Journal of Educational Evaluation for Health Professions

Research article

Sequential Objective Structured Clinical Examination based on item response theory in Iran: Sara Mortaz Hejri, Mohammad Jalili; J Educ Eval Health Prof. 2017;14:19. Published online September 8, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.19

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Purpose
In a sequential objective structured clinical examination (OSCE), all students initially take a short screening OSCE. Examinees who pass are excused from further testing, but an additional OSCE is administered to the remaining examinees. Previous investigations of sequential OSCE were based on classical test theory. We aimed to design and evaluate screening OSCEs based on item response theory (IRT).
Methods
We carried out a retrospective observational study. At each station of a 10-station OSCE, the students’ performance was graded on a Likert-type scale. Since the data were polytomous, the difficulty parameters, discrimination parameters, and students’ ability were calculated using a graded response model. To design several screening OSCEs, we identified the 5 most difficult stations and the 5 most discriminative ones. For each test, 5, 4, or 3 stations were selected. Normal and stringent cut-scores were defined for each test. We compared the results of each of the 12 screening OSCEs to the main OSCE and calculated the positive and negative predictive values (PPV and NPV), as well as the exam cost.
Results
A total of 253 students (95.1%) passed the main OSCE, while 72.6% to 94.4% of examinees passed the screening tests. The PPV values ranged from 0.98 to 1.00, and the NPV values ranged from 0.18 to 0.59. Two tests effectively predicted the results of the main exam, resulting in financial savings of 34% to 40%.
Conclusion
If stations with the highest IRT-based discrimination values and stringent cut-scores are utilized in the screening test, sequential OSCE can be an efficient and convenient way to conduct an OSCE.

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Utility of eye-tracking technology for preparing medical students in Spain for the summative objective structured clinical examination
Francisco Sánchez-Ferrer, J.M. Ramos-Rincón, M.D. Grima-Murcia, María Luisa Sánchez-Ferrer, Francisco Sánchez-del Campo, Antonio F. Compañ-Rosique, Eduardo Fernández-Jover
Journal of Educational Evaluation for Health Professions.2017; 14: 27. CrossRef

Educational/faculty development material

A new experimental community pharmacy internship module for undergraduate pharmacy students in western Nepal: overview and reflections: Sangita Timsina, Bhuvan K.C., Dristi Adhikari, Alian A. Alrasheedy, Mohamed Izham Mohamed Ibrahim, Atisammodavardhana Kaundinnyayana; J Educ Eval Health Prof. 2017;14:18. Published online August 16, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.18

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Abstract PDF

Community pharmacies in Nepal and other South Asian countries are in a mediocre state due to poor regulation and the fact that many pharmacies are run by people with insufficient training in dispensing. This has led to the inappropriate use of medicines. The problems due to poor regulation and the mediocre state of community pharmacies in South Asia encompass both academia and clinical practice. In this paper, a 2-week community pharmacy internship programme completed by 2 graduating pharmacy students of Pokhara University (a Nepalese public university) at Sankalpa Pharmacy, Pokhara, Nepal is illustrated. During the internship, they were systematically trained on store management, pharmaceutical care, counselling skills, the use of medical devices, pharmaceutical business plans, medicine information sources, and adverse drug reaction reporting. An orientation, observations and hands-on training, case presentation, discussion, and feedback from 2 senior pharmacists were used as the training method. A proper community pharmacy internship format, good pharmacy practice standards, and a better work environment for pharmacists may improve the quality of community pharmacies.

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David A. Holdford, Vasco M. Pontinha, Tyler D. Wagner
American Journal of Pharmaceutical Education.2022; 86(3): 8719. CrossRef
Rural Public Health Workforce Training and Development: The Performance of an Undergraduate Internship Programme in a Rural Hospital and Healthcare Centre
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International Journal of Environmental Research and Public Health.2019; 16(7): 1259. CrossRef

Review article

Overview and current management of computerized adaptive testing in licensing/certification examinations: Dong Gi Seo; J Educ Eval Health Prof. 2017;14:17. Published online July 26, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.17

