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Introduction: We developed a mobile phone logbook application called LogMyScan. The study objectives were to evaluate a number of domains as per the technology acceptance model. Methods: A prospective pilot cohort study was conducted using a version of LogMyScan and reported according to Statement on Reporting of Evaluation studies in Health Informatics. Prospective participants were directed to a website which provided information and links. Participants were recruited via email distribution lists and social media. A task list was provided, which included entering simulated scan data and navigating the application, prior to completing a questionnaire. Questions were aligned to technology acceptance model domains, and Cronbach's alpha was calculated to assess reliability. Results: There were 49 participants and 7 were unable to complete the image upload and editing step. Levels of agreement for usability, educational and governance/security aspects were generally good. The desirability of existing and proposed features was high for images and video clip handling, feedback and reflection and less for motivational notifications and benchmarking. Comments identified some limitations and issues on the Android platform. Cronbach's alpha demonstrated good to excellent reliability: 0.87 (95% confidence interval, 0.79–0.91) for usability, educational and governance/security and 0.86 (95% confidence interval, 0.78–0.91) for desirability of existing and proposed features. Conclusion: There was generally high perceived ease of use, usefulness, attitude towards use and behavioural intention to use LogMyScan. Further research is needed to evaluate LogMyScan for future iterations, allowing recruitment of a larger number of participants and evaluating user expectations prior to using, and at timed intervals after using. [ABSTRACT FROM AUTHOR]

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.

The pace of good quality retrofit must be urgently scaled up across the UK, in order to tackle fuel poverty, improve the health and comfort of our homes, increase energy security and build climate resilience. Currently, however, incomplete information is used when designing retrofit policies and plans. There are barriers to the scale-up of good quality retrofit including citizen engagement, finance, supply chain uncertainty, a lack of trust and low uptake of quality assurance frameworks. This paper discusses the potential of enhanced, interoperable and democratised building, local and systems data to unlock many of these barriers. It will explore how the adoption of property logbooks across the UK can enable the aggregation of projects and drive access to finance. A retrofit plan for every home has the potential to engage and empower citizens and small to medium enterprise (SME) builders to act locally. This paper describes how the right packages of data can inform better decisions, what work has already been done to date, and how you can get involved in creating transformational change. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study evaluates the effectiveness of self-assessed exposure (SAE) data collection for characterization of hydrogen sulfide (H2S) risks in water and wastewater management, challenging the adequacy of traditional random or campaign sampling strategies. We compared 3 datasets derived from distinct strategies: expert data with activity metadata (A), SAE without metadata (B), and SAE with logbook metadata (C). The findings reveal that standard practices of random sampling (dataset A) fail to capture the sporadic nature of H2S exposure. Instead, SAE methods enhanced by logbook metadata and supported by reliable detection and calibration infrastructure (datasets B and C) are more effective. When assessing risk, particularly peak exposure risks, it is crucial to adopt measures that capture exposure variability, such as the range and standard deviations. This finer assessment is vital where high H2S peaks occur in confined spaces. Risk assessment should incorporate indices that account for peak exposure, utilizing variability measures like range and standard or geometric standard deviation to reflect the actual risk more accurately. For large datasets, a histogram is just as useful as statistical measures. This approach has revealed that not only wastewater workers but also water distribution network workers, can face unexpectedly high H2S levels when accessing confined underground spaces. Our research underscores the need for continuous monitoring with personal electrochemical gas detector alarm systems, particularly in environments with variable and potentially hazardous exposure levels. [ABSTRACT FROM AUTHOR]

Objective: To develop and validate e-portfolios for undergraduate medical students in the subject of Pediatrics. Methods: A descriptive study was conducted among the second year medical undergraduate students. A core committee validated the e-portfolio created on the Google platform. The students were sensitized, trained on the platform, and encouraged to innovate by designing the e-portfolios themselves, and record their clinical experiences under the mentorship of faculty. The feedback was collected using a validated student and faculty questionnaire with closed and open ended questions. Satisfaction index was calculated based on the responses to closed ended questions using Likert scale. Open ended questions were analyzed using thematic approach. Results: The study enrolled 34 students and 12 faculty members. Students recorded a high satisfaction index on their experience to be interesting (97%), well structured (85%), user-friendly (82%), and on being able to archive their clinical experiences (100%). Faculty members recorded a high satisfaction index (100%) in students' ability to record their clinical knowledge and reflect on their learning and innovation; all were motivated to use e-portfolios in their specialty. The thematic analysis highlighted student satisfaction with accessibility and organized record-keeping, while faculty praised e-portfolios for nurturing creativity and aiding memory retention. Concerns included resource intensiveness, design prioritization, and privacy issues. Conclusion: E-portfolios are rated as promising tools to record comprehensive clinical experience in pediatric by undergraduate students and faculty. Addressing identified challenges will further optimize their adoption in medical curricula, facilitating informed integration decisions. [ABSTRACT FROM AUTHOR]

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 & 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 postpracticum 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. [ABSTRACT FROM AUTHOR]

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 9th 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. [ABSTRACT FROM AUTHOR]

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 FROM AUTHOR]

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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

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. [ABSTRACT FROM AUTHOR]

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.

