Journal of Educational Evaluation for Health Professions

Research article

Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study: Boaz Shulruf, Gary Mayer Velan, Sean Edward Kennedy; J Educ Eval Health Prof. 2022;19:31. Published online November 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.31

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Abstract PDF Supplementary Material: Purpose
The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.
Methods
Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.
Results
Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).
Conclusion
The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.

Research Article

Learning style preferences of nursing students at two universities in Iran and Malaysia: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2014;11:30. Published online November 24, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.30

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4 Crossref

Purpose
Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Citations

Citations to this article as recorded by

Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
Nursing Forum.2022; 57(1): 94. CrossRef
Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses
Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
International Journal of Environmental Research and Public Health.2021; 18(11): 5891. CrossRef
Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
Nurse Education Today.2021; 107: 105141. CrossRef
Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
Abdolghani Abdollahimohammad, Rogayah Ja’afar
Journal of Educational Evaluation for Health Professions.2015; 12: 42. CrossRef

Brief Report

What steps are necessary to create written or web-based selected-response assessments?: Matt Morgan, Valerie Dory, Stuart Lubarsky, Kieran Walsh; J Educ Eval Health Prof. 2014;11:28. Published online November 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.28

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Abstract PDF: Before we work out what constitutes an assessment’s value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial list of potential steps for developing written assessments. This was then distributed to the other three authors. These authors independently added further steps to the list. The lead author incorporated the contributions of these others and created a second draft. This process was repeated until consensus was achieved amongst the study’s authors. Next, the list was shared by means of an online questionnaire with 100 healthcare professionals with experience in medical education. The results of the authors’ and healthcare professionals’ thoughts and feedback on the steps, needed to create written assessment, are outlined below in full. We outlined the steps that are necessary to create written or web-based selected-response assessments.

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