations. The effects over 38 weeks of practical training were examined in evaluations by 235 prospectively group-randomized students with and without logbooks (n = 166 and n = 66, respectively; three datasets were not evaluable). Results In the cohort comparison, the logbook group responded significantly more positively toward the internship at the start of the course (P = 0.046). In the final evaluation, however, medical supervision during the entire internship was rated significantly more poorly (P = 0.007). The logbook cohort also considered that guidance based on learning objectives was significantly worse, as was the extent to which wards and duty areas were prepared for the students (P = 0.001 and P = 0.029). Conclusions Introducing a logbook to optimize clinical teaching in internships may raise expectations that cannot always be met. In addition to adapting the learning objectives to a general framework that is less favorable in comparison with the Practical Year, the least that is required appears to be simultaneous and continuous mentoring of the lecturers, as well as an increase in staffing resources.

Perikanan tuna yang berbasis di Pelabuhan Benoa telah mengalami perubahan besar sejak tahun 1993 ketika ikan sirip kuning mendominasi hasil tangkapan diikuti tuna mata besar dan tuna jenis lainnya. Kapal yang beroperasi yang berbasis di Benoa Bali untuk menangkap ikan tuna didominasi oleh kapal tuna longline, purse seine, dan pancing tonda, untuk mengawasi kapal yang beroperasi agar sesuai dengan peraturan maka kapal yang beroperasi (>30 GT) diwajibkan memasang Vessel Monitoring System (VMS). Data VMS menyediakan banyak data dalam jumlah besar dari gerakan kapal perikanan, namun permasalahannya adalah belum digunakan secara maksimal dan analisis data tersebut masih dalam perkembangannya, oleh karena itu penelitian ini bertujuan untuk mengidentifikasi pemanfaatan data olahan VMS untuk pengawasan dan pengelolaan perikanan tuna longline yang berbasis di Benoa. Metode yang digunakan adalah adalah analisis deskriptif dengan menggunakan aplikasi pengelola data spasial. Hasil penelitian menunjukkan bahwa data VMS dapat dimanfaatkan untuk mengetahui aktivitas penangkapan seperti posisi kapal, kecepatan kapal, dan arah gerak kapal. Aktivitas penangkapan dengan data VMS dapat mengidentifikasi adanya pelanggaran yang dilakukan oleh kapal tuna longline seperti kapal yang diindikasikan melakukan kegiatan transshipment, pelanggaran daerah penangkapan ikan dan ketidaksesuaian data logbook dan data VMS ketika kapal melakukan pendaratan hasil tangkapan ikan. Cross-matching data VMS dan data logbook menujukkan bahwa kesesuaian data dari tahun 2016-2018 mengalami peningkatan yakni tahun 2016 kesesuaian data mencapai 53%, kemudian tahun 2017 sebesar 94%, dan 2018 sebesar 98%.

Abstract Logbook is a digital tool launched by the Brazilian Society of Anesthesiology in 2014 and has since been used. This tool allows physicians specializing in anesthesiology to record and store activities performed during the training period. This enabled a descriptive analysis of an extensive database of anesthetic procedures, as well as complications that occurred and were reported by these doctors. The present study includes the review of these data over a period of 2 years (2014–2015).

This paper reports data from a study recently carried out with university language students attending a Master’s degree programme in Language Sciences. The study aimed at exploring to what extent logbook writing could allow them to progress in their learner autonomy by engaging in more reflective, conscious, and responsible second/foreign language learning. The class was asked first to write a logbook for a week with the purpose of keeping track of their personal language learning process and then to answer some reflective questions to give an account of their perception about the logbook experience. By taking an interpretive approach to the investigation and adopting qualitative data analysis, it was found that the logbook was generally perceived as useful in improving language learning and stimulating meta-cognitive reflection, self-awareness and learner’s intervention. While limits were identified in the use of this tool (i.e., persistence needed to regularly keep logs, time availability and appropriate organisation skills), some students declared their intention to use the logbook in the future, after making personalised adjustments according to their learning needs and goals.

Mediterranean red coral Corallium rubrum is considered the most precious coral worldwide. Harvesting activities are performed by licensed scuba divers and managed through the recent pan-Mediterranean management plan issued by General Fisheries Commission for the Mediterranean (GFCM) along with measures locally enacted, imposing limits on licenses, harvesting season, minimum depth of dive, and size. The use of Remotely Operated Vehicles (ROVs) is prohibited, with the only exception being for scientific purposes. Despite measures already in force, the implementation of additional management tools has been recently recommended. This article reports results from the first monitoring campaign on C. rubrum harvesting based on ROVs for seabed exploration and Onboard Scientific Observers (OSOs), carried out from 2012 to 2015 along the coast of Sardinia (Mediterranean Sea—Western basin). More than 450 dives were monitored, confirming how ROV’s support eases the scouting of exploitable banks, leading to increases in catches. OSOs reported the collection of colonies below the minimum reference size and catches/dive above limits. Onboard observers collected data also on colony diameter, which is crucial for the estimation of population size structure and exploitation status. OSOs proved to be valid tools in providing additional and reliable information on red coral harvesting, thus deserving to be included among mandatory measures for the sustainable exploitation of red coral in the Mediterranean Sea.