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.

This study aims to analyze students' numeracy literacy skills in solving PISA-oriented SPLTV questions with change and relationship content in terms of self-regulated learning. The method used is descriptive method with qualitative research. This research was conducted in SMA Negeri 1 Sungai Pinyuh street Pendidikan Sungai Pinyuh, Kecamatan Sungai Pinyuh, Kabupaten Mempawah. The instruments used were self-regulated learning questionnaires, numeracy literacy skills tests and interviews. The subjects in this study were class X MIPA 1 SMA Negeri 1 Sungai Pinyuh consisting of 35 students. The data analysis technique uses the Miles and Huberman Models namely, data reduction, data presentation and drawing conclusions or verification. The results of this study indicate that 1) Students with high self-regulated learning are able to fulfill the three indicators of numeracy literacy ability, namely being able to analyze the information displayed in the problem, being able to use various kinds of numbers and mathematical symbols to solve problems, and being able to interpret the results of the analysis to predict and make decisions, 2) Students with moderate self-regulated learning are only able to fulfill 2 indicators out of a total of 3 indicators of numeracy literacy ability, namely being able to use various kinds of numbers and mathematical symbols to solve problems, and able to interpret analysis results to predict and make decisions, 3) Students with low self-regulated learning are only able to fulfill 1 indicator out of a total of 3 indicators of numeracy literacy, namely being able to use various kinds of numbers and mathematical symbols to solve problems. [ABSTRACT FROM AUTHOR]

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Copyright of Anaesthesiologie & Intensivmedizin is the property of DGAI e.V. - Deutsche Gesellschaft fur Anasthesiologie und Intensivmedizin e.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Introduction: aim of the paper is to present results from the logbooks written by the first-year students of the Degree Programme in Medicine and Surgery in Orbassano (University of Torino), taking part to the IPE clerkship ‘Introduction to taking care’. Methods: sentiment analysis using R programme Results: body contact and communication give the greater contribution to the negative emotions detected throughout the logbooks, while Advance Medical Simulation Centre (AMSC) and opinion show a higher prevalence of positive sentiments. A text analysis based on the relationships between words, show a relationship between medical and nursing students, professional figures and patients. Conslusions: AMSC is the protected setting in which students became more confident with basilar manouvres and its attendance should be implemented in the whole degree programme. Data for body contact and communication suggest that a training in these soft skills should be implemented. [ABSTRACT FROM AUTHOR]

Background: Although digital maternity records (DMRs) have been evaluated in the past, no previous work investigated usability or acceptance through an observational usability study. Objective: The primary objective was to assess the usability and perception of a DMR smartphone app for pregnant women. The secondary objective was to assess personal preferences and habits related to online information searching, wearable data presentation and interpretation, at-home examination, and sharing data for research purposes during pregnancy. Methods: A DMR smartphone app was developed. Key features such as wearable device integration, study functionalities (eg, questionnaires), and common pregnancy app functionalities (eg, mood tracker) were included. Women who had previously given birth were invited to participate. Participants completed 10 tasks while asked to think aloud. Sessions were conducted via Zoom. Video, audio, and the shared screen were recorded for analysis. Task completion times, task success, errors, and self-reported (free text) feedback were evaluated. Usability was measured through the System Usability Scale (SUS) and User Experience Questionnaire (UEQ). Semistructured interviews were conducted to explore the secondary objective. Results: A total of 11 participants (mean age 34.6, SD 2.2 years) were included in the study. A mean SUS score of 79.09 (SD 18.38) was achieved. The app was rated "above average" in 4 of 6 UEQ categories. Sixteen unique features were requested. We found that 5 of 11 participants would only use wearables during pregnancy if requested to by their physician, while 10 of 11 stated they would share their data for research purposes. Conclusions: Pregnant women rely on their medical caregivers for advice, including on the use of mobile and ubiquitous health technology. Clear benefits must be communicated if issuing wearable devices to pregnant women. Participants that experienced pregnancy complications in the past were overall more open toward the use of wearable devices in pregnancy. Pregnant women have different opinions regarding access to, interpretation of, and reactions to alerts based on wearable data. Future work should investigate personalized concepts covering these aspects. [ABSTRACT FROM AUTHOR]