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Abstract PDF

Computerized adaptive testing (CAT) has been implemented in high-stakes examinations such as the National Council Licensure Examination-Registered Nurses in the United States since 1994. Subsequently, the National Registry of Emergency Medical Technicians in the United States adopted CAT for certifying emergency medical technicians in 2007. This was done with the goal of introducing the implementation of CAT for medical health licensing examinations. Most implementations of CAT are based on item response theory, which hypothesizes that both the examinee and items have their own characteristics that do not change. There are 5 steps for implementing CAT: first, determining whether the CAT approach is feasible for a given testing program; second, establishing an item bank; third, pretesting, calibrating, and linking item parameters via statistical analysis; fourth, determining the specification for the final CAT related to the 5 components of the CAT algorithm; and finally, deploying the final CAT after specifying all the necessary components. The 5 components of the CAT algorithm are as follows: item bank, starting item, item selection rule, scoring procedure, and termination criterion. CAT management includes content balancing, item analysis, item scoring, standard setting, practice analysis, and item bank updates. Remaining issues include the cost of constructing CAT platforms and deploying the computer technology required to build an item bank. In conclusion, in order to ensure more accurate estimations of examinees’ ability, CAT may be a good option for national licensing examinations. Measurement theory can support its implementation for high-stakes examinations.

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Ioannis Tsaousis, Georgios D. Sideridis, Hannan M. AlGhamdi
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Dong Gi Seo, Jeongwook Choi
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Computerised adaptive testing accurately predicts CLEFT-Q scores by selecting fewer, more patient-focused questions
Conrad J. Harrison, Daan Geerards, Maarten J. Ottenhof, Anne F. Klassen, Karen W.Y. Wong Riff, Marc C. Swan, Andrea L. Pusic, Chris J. Sidey-Gibbons
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Linear programming method to construct equated item sets for the implementation of periodical computer-based testing for the Korean Medical Licensing Examination
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Research articles

Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model: Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani; J Educ Eval Health Prof. 2017;14:16. Published online July 26, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.16

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Purpose
Evaluating educational programs can improve the quality of education. The present study evaluated the undergraduate occupational health program at the Semnan University of Medical Sciences in Semnan, Iran, with a focus on the associations between alumni perceptions of the learning environment and the outcomes of the occupational health program. Methods: A cross-sectional questionnaire survey was conducted among alumni of the undergraduate occupational health program. We asked alumni to rate their perceptions of the items using a 4-point Likert scale. The associations between alumni perceptions of the educational program and curriculum, faculty, institutional resources, and learning outcomes were modeled and described using structural equation modeling procedures. Results: A descriptive analysis of alumni perceptions indicated low evaluations for the administrative system, practical and research-based courses, and the number of faculty members. We found that a structural model of the evaluation variables of curriculum, faculty qualifications, and institutional resources significantly predicted undergraduate educational outcomes. The curriculum had direct and indirect effects on learning outcomes, mediated by faculty. Conclusion: The findings of our study highlight the usefulness of the structural equation modeling approach for examining links between variables related to the learning process and learning outcomes. Surveys of alumni can provide data for reassessing the learning environment in the light of the professional competencies needed for occupational health graduates.

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Integrated-Based Curriculum of Pharmaceutical Dosage Forms (ICPDF): What Factors Affect the Learning Outcome Attainment?
Anis Yohana Chaerunisaa, Akhmad Habibi, Muhaimin Muhaimin, Mailizar Mailizar, Tommy Tanu Wijaya, Ahmad Samed Al-Adwan
International Journal of Environmental Research and Public Health.2023; 20(5): 4272. CrossRef

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:15. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.15

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Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

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Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
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Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
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Development of the Clinical Teaching Effectiveness Questionnaire in the United States: Michelle E. Wormley, Wendy Romney, Anna E. Greer; J Educ Eval Health Prof. 2017;14:14. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.14

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Abstract PDF

Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Citations

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Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
Journal of Physical Therapy Education.2023; 37(2): 108. CrossRef
The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
Valentina Lucia La Rosa, Michał Ciebiera, Kornelia Zaręba, Enrique Reyes-Muñoz, Tais Marques Cerentini, Fabio Barra, Simone Garzon, Gaetano Riemma, Pasquale De Franciscis, Antonio Simone Laganà, Salvatore Giovanni Vitale
Journal of Obstetrics and Gynaecology.2022; 42(5): 968. CrossRef
Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
Physical Therapy.2022;[Epub] CrossRef
Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
Sean Gallivan
Journal of Physical Therapy Education.2022; 36(4): 283. CrossRef
Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
Advances in Medical Education and Practice.2021; Volume 12: 905. CrossRef
Attributes of Effective Clinical Teachers in Dental Hygiene Education
Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
Journal of Dental Education.2020; 84(3): 308. CrossRef
A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
Journal of Physical Therapy Science.2020; 32(12): 856. CrossRef
Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
Journal of Physical Therapy Education.2018; 32(4): 344. CrossRef