Background: Maintaining an operation record in any surgical department is mandatory. The current method is to make entries in a designated register manually. However, this method has disadvantages such as space occupancy, high maintenance cost, and difficulty in record compilation. Proper storing of medical records is necessary for future reference. We found that using the free online, Google spreadsheet for maintaining surgical records is an innovative and effective method. Methods: Online Google spreadsheet entry September 2017 to August 2018 is compared with manual entry done from September 2016 to August 2017. Results: This online method has the following advantages: fewer errors, low cost, free maintenance, and easy record compilation as per requirements. Finally, filters can be applied, and separate numbers for each category can be obtained. Conclusion: The proposed method is useful, low cost, and versatile way of storing and retrieving operative records.

We read with great interest ‘Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings’ (1) as third year medical students at King’s college London. Graduates are expected to show competence in 32 core practical skills and procedures in accordance with the GMC guidelines (2). We would like to share our experience with practicing procedural skills and make suggestions to help bridge the gap between learning and skill acquisition in a hospital to improve medical education.

Abstract Background Emergency departments (EDs) offer a variety of learning opportunities for undergraduate medical students. It is however, difficult to evaluate whether they are receiving recommended training during their emergency medicine (EM) clerkship without identifying their clinical activities. We aimed to evaluate the clinical exposure of the final year medical students at our College during their EM clerkship. Methods This is a retrospective analysis of prospectively collected student logbooks. 75 students rotated in a 4-week EM clerkship during 2015–2016. The students rotated in EDs of two hospitals. Each ED treats more than 120,000 cases annually. The students completed 12 eight-hours shifts. Presentations and procedures seen were compared with EM curriculum recommendations. Results Five thousand one hundred twenty-two patient presentations and 3246 procedures were recorded in the logbooks, an average (SD) of 68.3 (17.6) patients and 46.1 (14.0) procedures. None of the students encountered all ten recommended presentations. Two students (2.6%) logged all nine procedure categories of the EM curriculum. Conclusion Recommended presentations and procedures of the EM clerkship were not fully encountered by all our students. Different settings vary in the availability and type of patients and procedures. Each clinical clerkship should tailor their teaching methods based on the available learning opportunities.

Background: Valid assessment and validation indices are very important to evaluate and teach students, especially in clinical education settings. Considering the fact that rehabilitation science fields have about 1200 h of clinical education, planning of clinical skills training and how to evaluate them is important to improve the quality of education. Due to the importance of clinical skills teaching, clinical logbooks are used in various medical sciences in the world and some of the fields of medical sciences in Iran. This study was conducted to design and evaluate a clinical logbook for rehabilitation fields. Methods: Students [153] and trainers [43] surveys were conducted on how to evaluate clinical units. The clinical training logbooks of reputable rehabilitation universities of the world were studied and clinical activity logbooks for different rehabilitation fields were designed and administered in the clinical education and governance council meetings. Then, the level of satisfaction of trainers and students with the evaluation method was investigated using the logbook. Results: The results of this research showed a significant increase in students’ satisfaction with the assessment of internship and improvement of the quality of clinical education (above 80%) (P=0.02). Content validity results for the questionnaire were above 68% and Cronbach’s coefficient alpha was 75%. Conclusion: Given the similarity of internship courses throughout Iran, the logbook can be used in rehabilitation fields in the country by discipline to evaluate the clinical dimension of rehabilitation courses.

Clinical education can be taken as a facilitating activity for learning in the clinical settings in which students gain experiences from patients’ bedside and apply their previously learned concepts through their interactions with their teachers and routine works. Clinical education provides an opportunity for students to transform their theoretical knowledge into diverse intellectual and psychomotor skills essential to patient care. The evaluation process of teaching and learning is one of the noticeable activities in educational institutions because the training of skilled and competent manpower, to a large extent, is dependent on this process. The use of modern educational techniques, increasing productivity, and ultimately enhancing the effectiveness of educational centers is the goal followed all over the world but, this is more emphasized in the field of medical sciences that are directly connected with maintaining and improving the health of people and society. This is why for more effectiveness of medical education applying new methods is necessitated. One of the evaluated and structured methods focusing on learning experiences in education is “logbook”. Logbook is a simple means for learners, a framework for organizing various educational activities and recording them. One of the unique characteristics of a logbook is that it requires students acquire a certain number of skills. This causes the students to do their tasks as planned and objectively too; and thanks to repetition and practice they would prevent probable errors. At present, a lot of clinical education aspects are different than in the past. Technology development, changes in the pattern of people’s lifestyle and higher exposure to environmental risk factors (Such as the development of chemical industry, natural or synthetic chemicals, biological agents including viruses and other microorganisms, behavioral factors including psychological stress and drug addiction) cause changes in the pattern of diseases in general and particularly in the domain of communicable and non-communicable diseases. Therefore, in accord with these changes, the graduates and scholars are expected to promote their skills and abilities. Since, identification and analysis of the effectiveness of educational needs are prerequisite for a successful educational system, revision and continuous reviewing of educational programs based on the possibilities, conditions, and new needs are inevitable. Thus, the results of a study on 233 medical students passing their clinical stage (externs or interns) in Birjand University of Medical Sciences in the academic year 2016-2017 showed that 24.5% of them knew high or very high helpful completion of their log books activities in attaining of clinical wards skills and 74.5% expressed the necessity of reviewing available log books in clinical wards. According to the obtained results the necessity of reviewing log books used in clinical wards of BUMS considering the latest clinical issues, diseases- including emerging and reemerging ones- and diagnostic -therapeutic methods in accordance with changes in diagnostic - therapeutic guidelines using the newest resources is critically felt. Furthermore, due to the pervasive use of electronic log books in recent years in medical universities across the country that are in line with developments and innovations in medical education, it is recommended that the log books at this university too, should be presented and evaluated electronically. Electronic log books with ongoing record of activities and clinical techniques based on educational objectives, in addition to learning consolidation, determine unavailable measures to achieve clinical objectives and, thus, cause regular monitoring and evaluation on the part of students.

