Journal of Educational Evaluation for Health Professions

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

31,794 View
213 Download
7 Web of Science
11 Crossref

PDF

Citations

Citations to this article as recorded by

Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
Hyunjoo Pai
Journal of Educational Evaluation for Health Professions.2023; 20: 8. CrossRef
Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef
Presidential address: Adoption of a clinical skills examination for dental licensing, implementation of computer-based testing for the medical licensing examination, and the 30th anniversary of the Korea Health Personnel Licensing Examination Institute
Yoon-Seong Lee
Journal of Educational Evaluation for Health Professions.2022; 19: 1. CrossRef
Tablet PC-based competency evaluation for nursing students in three Asian countries: Cross-sectional comparative study
Soo-Young Yu, Eunyoung E. Suh, Yun-Mi Kim, Thi Anh Phuong Nguyen, Oyungoo Badamdorj, Yoonhee Seok, Soyoung Jang, Jeonghee Ahn
Nurse Education in Practice.2021; 57: 103230. CrossRef
Development, Application, and Effectiveness of a Smart Device-based Nursing Competency Evaluation Test
Soyoung Jang, Eunyoung E. Suh
CIN: Computers, Informatics, Nursing.2021; 39(11): 634. CrossRef
Suggestions on the implementation plan for job-based dental technician practical exam
Jae-Hong Kim, Ki-Baek Kim, Won-Soo Kim
Journal of Korean Acedemy of Dental Technology.2021; 43(4): 181. CrossRef
Evaluation of usefulness of smart device-based testing: a survey study of Korean medical students
Youngsup Christopher Lee, Oh Young Kwon, Ho Jin Hwang, Seok Hoon Ko
Korean Journal of Medical Education.2020; 32(3): 213. CrossRef
Effect of Smart Device Ability on the Smart Device-Based Testing National Board Examination for Optometry Students
Eun Joo Kim, Koon-Ja Lee, Jung Un Jang
The Korean Journal of Vision Science.2019; 21(4): 631. CrossRef
Presidential address: Preparing for permanent test centers and computerized adaptive testing
Chang Hwi Kim
Journal of Educational Evaluation for Health Professions.2018; 15: 1. CrossRef
The relationship of examinees’ individual characteristics and perceived acceptability of smart device-based testing to test scores on the practice test of the Korea Emergency Medicine Technician Licensing Examination
Eun Young Lim, Mi Kyoung Yim, Sun Huh
Journal of Educational Evaluation for Health Professions.2018; 15: 33. CrossRef
Smart device-based testing for medical students in Korea: satisfaction, convenience, and advantages
Eun Young Lim, Mi Kyoung Yim, Sun Huh
Journal of Educational Evaluation for Health Professions.2017; 14: 7. CrossRef

Educational/Faculty Development Material

Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative: Lisa J. Barnes, Robin Parish; J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.4

33,419 View
349 Download
8 Web of Science
9 Crossref

Abstract PDF

Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

Citations

Citations to this article as recorded by

Elevating Academic Advising: Natural Language Processing of Student Reviews
Omiros Iatrellis, Nicholas Samaras, Konstantinos Kokkinos, Apostolis Xenakis
Applied System Innovation.2024; 7(1): 12. CrossRef
Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022
Rofayda Mansour Ahmed Mohamad, Huda Mohamed Haroun, Inshirah Mustafa Abubaker Osman
Cureus.2024;[Epub] CrossRef
Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
Occupational Therapy In Health Care.2023; 37(1): 164. CrossRef
Making a Case for Faculty Advisor–Advisee Concordant Pairs
Joyce Addo-Atuah, Heidi Fuchs, Jaclyn Tetenbaum-Novatt, Abraham M. Jeger
American Journal of Pharmaceutical Education.2023; 87(12): 100138. CrossRef
The Use of Quality Improvement in the Physical Therapy Literature: A Scoping Review
James P. Crick, Timothy J. Rethorn, Tyler A. Beauregard, Riley Summers, Zachary D. Rethorn, Catherine C. Quatman-Yates
Journal for Healthcare Quality.2023; 45(5): 280. CrossRef
Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
International Journal of Pharmacy Practice.2022; 30(2): 184. CrossRef
The Effect of Problematic Internet Use and Social-Appearance Anxiety on the Smartphone Addiction of Adolescents
Özlem Şensoy, Dijle Ayar
Cyprus Journal of Medical Sciences.2022; 7(3): 354. CrossRef
Academic advising in undergraduate education: A systematic review
Zenobia C.Y. Chan, Ho Yan Chan, Hang Chak Jason Chow, Sze Nga Choy, Ka Yan Ng, Koon Yiu Wong, Pui Kan Yu
Nurse Education Today.2019; 75: 58. CrossRef
Scoping review of mentoring research in the occupational therapy literature, 2002–2018
Nancy W. Doyle, Liat Gafni Lachter, Karen Jacobs
Australian Occupational Therapy Journal.2019; 66(5): 541. CrossRef