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Copyright of Synergies France is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• The electronic logbook for general surgery residents is filled in only 55% of cases. • Supervising general surgery residents in the operating room has no impact on postoperative major morbidity. • Supervision of general surgery residents in the operating room is preferentially performed by a fellow or a practicing physician rather than an associate professor or a clinical professor. • The filling of a surgical logbook should be extended for all residents in French centers. The evaluation of general surgery residents' operating room (OR)-training and technical skills progression may be difficult in the absence of a standardized evaluation tool. The aim of this study was to evaluate the impact of the implementation of an electronic "surgical logbook" for general surgery residents. A prospective single center study was conducted between May 2015 and October 2020. An electronic logbook was filled by all residents immediately after each surgical procedure and data were prospectively collected and analyzed. Fifty-five students (34 men/21 women) reported their participation to 6917 surgical procedures, which corresponded to 55.5% of all procedures performed in our department. Residents performed the entire procedure as the operating surgeon in 28.5% of cases (n = 1963), parts of the procedure as operating surgeon in 32.5% of cases (n = 2230) and as operating-assistant in 38.5% (n = 2672). Residents were more likely an operating surgeon for the entire procedure when they were assisted by a fellow or a practicing physician than an associate professor or a clinical professor (P < 0.001). There was no significant difference in the major morbidity rate between different resident's contribution to the procedure (P = 0.14). We present here a simple, useful and cost efficient tool which offers easy data collection and reporting that could help improve OR-training, OR-supervision and certification at a local or national level. [ABSTRACT FROM AUTHOR]

The present article aims to analyze the process of recovering marine imagery in some contemporary Romanian fictional works. The study will proceed with our study from two distinct perspectives: from the point of view of a narrator who gained experience on board ships and from the point of view of an imaginary narratortraveler. For the case studies, a few postmodern fictions have been considered. The limits between reality and fiction are to identify the literary exotism of those texts, concluding that the idea of “recycling” the marine themes in the present Romanian literary space contributes to the detachment of those works from the body of nautical fiction which many literary critics considered as minor literature. [ABSTRACT FROM AUTHOR]

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.

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. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and objective: A high-quality advanced training is a key factor for good and safe patient treatment. Germany is currently revising the advanced training curricula and logbooks aiming to change the training into a competence-based training. The aim of this study was to analyze the day to day reality of orthopedic and trauma surgery advanced training in Germany based on the elements of the advanced training. Methods: In March 2020 an online survey on advanced training was carried out with 44 questions on the topics of advanced training curriculum, logbook, educational resources, evaluation, authorized trainer and distribution of working time. Results: A total of 237 persons completed the survey, of which 208 fulfilled the inclusion criteria. The respondents perceived a lack of clear standards in the advanced training curriculum and 25% did not receive structured learning resources in the form of simulations or courses. Mandatory annual process interviews were performed in only 58%. Most respondents valued the expertise of the trainers in orthopedic and trauma surgery, whereas they rated their competence in supervision and giving feedback as below average. Administrative work consumed 220 min of the daily working time and on average 60min remained per day for respondents to learn operative skills. Conclusion: The survey revealed inconsistencies in the current advanced training curriculum and a lack of supervision and evaluation. The implementation of competence-based advanced training should therefore not only focus on a change of the curriculum but also on implementing competence-based training at all levels of training (learning resources, training, evaluation). [ABSTRACT FROM AUTHOR]

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%.

With the first MBBS batch admitted under the new National Medical Commission (NMC) undergraduate curriculum entering pediatric clinical posting soon, creation of a Pediatric logbook in consonance with this competency-based curriculum was felt to be a need of the hour. No such document is yet available in the public domain. The logbook template, created after enormous brainstorming amongst authors, includes 176 Shows (S), Shows How (SH) and Perform (P) level competencies. These were further segregated into certifiable (23), affective domain (25) and clinic/field visits (9) leaving 51 as documentable competencies. The institutions may use this template to build their own institute-specific logbook based on the infrastructure, faculty strength, clinical patient load, student intake and preferred assessment method(s). It would also be worthwhile to integrate this with the internship logbook (and later the postgraduate one for students opting for post-graduation in pediatrics) to provide a longitudinal record of each student's trajectory of learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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).

Background: There are no publications addressing the level of experience Australian surgical trainees achieve in inguinal hernia surgery. Internationally, some training boards have set minimum competency requirements, but this is not true in Australia. The longer learning curve for laparoscopic inguinal hernia repairs (LIHRs) compared to open inguinal hernia repairs (OIHRs) has placed greater demands on trainees. Methods: Logbook data on OIHR and LIHR for Australian surgical trainees who graduated as fellows between 2013 and 2018 were obtained. A literature review was performed to analyse international published logbook numbers for surgical trainees from the past decade. International training board requirements, estimations of the learning curve and hernia society guidelines for each procedure were reviewed. Results: In total, 7946 operations were recorded from 58 trainees. On average 49.2 OIHRs (range 13–101), 21.5 LIHRs (range 1–94) and 71.1 inguinal hernia repairs overall (range 25–129) were performed during training. The European Hernia Society recommends that at least 30–50 of each procedure be performed during training. The learning curves for LIHRs (50–100 procedures) have been shown to be longer than for OIHRs (40–64 procedures). Conclusion: Australian general surgical trainees are achieving adequate primary operator logbook numbers for OIHRs but are not completing the required number of LIHRs. The tailored approach to inguinal hernia repair requires skill in both open and laparoscopic repairs. This may not be possible with the current training structure in Australia. [ABSTRACT FROM AUTHOR]