Introduction: Logbooks of self-monitoring of blood glucose (SMBG) are useful in the modulation of insulin regimens, which aid in achieving glycemic control in type 1 diabetes mellitus (T1DM). However, discrepancies in SMBG charting may impede its utility. This study aimed to assess the accuracy of log entries and its impact on long-term glycemic control. Methods: SMBG in logbooks was compared with readings in glucometer memory and discrepancies between the two were evaluated in 101 children with T1DM. The relationship between these discrepancies and glycated hemoglobin (HbA1c) over 44 months was assessed. Results: Errors in glucose charting were observed in 32.67% children. The most common observed error was omission (42.42%), followed by fabrication (27.27%), erroneous (18.18%), and others (12.12%). Age was not significantly different among children having accurate versus inaccurate SMBG logs. During follow-up of 44 months, children with accurate SMBG logs consistently had lower HbA1c as compared to children having inaccurate logs, which was statistically significant at 4, 16, 20, and 28 months' follow-up. The same was reflected in the proportion of children achieving HbA1c

Background & Objective: Evaluation is a process that identifies and describes the effectiveness of all aspects of education The use of logbooks as an aid in education and assessment might provide the possibility for a more uniform training The aim of this study was to evaluate the effect of logbook on students perspective in each of the 10 departments of dental school Methods: In this crosssectional survey a questionnaire consisting of 16 standardized items each scored on a 5point Likert scale (0 to 4) was used From among the collected forms 50 completely filled questionnaires were entered into the study The validity of the questionnaire was approved by a group of 10 experts and its reliability was confirmed using Cronbachs α (094) Tukeys test and oneway ANOVA were used for data analysis Results: In all departments there was agreement between the students logbook scores and final grades In addition the ability to find learning weaknesses via logbooks had the lowest score whereas clear statement of learning objectives for each subject and requirement obtained the highest score Usefulness of written clinical procedures in logbooks had the highest score in the Departments of Endodontics Removable Prosthodontics Fixed Prosthodontics and Pediatrics Conclusion: The logbook is a practical and useful assessment tool for evaluating students and achieving learning objectives It clearly states the educational objectives and clarifies the minimum requirements for each department However there is a need for the mutual cooperation and commitment of both the students and educators which requires time and the better establishment of this method

Abstract Background Comprehensive assessment of sedentary behavior (SB) and physical activity (PA), including transport-related activities (TRA), is required to design innovative PA promotion strategies. There are few validated instruments that simultaneously assess the different components of human movement according to their context of practice (e.g. work, transport, leisure). We examined test-retest reliability and validity of the Sedentary, Transportation and Activity Questionnaire (STAQ), a newly developed questionnaire dedicated to assessing context-specific SB, TRA and PA. Methods Ninety six subjects (51 women) kept a contextualized activity-logbook and wore a hip accelerometer (Actigraph GT3X + TM) for a 7-day or 14-day period, at the end of which they completed the STAQ. Activity-energy expenditure was measured in a subgroup of 45 subjects using the double labeled water (DLW) method. Test-retest reliability was assessed using intra-class-coefficients (ICC) in a subgroup of 32 subjects who filled the questionnaire twice one month apart. Accelerometry was annotated using the logbook to obtain total and context-specific objective estimates of SB. Spearman correlations, Bland-Altman plots and ICC were used to analyze validity with logbook, accelerometry and DLW data validity criteria. Results Test-retest reliability was fair for total sitting time (ICC = 0.52), good to excellent for work sitting time (ICC = 0.71), transport-related walking (ICC = 0.61) and car use (ICC = 0.67), and leisure screen-related SB (ICC = 0.64-0.79), but poor for total sitting time during leisure and transport-related contexts. For validity, compared to accelerometry, significant correlations were found for STAQ estimates of total (r = 0.54) and context-specific sitting times with stronger correlations for work sitting time (r = 0.88), and screen times (TV/DVD viewing: r = 0.46; other screens: r = 0.42) than for transport (r = 0.35) or leisure-related sitting-times (r = 0.19). Compared to contextualized logbook, STAQ estimates of TRA was higher for car (r = 0.65) than for active transport (r = 0.41). The questionnaire generally overestimated work- and leisure-related SB and sitting times, while it underestimated total and transport-related sitting times. Conclusions The STAQ showed acceptable reliability and a good ranking validity for assessment of context-specific SB and TRA. This instrument appears as a useful tool to study SB, TRA and PA in context in adults.