Research articles

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:3. Published online February 28, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.3

42,595 View
443 Download
7 Web of Science
6 Crossref

Abstract PDF

Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

Citations

Citations to this article as recorded by

Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
Xin Gao, Di Yan, Ya Zhang, Xiang Ruan, Tingyu Kang, Ruotong Wang, Qi Zheng, Siju Chen, Jinxia Zhai
Nurse Education in Practice.2024; 76: 103945. CrossRef
Team-Based Learning Among Health Care Professionals: A Systematic Review
Tilak Joshi, Pravash Budhathoki, Anurag Adhikari, Ayusha Poudel, Sumit Raut, Dhan B Shrestha
Cureus.2022;[Epub] CrossRef
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef
Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist
Melissa A. Carroll, Mary Tracy-Bee, Alison McKenzie
Medical Science Educator.2021; 31(3): 1193. CrossRef
Collaborative student-faculty research to support PhD research education
Mary J. Dyck, Nancy L. Novotny, John Blakeman, Crystal Bricker, Ashley Farrow, Janet LoVerde, Sandra D. Nielsen, Brenda Johnson
Journal of Professional Nursing.2020; 36(3): 106. CrossRef
A flexible, group-based assessment strategy for Historically Black College and University pharmacy students
Munder Zagaar, Linh D. Nguyen, JaRyce Echols, Hanan Loubani
Currents in Pharmacy Teaching and Learning.2020; 12(9): 1129. CrossRef

Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling: Shigeo Yamamura, Rieko Takehira; J Educ Eval Health Prof. 2017;14:2. Published online February 7, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.2

38,766 View
372 Download
11 Web of Science
7 Crossref

Abstract PDF

Purpose
To establish a model of Japanese pharmacy students’ learning motivation profile and investigate the effects of pharmaceutical practical training programs on their learning motivation. Methods: The Science Motivation Questionnaire II was administered to pharmacy students in their 4th (before practical training), 5th (before practical training at clinical sites), and 6th (after all practical training) years of study at Josai International University in April, 2016. Factor analysis and multiple-group structural equation modeling were conducted for data analysis. Results: A total of 165 students participated. The learning motivation profile was modeled with 4 factors (intrinsic, career, self-determination, and grade motivation), and the most effective learning motivation was grade motivation. In the multiple-group analysis, the fit of the model with the data was acceptable, and the estimated mean value of the factor of ‘self-determination’ in the learning motivation profile increased after the practical training programs (P= 0.048, Cohen’s d= 0.43). Conclusion: Practical training programs in a 6-year course were effective for increasing learning motivation, based on ‘self-determination’ among Japanese pharmacy students. The results suggest that practical training programs are meaningful not only for providing clinical experience but also for raising learning motivation.