Junior doctors’ preparedness to prescribe, monitor, and treat patients with the antibiotic vancomycin in an Australian teaching hospital: Cameron J Phillips, Ross A McKinnon, Richard J Woodman, David L Gordon; J Educ Eval Health Prof. 2017;14:13. Published online June 7, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.13

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Purpose
We aimed to assess the preparedness of junior doctors to use vancomycin, and to determine whether attending an educational session and being provided pocket guidelines were associated with self-reported confidence and objective knowledge.
Methods
This was a 2-component cross-sectional study. A 60-minute educational session was implemented and pocket guidelines were provided. Preparedness was evaluated by a self-reported confidence survey in the early and late stages of each training year, and by continuing medical education (CME) knowledge scores.
Results
Self-confidence was higher among those later in the training year (n=75) than in those earlier (n=120) in the year for all questions. In the late group, vancomycin education was associated with higher self-confidence regarding the frequency of therapeutic drug monitoring (P=0.02) and dose amendment (P=0.05); however, the confidence for initial monitoring was lower (P<0.05). Those with pocket guidelines were more confident treating patients with vancomycin (P<0.001), choosing initial (P=0.01) and maintenance doses (P<0.001), and knowing the monitoring frequency (P=0.03). The 85 respondents who completed the knowledge assessment scored a mean±standard deviation of 8.55±1.55 on 10 questions, and the interventions had no significant effect.
Conclusion
Attending an educational session and possessing pocket guidelines were associated with preparedness, as measured by higher self-reported confidence using vancomycin. High knowledge scores were attained following CME; however attending an educational session or possessing pocket guidelines did not significantly increase the knowledge scores. Our findings support providing educational sessions and pocket guidelines to increase self-confidence in prescribing vancomycin, yet also highlight the importance of evaluating content, format, and delivery when seeking to improve preparedness to use vancomycin through education.

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Ist die Fachrichtung assoziiert mit der Selbstsicherheit im Umgang mit rationaler Antibiotikaverordnung?
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Markus Heim, Frederick Schneider, Haitham Mutlak, Christian M. Schulz, Thomas Hachenberg, Michael Zoller, Jens Soukup, Michael Pawlik, Julika Schön, Martin Kees, Matthias Hübler, Michael Sander, Christian Ernst, Matthias Jacob, Matthias May
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Review article

The impacts of computer adaptive testing from a variety of perspectives: Tetsuo Kimura; J Educ Eval Health Prof. 2017;14:12. Published online May 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.12

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Abstract PDF

Computer adaptive testing (CAT) is a kind of tailored testing, in that it is a form of computer-based testing that is adaptive to each test-taker’s ability level. In this review, the impacts of CAT are discussed from different perspectives in order to illustrate crucial points to keep in mind during the development and implementation of CAT. Test developers and psychometricians often emphasize the efficiency and accuracy of CAT in comparison to traditional linear tests. However, many test-takers report feeling discouraged after taking CATs, and this feeling can reduce learning self-efficacy and motivation. A trade-off must be made between the psychological experiences of test-takers and measurement efficiency. From the perspective of educators and subject matter experts, nonstatistical specifications, such as content coverage, content balance, and form length are major concerns. Thus, accreditation bodies may be faced with a discrepancy between the perspectives of psychometricians and those of subject matter experts. In order to improve test-takers’ impressions of CAT, the author proposes increasing the target probability of answering correctly in the item selection algorithm even if doing so consequently decreases measurement efficiency. Two different methods, CAT with a shadow test approach and computerized multistage testing, have been developed in order to ensure the satisfaction of subject matter experts. In the shadow test approach, a full-length test is assembled that meets the constraints and provides maximum information at the current ability estimate, while computerized multistage testing gives subject matter experts an opportunity to review all test forms prior to administration.