A reflexão docente sobre a dificuldade que muitos médicos recém-formados apresentam para transformar os seus conhecimentos técnicos em uma expertise prática que lhes facilite o ingresso na profissão médica, abriu a porta para um novo arquétipo para o ensino desenvolvido num estágio do Curso de Medicina em uma Universidade privada do interior paulista, que em essência centrou-se no uso do logbook como ferramenta metodológica. A riqueza das impressões primeiras sobre a experiência motivou a presente pesquisa qualitativa de cunho fenomenológico do tipo pesquisa-ação para caracterizar os princípios constitutivos do logbook, desvelar as suas potencialidades para o processo de ensino e de aprendizagem e verificar as dificuldades enfrentadas na sua implantação/execução. Os resultados da investigação consubstanciam a sua significação como uma estratégia de ensinagem dotada de relevância acadêmica (processo de ensino e de aprendizagem mais dialogado e contextualizado) e também social (discentes com vivência real do mundo do trabalho em saúde).

Richard P Deane, Deirdre J Murphy Department of Obstetrics and Gynaecology, Trinity College Dublin, The University of Dublin, Coombe Women & Infants University Hospital, Dublin, Republic of Ireland Background: Despite the widespread introduction of active learning strategies to engage students across modern medical curricula, student attendance and attendance monitoring remain a challenging issue for medical educators. In addition, there is little published evidence available to medical educators regarding the use of attendance monitoring systems. The aim of this study was to evaluate the opinions of students and staff about the use of a paper-based student logbook to record student attendance across all clinical and classroom-based learning activities within an undergraduate clinical rotation in obstetrics and gynecology (OBGYN). Methods: Each student undertaking the clinical rotation in OBGYN was required to complete a paper-based logbook in a booklet format that listed every clinical and classroom-based activity that the student was expected to attend. A cross-sectional survey evaluating the acceptability, practicality, and effect on access to learning opportunities of using the logbook was undertaken. The survey was conducted among all medical students who completed their OBGYN rotation over a full academic year and staff who taught on the program. Results: The response rate was 87% (n=128/147) among students and 80% (n=8/10) among staff. Monitoring attendance was widely acceptable to students (n=107/128, 84%) and staff (n=8/8, 100%). Most students (n=95/128, 74%) and staff (n=7/8, 88%) recommended that attendance should be mandatory during rotations. Almost all staff felt that attendance should contribute toward academic credit (n=7/8, 88%), but students were divided (n=73/128, 57%). Students (n=94/128, 73%) and staff (n=6/8, 75%) reported that the use of the logbook to record attendance with tutor signatures was a satisfactory system, although students questioned the need for recording attendance at every classroom-based activity. Most students felt that the logbook facilitated access to learning experiences during the rotation (n=90/128, 71%). Staff felt that the process of signing logbooks improved their interaction with students (n=6/8, 75%). Conclusion: The survey showed that the use of a paper-based logbook to record medical student attendance with tutor signatures across all clinical and classroom-based learning activities was acceptable and practical for students and staff and was felt to facilitate access to learning opportunities. The study provides medical educators with evidence to support monitoring of attendance within clinical rotations. Keywords: attendance, attendance monitoring, clinical learning environment, logbook, medical students, obstetrics and gynecology

Introduction: One of the strongest tools for teaching and evaluation of students, especially medical students and related fields is Logbook. The aim of this research was to design, implement and measure teachers and students’ satisfaction with the logbook in the field training 2 course for health services management undergraduate students. Methods: This descriptive study was performed on 44 health service management undergraduate students and six faculty members of field training at School of Management and Medical Information, Isfahan University of Medical Sciences in 2015. Participants were selected through census method. The research consisted of two stages: design and implementation of the logbook, and satisfaction survey through a researcher-made questionnaire. Data were analyzed using descriptive statistics and Mann-Whitney and Chi-square tests. Results: In the first stage, a 21 section logbook was developed for field training and implemented with a group of 22 students; results were then compared with the control group. The mean score of faculty members’ satisfaction with the conventional method was 38± 4.6 and with the logbook method was 36.7±8.1; the difference was statistically insignificant using the Mann-Whitney test (P=0.87). The mean score of students’ satisfaction with the conventional method was 37.8± 6.3 and with the logbook method was 41.6±8 and the difference was significant (P=0.047, Z=175.5). Conclusion: Using the logbook for teaching and evaluation of field training for health services management undergraduates while motivating students and increasing their satisfaction, provides a consistent method in the educational process of field training. However, in order to achieve all of the goals and minimum learning essentials, the logbook should be reviewed and further investigated for implementation.

