Journal of Educational Evaluation for Health Professions

Research articles

Importance, performance frequency, and predicted future importance of dietitians’ jobs by practicing dietitians in Korea: a survey study: Cheongmin Sohn, Sooyoun Kwon, Won Gyoung Kim, Kyung-Eun Lee, Sun-Young Lee, Seungmin Lee; J Educ Eval Health Prof. 2024;21:1. Published online January 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.1

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Abstract PDF Supplementary Material: Purpose
This study aimed to explore the perceptions held by practicing dietitians of the importance of their tasks performed in current work environments, the frequency at which those tasks are performed, and predictions about the importance of those tasks in future work environments.
Methods
This was a cross-sectional survey study. An online survey was administered to 350 practicing dietitians. They were asked to assess the importance, performance frequency, and predicted changes in the importance of 27 tasks using a 5-point scale. Descriptive statistics were calculated, and the means of the variables were compared across categorized work environments using analysis of variance.
Results
The importance scores of all surveyed tasks were higher than 3.0, except for the marketing management task. Self-development, nutrition education/counseling, menu planning, food safety management, and documentation/data management were all rated higher than 4.0. The highest performance frequency score was related to documentation/data management. The importance scores of all duties, except for professional development, differed significantly by workplace. As for predictions about the future importance of the tasks surveyed, dietitians responded that the importance of all 27 tasks would either remain at current levels or increase in the future.
Conclusion
Twenty-seven tasks were confirmed to represent dietitians’ job functions in various workplaces. These tasks can be used to improve the test specifications of the Korean Dietitian Licensing Examination and the curriculum of dietetic education programs.

Experience of introducing an electronic health records station in an objective structured clinical examination to evaluate medical students’ communication skills in Canada: a descriptive study: Kuan-chin Jean Chen, Ilona Bartman, Debra Pugh, David Topps, Isabelle Desjardins, Melissa Forgie, Douglas Archibald; J Educ Eval Health Prof. 2023;20:22. Published online July 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.22

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Abstract PDF Supplementary Material: Purpose
There is limited literature related to the assessment of electronic medical record (EMR)-related competencies. To address this gap, this study explored the feasibility of an EMR objective structured clinical examination (OSCE) station to evaluate medical students’ communication skills by psychometric analyses and standardized patients’ (SPs) perspectives on EMR use in an OSCE.
Methods
An OSCE station that incorporated the use of an EMR was developed and pilot-tested in March 2020. Students’ communication skills were assessed by SPs and physician examiners. Students’ scores were compared between the EMR station and 9 other stations. A psychometric analysis, including item total correlation, was done. SPs participated in a post-OSCE focus group to discuss their perception of EMRs’ effect on communication.
Results
Ninety-nine 3rd-year medical students participated in a 10-station OSCE that included the use of the EMR station. The EMR station had an acceptable item total correlation (0.217). Students who leveraged graphical displays in counseling received higher OSCE station scores from the SPs (P=0.041). The thematic analysis of SPs’ perceptions of students’ EMR use from the focus group revealed the following domains of themes: technology, communication, case design, ownership of health information, and timing of EMR usage.
Conclusion
This study demonstrated the feasibility of incorporating EMR in assessing learner communication skills in an OSCE. The EMR station had acceptable psychometric characteristics. Some medical students were able to efficiently use the EMRs as an aid in patient counseling. Teaching students how to be patient-centered even in the presence of technology may promote engagement.