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Research article

Establishment of a dental license regulation authority is required in Korea: results of the Delphi technique: Jin-Woo Choi, Kack-Kyun Kim, Jihyun Lee, Dong-Ju Choi, Kyung-Nyun Kim; J Educ Eval Health Prof. 2017;14:11. Published online May 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.11

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Abstract PDF

Purpose
In addition to dental education, a system for the evaluation and management of dental licensing and certification is required to meet the growing societal demand for more competent dentists. In this study, the Delphi technique was used to gather opinions from a variety of professionals on the problems of and remedies for the dental license management system in Korea.
Methods
Delphi surveys were conducted from April 2016 to October 2016 in South Korea. A variety of dental professionals were included and categorized into 3 groups according to their expertise as follows: the basic dentistry group, the clinical dentistry group, and the policy group. The Delphi technique was conducted in 3 rounds of e-mail surveys, each with different questions that probed with increasing depth on the dental license management system. In each successive round, the responses were categorized, scored on a Likert scale, and statistically analyzed.
Results
After categorizing the results of the first survey and ranking the results of the second survey using the Delphi technique, regulation by a licensing authority was found to be the most critical issue. This was followed by the license renewal system, continuing education, a tiered licensure system, improvement of foreign license approval, and utilization of retirees, in decreasing order of importance. The third Delphi survey showed a similar ranking, with regulation by a licensing authority being the major concern. Opinions regarding the dental license management system were provided as open-ended responses. The responses of the 3 groups showed statistically significant differences in the scores for the issue of regulation by a licensing authority. After re-grouping into the dentistry group and the policy group, the issue received a significantly higher score in the dentistry group.
Conclusion
The quality of dental treatment should be managed to protect patients and dental professionals. For this purpose, the establishment of an independent license regulation authority along with legislative changes is required.

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O‐HEALTH‐EDU: A viewpoint into the current state of Oral Health Professional education in Europe: Part 1: Programme‐level data
Jonathan Dixon, James Field, Sibylle Vital, Maria van Harten, Valerie Roger‐Leroi, Julia Davies, Maria‐Cristina Manzanares‐Cespedes, Ilze Akota, Denis Murphy, Corrado Paganelli, Gabor Gerber, Barry Quinn, Stephanie Tubert‐Jeannin
European Journal of Dental Education.2024;[Epub] CrossRef
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Human Resources for Health.2023;[Epub] CrossRef

Opinion

Proposal for improving the system of physical therapy education and the Korean physical therapist licensing examination based on a comparison of the systems in World Confederation for Physical Therapy member countries: Min-Hyeok Kang, Tae-Hwan Lee, Sang-Min Cha, Jae-Seop Oh, Tae-Sik Lee, Tae-Young Oh, Suhn-Yeop Kim, Hyoung-Soo Lee, Gyu-Wan Lee, Ki-Song Kim; J Educ Eval Health Prof. 2017;14:10. Published online May 24, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.10

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Enhancing the Autonomy of Physical Therapy in Korea and Its Significance for the National Healthcare System: Facing the Challenges of a Super-aging Society
Ki-song Kim
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Importance and utilization frequency of essential competencies of Korean physical therapists
Junghyun Choi, Taeyoung Oh, Jae Seop Oh, Wootaek Lim, Jeonhyeong Lee, Seul Ki Han, Yun Sang Park, Hyeok Gyu Kwon, Chang Sik Ahn
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Research articles

The job competency of radiological technologists in Korea based on specialists opinion and questionnaire survey: Chang-Seon Lim, Yang-Sub Lee, Yong-Dae Lee, Hyun-Soo Kim, Gye-Hwan Jin, Seong-Youl Choi, Yera Hur; J Educ Eval Health Prof. 2017;14:9. Published online May 11, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.9

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Purpose
Although there are over 40,000 licensed radiological technologists (RTs) in Korea, job competency standards have yet to be defined. This study aims to clarify the job competency of Korean RTs. Methods: A task force team of 11 professional RTs were recruited in order to analyze the job competency of domestic and international RTs. A draft for the job competency of Korean RTs was prepared. A survey was then conducted sampling RTs and the attitudes of their competencies were recorded from May 21 to July 30, 2016. Results: We identified five modules of professionalism, patient management, health and safety, operation of equipment, and procedure management and 131 detailed job competencies for RTs in Korea. “Health and safety” had the highest average score and “professionalism” had the lowest average score for both job performance and importance. The content validity ratios for the 131 subcompetencies were mostly valid. Conclusion: Establishment of standard guidelines for RT job competency for multidisciplinary healthcare at medical institutions may be possible based on our results, which will help educators of RT training institutions to clarify their training and education.