The teaching observation regarding the difficulty that many newly qualified doctors have to turn their expertise into a practical expertise to facilitate them the entry in the medical profession, opened the door to a new archetype for teaching developed a medical school step in a private University of São Paulo, which in essence centered on the use of the logbook as a methodological tool. The wealth of first impressions about the experience motivated the present qualitative research of phenomenological nature of the type action-research to characterize the constituent principles of the logbook, unveiling their potential for teaching and learning process and verify the difficulties faced in its implementation / execution. The research results substantiate its significance as a teaching and learning strategy endowed with academic relevance (teaching process and learning more dialogued and contextualized) and also social (students with real experience of the world of work in health).

Objective: Community pharmacy educational program needs to be completed because of gradual transition in pharmacist responsibilities from traditional roles such as dispensing and compounding medications to give professional patient-based care. To further develop the community pharmacy program, this study was designed to involve Logbook in pharmacy training courses. Methods: For this study, at first, Logbook for community pharmacy practice was designed to develop educational program of this course in Isfahan University of Medical Sciences. Thereafter, in a 6-month prospective study, this Logbook was incorporated to the pharmacy practice course of Doctor of Pharmacy (PharmD) educational program, and students' feedbacks were gained after final examination to improve the Logbook accordingly. Students described their opinions about different sections of this program as unnecessary, necessary, and necessary with revision. Findings: A total of 65 PharmD students were included in this study. More than 90% of the students gave complete answers to the evaluation of this pharmacy training program. The results showed that more than 70% of students considered this program of pharmacy training was necessary (with or without revisions) in PharmD courses. They recommended more time to be included for prescription reading and analyses during these courses. Conclusion: Developing pharmacy training program by using Logbook which was presented in this study was considered necessary and efficient for PharmD students. However, it is a prototype system, and we are committed to using initial students and preceptors' feedbacks to improve Logbook in future courses.

Introduction: Evaluation is the most sufficient approach to improve the quality of education. In order to reach this goal, there have been many tools that one of them is logbook. Present study aims to estimate the effect of using logbook on students’ satisfaction and clinical evaluation in Hamadan University of Medical Sciences in 2013. Methods: In this interventional study, 33 students were involved. The assessment content and face validity of the statistical forms and the questionnaire were approved by the members of the faculty. Cronbach’s alpha coefficient was obtained 97.0 for forms and 91.0 for questionnaires. The results were compared. Data was analyzed by SPSS 16 with T-test and Pearson correlation coefficient. Results: Mean score of students’ satisfaction from evaluation by logbook was 2.55±0.62, mean score of students’ self-evaluation was 2.96±1.03, evaluation score of first instructor was 2.81±1.03, evaluation score of the second instructor was 2.74±1.01and also evaluation score of both instructors was 2.77±1.01. The results showed significant correlation between students’ self-evaluation scores and evaluation scores of both instructors, between students’ satisfaction and their mean self-evaluation scores, between students’ self-evaluation and evaluation score of both instructors and students’ academic marks. However there was a significant inverse correlation, between student’s satisfaction and evaluation score of both instructors (P

Introduction: As an instrument for supervising and directing teaching-learning procedure of learners, logbooks were developed and put into practice according to national educational objectives. This study was performed to determine the efficiency of externs’ educational logbooks. Methods: This descriptive evaluation study was performed in year 2012 in Mashhad Faculty of Medicine. Three study instruments included a 4-point Likert scale questionnaire, 3 multiple-choice questions, and 3 open-ended queries designed in Educational Development Office of faculty of medicine. Instruments’ validity and reliability was approved using content analysis and internal consistency methods (α= 0.91). Sample size was calculated by pilot study, 84 externs, and 51 faculties. Initially, 8 clinical groups were randomly selected, and then the questionnaire for completing sample size was given to faculties and externs. Ordinal and nominal data were reported using descriptive methods and analyzed by JMP4 software using chi square. Qualitative data were analyzed using summative content analysis method. Results: Seventy one externs (83%) and 40 faculties (81%), reported logbook’s information accuracy less than 60% averagely. Twenty five faculties (49%) believed that logbooks must have its own score as a document indicating student’s in-ward activity. This is while 43 students (51%) believed that this could lead to increasing registration of feigned information. Concerning achievement in 14 expected objectives, externs evaluated logbooks to be significantly less effective compared to the extent to which faculties did (p

Introduction: Although logbook is a useful tool in learning and assessment of the student, its use in the education of undergraduate dentistry students is not well-established. The present study was conducted to assess the effect of logbook as a study guide and an effective method for assessment of the students in the fixed prosthesis course. Methods: This quasi-experimental study was performed in Shiraz Dental School. The subjects of this study consisted of 60 students categorized into two experimental and control groups. In the control group, the students underwent the current format of Fixed Prosthesis curriculum. In the experimental group, the intervention was carried out using the Logbook. Pre and post tests were done using MCQ. The instructors and students had to evaluate the students’ daily activities. The data were analyzed using SPSS software. T-test, Paired T-test and Mann Whitney test were used for statistical analysis. Results: The logbooks were effective in cognitive and psychomotor domain (knowledge and practice) of dental education and the mean difference between the two groups was significant (P