Research Articles

Assessment of professional competency and need of smoking cessation counseling for dental students: Rajani A. Dable, Pradnya B. Wasnik, Babita R. Pawar, Sujit S. Bopardikar, Sunilkumar N. Nagmode; J Educ Eval Health Prof. 2014;11:26. Published online October 5, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.26

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Abstract PDF

Purpose
The aim of this study was to analyze the smoking prevalence among dental students and to assess the need for promoting tobacco education and intervention by exploring their knowledge about smoking related risk factors. The study also examined the attitudes and practices of the students toward tobacco consumption, and their responsibilities toward the community. Methods: In total, 53 male students participated in the study (21 juniors and 32 seniors). The training program was divided into three modules, and the questionnaire was administered before and after the counseling sessions, which provided the comparative data on the students’ views about smoking cessation. Results: The most commonly practiced mode of tobacco consumption was found to be cigarette smoking (90.6 %), while a few consumed Gutkha (9.4%). All the junior students (100%) reported to have been benefitted by the counseling program, while 68.8% of the students from the senior group reported the same. Bivariate statistical analysis was conducted using the Pearson’s chi-square test for testing the difference across the age groups. P-values less than 0.05 were considered statistically significant. Conclusion: Curbing tobacco influence on dental students in their initial days can ensure a smoke-free life for them, as well as prevents them from feeling embarrassed or experiencing a lack of confidence while seeing their patients. Thus, tobacco education and intervention programs can motivate the students and increase their potential to be credible advisors regarding smoking cessation.

Citations

Citations to this article as recorded by

Global Status of Knowledge, Attitude and Practice on Tobacco Cessation Interventions Among Dental Professionals: A Systematic Review
Harsh Priya, Manali Deb Barma, Bharathi M Purohit, Deepali Agarwal, Upendra Singh Bhadauria, Nitesh Tewari, Shalini Gupta, Deepika Mishra, Rahul Morankar, Vijay Prakash Mathur, Ritu Duggal
Tobacco Use Insights.2022; 15: 1179173X2211372. CrossRef
Development and Validation of an Evaluation Tool to Measure the Effectiveness of a Smoking Cessation Training among Healthcare Providers in Malaysia: The Providers’ Smoking Cessation Training Evaluation (ProSCiTE)
Siti Idayu Hasan, Farizah Mohd Hairi, Amer Siddiq Amer Nordin, Mahmoud Danaee
International Journal of Environmental Research and Public Health.2019; 16(21): 4297. CrossRef

Near-peer mentoring to complement faculty mentoring of first-year medical students in India: Satendra Singh, Navjeevan Singh, Upreet Dhaliwal; J Educ Eval Health Prof. 2014;11:12. Published online June 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.12

32,180 View
240 Download
35 Web of Science
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Abstract PDF

Purpose
The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors.
Methods
Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]).
Results
Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves.
Conclusion
Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

Citations

Citations to this article as recorded by

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Frontiers in Education.2024;[Epub] CrossRef
The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs
David Y. Mak, Janet Papadakos, Joanne Alfieri, Jennifer Croke, Paris-Ann Ingledew, Shaun K. Loewen, Meredith Giuliani
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Elio Arruzza
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Wen Qing Wendy Ye, Bradley A. Rietze, Sydney McQueen, Kevin Zhang, Lena C. Quilty, Christine M. Wickens
Academic Medicine.2023; 98(4): 491. CrossRef
Implementing a Near Peer Instructor Placement Model in Physiotherapy Education
Madeleine Simmons, Jasdeep Dhir, Sarah Wojkowski, Kristina K. Durham
Physiotherapy Canada.2023;[Epub] CrossRef
Addressing the needs and challenges of mentorship in veterinary medicine
Amy B. Yanke, Kelly A. Weigand, Erik H. Hofmeister
New Directions for Teaching and Learning.2023; 2023(176): 83. CrossRef
Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program
Dilara KARA-ZORLUOGLU, Ilkem OZDİNC, Busra KARGA, Gaye CEYHAN
Sakarya University Journal of Education.2023; 13(3): 484. CrossRef
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Coralea Kappel, Waseem Hijazi, Nishma Singhal
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Developing a well-received pre-matriculation program: the evolution of MedFIT
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Donna L. Schuman, Rupal M. Parekh, Noelle L. Fields, Deborah Woody, Vivian J. Miller
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