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Digital skills of therapeutic radiographers/radiation therapists – Document analysis for a European educational curriculum
B. Barbosa, I. Bravo, C. Oliveira, L. Antunes, J.G. Couto, S. McFadden, C. Hughes, P. McClure, A.G. Dias
Radiography.2022; 28(4): 955. CrossRef
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Breanna Lepre, Claire Palermo, Kylie J. Mansfield, Eleanor J. Beck
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Palestinian pharmacists’ knowledge of issues related to using psychotropic medications in older people: a cross-sectional study: Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame; J Educ Eval Health Prof. 2017;14:8. Published online April 24, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.8

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325 Download
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Abstract PDF

Purpose
The purpose of this study was to assess the knowledge of pharmacists practicing in Palestine of issues related to using psychotropic medications in older people.
Methods
The study was conducted with a cross-sectional observational design using a questionnaire. A total of 400 pharmacists responded to a 19-statement knowledge test related to the use of psychotropic medications in older people. The study was conducted from July 2016 to February 2017. The reliability and internal consistency of the study tool was assessed using the test-retest method and the Cronbach alpha. Categorical groups were compared using the chi-square test and the Spearman rank correlation.
Results
On the 19-statement knowledge test, the median score was 55.3% with an interquartile range of 21.9%. In a comparison of the demographic and practice-related variables of the pharmacists who scored ≥ 50% on the 19-statement knowledge test with those who scored < 50%, age, gender, and having taken a course on psychotropic medications were found to be significantly associated with performance, as shown by the chi-square test and Spearman correlation.
Conclusion
Pharmacists practicing in Palestine possess less than optimal knowledge of issues related to the use of psychotropic medications in older people. Continuing educational interventions and/or training might be helpful in improving pharmacists’ knowledge of issues related to using psychotropic medications in older people.

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Epilepsy & Behavior.2021; 120: 107976. CrossRef
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Brief report

Smart device-based testing for medical students in Korea: satisfaction, convenience, and advantages: Eun Young Lim, Mi Kyoung Yim, Sun Huh; J Educ Eval Health Prof. 2017;14:7. Published online April 24, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.7

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The aim of this study was to investigate respondents’ satisfaction with smart device-based testing (SBT), as well as its convenience and advantages, in order to improve its implementation. The survey was conducted among 108 junior medical students at Kyungpook National University School of Medicine, Korea, who took a practice licensing examination using SBT in September 2015. The survey contained 28 items scored using a 5-point Likert scale. The items were divided into the following three categories: satisfaction with SBT administration, convenience of SBT features, and advantages of SBT compared to paper-and-pencil testing or computer-based testing. The reliability of the survey was 0.95. Of the three categories, the convenience of the SBT features received the highest mean (M) score (M= 3.75, standard deviation [SD]= 0.69), while the category of satisfaction with SBT received the lowest (M= 3.13, SD= 1.07). No statistically significant differences across these categories with respect to sex, age, or experience were observed. These results indicate that SBT was practical and effective to take and to administer.

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Research article

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination: Joo Hee Kim, Ju-Yeun Lee, Young Sook Lee, Chul-Soon Yong, Nayoung Han, Hye Sun Gwak, Jungmi Oh, Byung Koo Lee, Sukhyang Lee; J Educ Eval Health Prof. 2017;14:6. Published online March 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.6

46,944 View
374 Download
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Abstract PDF

Purpose
The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE).
Methods
A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice.
Results
A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test.
Conclusion
Pharmacy skills assessment was supported by the majority of respondents.

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Editorial

Presidential address: introduction of smart device-based testing and item exposure policy for Korea Health Personnel Licensing Examination: Chang Hwi Kim; J Educ Eval Health Prof. 2017;14:5. Published online March 26, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.5

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PDF

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