Introduction: Although the majority of student assessments in medical sciences relates to their clinical competencies, adopting an assessment method which fulfills students’ satisfaction has always been a great challenge. In recent years logbooks have been used in the clinical evaluation of midwifery students in Mashhad University of Medical Sciences. So, the present study determines students' satisfaction with this approach. Methods: This descriptive, cross-sectional study was conducted on all 34 eligible midwifery students in school of nursing and midwifery of Mashhad University of Medical Sciences. Data gathering tool was a researcher–constructed questionnaire with confirmed validity and reliability. The questionnaire included 23 items covering nine domains and used Likert scale. Data were analyzed through descriptive statistical indices as well as T test, correlation and multiple regression analysis. Results: The mean score for students' satisfaction with logbook was 62.7 ±15.5 (of 100). The lowest satisfaction score was related to the domain of "interest in logbook method" (57.8 ±24.5) and the highest one was "conformity to educational goals" (71.1 ±14.9) (of 100). Most of the students agreed that logbook is fair (55.9%), objective (64.7%) and in conformity with educational goals (61.8%). However, only 44.1% of them were interested in using this method. Overall, 38.3% of the students were satisfied with logbook and 26.5% were dissatisfied and the rest were in between. Conclusion: Most of the students were satisfied with logbook, but less than half of them were interested in utilizing it. This could be due to insufficient ability of logbook in assessment and promoting of clinical skills from the students' view point. Thus, we may improve the students' satisfaction level by revising logbook and combining it with some other methods of clinical evaluation in order to cover its weak aspects according to students' views.

Introduction:Reflection promotes self-awareness, self-guidance,and the ability to make crucial descsions in medical doctors.This study was done to determine the viewpoint of the students of medicine,dntistry,and pharmacology studying in Shiraz University of Medical Sciences. Methods: In this descriptive cross-sectional study, a logbook was designed for recording and analyzing ideas in order to prevent them from being forgotten and to reflect on and use them in practice. This logbook was distributed among students of medicine, dentistry and pharmacy after they had attended an educational workshop on creativity and brain storming. A questionnaire was prepared in order to assess the students' views. The questionnaire was validated for content validity and was approved by experts. Its reliability coefficient was proved to be 0.76% using Cornbach's alpha coefficient. After 2 months, the questionnaires were given to the students. The data were analyzed through SPSS 14. Results: 36% of the respondents had used the logbooks and 64.2% of them evaluated them as effective or very effective. The students who used the logbook recorded 11 ideas in it within 2 months . 46.7% of the students did not record any ideas in the logbook and the reason was expressed to be lack of motivation and low mood. Conclusion: Based on the results, lack of both motivation and inclination for activity leads to lack of effective ideas which are to be practiced in the society. Due to the fact that only 25% of the students used daily schedule section of the logbook, it seems that the students are not familiar with time management strategies and they usually waste their time the problem is not lack of time. However, in spite of the fact that using logbooks by the students is beneficial, educational workshops on time management and also devising concept and mind maps from the ideas are necessary.

Introduction: Curriculum assessment is part of educational systems. In the absence of an assessment of present situations, any intervention would be futile. This study was done to determine achievement rate of medical students in advanced clerkship (externship) courses through using logbooks. Methods: This retrospective cross-sectional descriptive study was done on medical students' logbooks between June and December 2010 in Isfahan University of Medical Sciences. The students were passing their externship courses. Random sampling was done and 30 logbooks from departments of orthopedics, ENT, neurology, anesthesiology and toxicology, infectious diseases, and internal medicine were analyzed descriptive statistics and SPSS were used for data analysis. Results: 180 logbook tables were analyzed. Average number of skill performances supervised once or more were found to be : 8 (out of 10) skills in anesthesiology and toxicology, 5(out of 11) skills in infectios diseases,7(out of 20)skills in internal medicine, 8 (out of 13) skills in orthopedics, 11 (out of 11) in ENT, and 10 (out of 10) in neurology. Conclusion: Findings showed that actual skills achievement is far from ideal in the studied departments. Therefore, interventional measures such as involving residents in instruction, more practical instructions in CSLC, using instructional films,arranging hospital shifts for interns ,applying OSCEs, etc. shoud be taken.

Introduction: Being competent in performing clinical skills is necessary in medical profession. Acquiring essential competencies requires for time, patience, and practice in an appropriate context. Logbook is an instructional notebook in which there is a list of skills students must learn. These skills have been organized according to the opinion of faculty members of each ward and the international objectives set by ministry. The educational process could be evaluated continuously by means of these logbooks. This study was performed to evaluate the effect of using log books on clinical skills learning in cardiology ward. Methods: This quasi-experimental study was performed on 60 clerkship and internship students of cardiology ward in 2007-2008. In the first phase, students entering cardiology ward were selected as the control group. They received the usual instructions on clinical skills of the ward. In the second phase, logbooks were distributed among the next group of students as the experiment group and necessary explanations were provided for them. Students were asked to fill the required parts in the logbook and confirm them by their teacher. The educational content for both groups was the same. At the end of the course, students of each group were evaluated by their teachers using checklists for every single competency. Scores achieved for each competency were added up separately. The Mean scores of competencies achieved by students of both groups were compared using t-test. Results: The mean scores of all competencies achieved by the experiment group were significantly higher compared to those of the control group (α

Introduction: Predetermining practical educational objectives and confronting students with equal educational opportunities based on the objectives, thorough logbook is regarded as part of their final evaluation. Investigating the manner of completing different parts of the logbook by interns in emergency ward is the aim of this study. Methods: This descriptive cross-sectional retrospective study was performed on all logbooks filled by interns from April 2006 to May 2007 in emergency ward of Imam Khomeini Hospital. Data was analyzed by SPSS software using descriptive statistics. Results: In total, 388 internship logbooks were investigated which belonged to 221 male (56.96%) and 167 female (43.03%) interns. Considering all concerned activities, 75.98% of interns at least one time, 49.36% one time less than expected, and 32.25% completely performed, participated, or observed the activities expected in the ward. Conclusion: By using logbook in emergency ward, interns could be guided in performing activities expected in the ward but effective use of logbook requires further familiarization of interns with logbook as well as proper supervision on the manner of its completion. The present logbook needs some modifications. It is recommended to design a comprehensive logbook in order to have a uniform education throughout the entire internship course and cover all practical educational objectives.

Introduction: Different evaluation methods have been introduced for evaluating clinical skills. Using checklist and logbook are common methods in clinical units. The purpose of this study was to compare logbook and checklist as the means for evaluating midwifery students in labor and delivery training. Methods: This pre-experimental study was performed in Hazrat Zaynab Nursing and Midwifery School affiliated to Gilan University of Medical Sciences in the first semester of 2005. The study sample included all midwifery senior students (n=21). In order to record students’ daily scores, the students and their instructors were provided with a logbook including all the skills they were supposed to acquire. The instructors checked all students’ activities using a checklist at the end of semester, while at the same time, the instructors and students had to evaluate and mark any daily activity, using the logbook. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation and t-test. Results: The mean and standard deviation of the scores recorded using the logbook and checklist were 16.33±.77 and 17.88±.41, respectively, which had a significant difference. At the beginning, all students were completely satisfied with the new method of evaluation, but after receiving the results, their satisfaction rate decreased to 85.71%. The students had significantly more satisfaction with logbook. Conclusion: Using logbook provided a more objective evaluation and led to more students’ satisfaction. However, using logbook requires more studies and revisions in other university centers.

This research concentrates on wax-resin lining, a treatment method applied to damaged paintings in which an additional canvas is attached to the original support by means of an adhesive of wax and resin. In this article, the lining method of the Dutch restorers Johannes Albertus Hesterman (1848-1916) and his sons Frederik Coenraad (1873-1932) and Johannes Albertus Jr (1877-1955) will be reconstructed based on archival records.

This research concentrates on the wax-resin lining method of the Dutch artist and restorer Johannes Albertus Hesterman (1848-1916) and his sons Frederik Coenraad (1873-1932) and Johannes Albertus Jr (1877-1955). Five seventeenth-century portraits from the collection in the Amsterdam Museum, which were lined by the Hestermans in the years 1907-8, were investigated. In addition, reconstructions of wax-resin linings and research into literature and archival sources have been carried out.

Nancy 2 university offers both to its teachers and students a virtual learning environment using Moodle (ENT). A flexible language learning system via the ENT has been offered since 2005-2006 to MA psychology students (approximately 120 students every year). The use of this system has been studied for four years following the tradition of action-research. To favour a metacognitive approach by the students, we introduced a logbook in the system last year. Through qualitative and quantitative analyses of the logbooks we could uncover some of the students' learning strategies. Moreover, the analyses helped us check the validity of the logbook as a tool to reach autonomisation.

[english] Aims: An interactive surgical logbook was introduced in 2004 as part of a reform of the 16-week surgical training period of the final medical year at Heidelberg University. The present work describes its aims and development and examines its utilization by students and supervising doctors over a period of four years. Methods: The surgical training period of the final medical year was evaluated in 2003 by means of questionnaires and interviews with doctors, nurses, orderlies, and final-year medical students. Subsequently, a catalog of training objectives was compiled, which formed the basis for a logbook that states the training objectives, outlines the curriculum of the surgical training period, and includes separate pages for documenting 31 different medical procedures including the treatment of three patients under one’s care. It further includes tables for recording one’s attendance at training activities and detachable forms for self-assessment, evaluation of the surgical training period, and assessment of the student by the training doctors. The logbook was given to all students in their final-year surgical training period, but its use was optional. The entries in all returned logbooks were retrieved, recorded, and analyzed. Results: The return rate of the logbooks was initially low but rose within two years to 80%–100%. The extent of the entries was, however, continuously poor. Nineteen percent of the logbooks were devoid of entries, approximately 40% had no entries of clinical procedures, and the majority of the rest contained very incomplete records. The extent of feedback and comments by the supervising doctors was very limited, and their assessment forms often were filled in by the students themselves. By contrast, students returned numerous self-assessment and evaluation questionnaires that were complete and contained differentiated entries. Informal interviews with students revealed that cooperation was lacking on the part of the training doctors, and the long hours spent in the operating room placed considerable restrictions on the regular use of the logbook. However, low motivation of students who are not interested in surgery must also be considered. Conclusion: The interactive surgical logbook developed in cooperation with final-year medical students is potentially an effective measure for promoting the acquisition of a targeted learning strategy and individually designing one’s own training program. Its efficiency, however, depends on active support by the training doctors and motivation on the part of the students. To overcome these limitations, we intend to modify the logbook and integrate it into a mandatory competence-based tutoring program in the future. [german] Zielsetzung: Im Rahmen einer Reform des chirurgischen Tertials des Praktischen Jahres (PJ) an der Chirurgischen Universitätsklinik Heidelberg wurde 2004 ein interaktives chirurgisches Logbuch eingeführt. Die Arbeit beschreibt seine Entwicklung und untersucht seine Anwendung durch die Studierenden und das Lehrpersonal in einem Zeitraum von vier Jahren. Methode: 2003 wurde das chirurgische Tertial durch schriftliche Fragebögen und Interviews mit Ärzten, Pflegepersonal und PJ-Studierenden evaluiert. Die Ziele des Tertials wurden neu konkretisiert und ein Lernzielkatalog konzipiert. Auf dessen Basis wurde ein Logbuch entwickelt, in dem die Studierenden ihre klinischen Tätigkeiten während des Tertials fortlaufend dokumentieren und analysieren sollen. Das Logbuch definiert die Lernziele des Tertials, umfasst 31 zu dokumentierende Verfahren einschließlich der Behandlung eigener Patienten sowie Formulare zur Selbsteinschätzung, Beurteilung durch Dozenten, Evaluation des Tertials und Teilnahme an Lehrveranstaltungen. Das Logbuch wird an alle PJ-Studierenden ausgeteilt, seine Anwendung und Rückgabe sind jedoch freiwillig. Die Einträge aller zurückgegebenen Logbücher wurden tabellarisch erfasst und analysiert. Ergebnisse: Die anfänglich niedrige Rücklaufquote stieg innerhalb von zwei Jahren auf 80-100%. Die Eintragungen waren jedoch fortwährend dürftig: 19% der abgegebenen Logbücher enthielten gar keine Einträge, ca. 40% keine Einträge zu den aufgeführten klinischen Fertigkeiten. Die Mehrheit der restlichen Logbücher enthielt Einträge nur für einen kleinen Teil der zu erlernenden Prozeduren, die überdies vorwiegend sehr unvollständig waren. Kontrolle und Rückmeldung durch die Dozenten waren sehr begrenzt. Im Gegensatz dazu wurden von den Studierenden zahlreiche Selbsteinschätzungs- und Evaluationsbögen vollständig und differenziert ausgefüllt zurückgegeben. Informelle Gespräche mit Studierenden ergaben, dass mangelnde Kooperation seitens der begleitenden Ärzte und lange Aufenthalte im OP wesentliche Hindernisse für die regelmäßige Anwendung des Logbuches darstellen. Mangelnde Motivation der Studierenden muss ebenfalls bedacht werden. Schlussfolgerung: Das durch Mitwirkung der Studierenden entwickelte interaktive Logbuch ist eine potentiell höchst wirksame Maßnahme, die den Ausbau einer gezielten Lernstrategie und Selbstgestaltung eines vollständigen Trainingsprogramms fördern kann. Sein effektiver Gebrauch ist jedoch von einer aktiven Unterstützung der begleitenden Ärzte und der Motivation der Studierenden abhängig. Um diese Hindernisse zu umgehen, beabsichtigen wir in Zukunft, das Logbuch als Grundlage für ein verpflichtendes kompetenzbasiertes Tutorensystem zu modifizieren.

This paper aims to go beyond the apparent aporia between the ornamental use of “flowers of rhetoric” intended to please and seduce a wide audience and the ideal of transparency and aridity of the scientific relationship of travel. It shows that in the gap between “form” and “substance”, despite travellers’ protests, the return of the “literary” can be observed, which is not always incompatible with the narrative of the lived experience. The aim is therefore to nuance the traditional opposition between accounts of scholarly travel and literary works.

In the 18th century, naturalist travellers played a major role in the dissemination of information because they engaged in a variety of scholarly practices: logbooks, maps, drawings, herbariums, collection of objects and plants. Personal impressions are not at the forefront of the writing of the scholar-traveller; rather, it is full of concrete observations and results. However, Philibert Commerson’s journals also show a narrative approach that makes the naturalist doctor a potential writer.