Citations

Citations to this article as recorded by

The Avaritia: Entrepreneurship Practice to Understand the Problem of Information Control through Gamification
Sungjin Park, Sangkyun Kim
Sustainability.2023; 15(8): 6738. CrossRef
Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not
Ashley B. Heim, Emily A. Holt
Journal of Experiential Education.2022; 45(1): 68. CrossRef
Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
Gashaw Binega Mekonnen, Alemante Tafese Beyna
BioMed Research International.2020; 2020: 1. CrossRef
Educational Effect of Practical Training on Students' Robust Acquisition and Reconstruction of Expertise on Pharmaceutical Sciences They Had Learned before Practical Training
Fumihiro Kikuyama, Sayo Suzuki, Tomonori Nakamura
YAKUGAKU ZASSHI.2019; 139(9): 1201. CrossRef
An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling
Shigeo Yamamura, Rieko Takehira
Pharmacy.2018; 6(2): 35. CrossRef
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
Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef
Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
Yera Hur
Journal of Educational Evaluation for Health Professions.2017; 14: 36. CrossRef

Brief report

Reliability of a viva assessment of clinical reasoning in an Australian pre-professional osteopathy program assessed using generalizability theory: Brett Vaughan, Paul Orrock, Sandra Grace; J Educ Eval Health Prof. 2017;14:1. Published online January 20, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.1

46,295 View
386 Download
3 Web of Science
3 Crossref

Abstract PDF

Clinical reasoning is situation-dependent and case-specific; therefore, assessments incorporating different patient presentations are warranted. The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory. Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University, Lismore, Australia. The study took place on a single day in the student teaching clinic. Examiners were trained before the examination. Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style. Generalizability analysis was used to explore the reliability of the examination. Fifteen students and 5 faculty members participated in the study. The examination produced a generalizability coefficient of 0.53, with 18 stations required to achieve a generalizability coefficient of 0.80. The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable; however, further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.

Citations

Citations to this article as recorded by

The extent and quality of evidence for osteopathic education: A scoping review
Andrew MacMillan, Patrick Gauthier, Luciane Alberto, Arabella Gaunt, Rachel Ives, Chris Williams, Dr Jerry Draper-Rodi
International Journal of Osteopathic Medicine.2023; 49: 100663. CrossRef
Acceptability of the 8-case objective structured clinical examination of medical students in Korea using generalizability theory: a reliability study
Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
Journal of Educational Evaluation for Health Professions.2022; 19: 26. CrossRef
Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
Yera Hur
Journal of Educational Evaluation for Health Professions.2017; 14: 36. CrossRef

Editorials

What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?: Yera Hur; J Educ Eval Health Prof. 2016;13:46. Published online December 28, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.46

24,246 View
196 Download

PDF

An eventful year for the Journal of Educational Evaluation for Health Professions: Sun Huh; J Educ Eval Health Prof. 2016;13:45. Published online December 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.45

25,216 View
195 Download
3 Web of Science
4 Crossref

PDF

Citations

Citations to this article as recorded by

Journal of Educational Evaluation for Health Professions will be accepted for inclusion in Scopus
Sun Huh
Journal of Educational Evaluation for Health Professions.2019; 16: 2. CrossRef
How to PrepareEndocrinology and Metabolismfor Reapplication to MEDLINE
Sun Huh
Endocrinology and Metabolism.2017; 32(1): 58. CrossRef
How to successfully list a journal in the Social Science Citation Index or Science Citation Index Expanded
Sun Huh
Korean Journal of Medical Education.2017; 29(4): 221. CrossRef
Establishment of an open data policy for Journal of Educational Evaluation for Health Professions, appreciation for invited reviewers, and acknowledgement of volunteers who made audio recordings
Sun Huh
Journal of Educational Evaluation for Health Professions.2017; 14: 37. CrossRef

Research Articles

A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada: Wanrudee Isaranuwatchai, Fahad Alam, Jeffrey Hoch, Sylvain Boet; J Educ Eval Health Prof. 2016;13:44. Published online December 26, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.44

27,528 View
296 Download
18 Web of Science
14 Crossref

Abstract PDF

Purpose
High-fidelity simulation training is effective for learning crisis resource management (CRM) skills, but cost is a major barrier to implementing high-fidelity simulation training into the curriculum. The aim of this study was to examine the cost-effectiveness of self-debriefing and traditional instructor debriefing in CRM training programs and to calculate the minimum willingness-to-pay (WTP) value when one debriefing type becomes more cost-effective than the other. Methods: This study used previous data from a randomized controlled trial involving 50 anesthesiology residents in Canada. Each participant managed a pretest crisis scenario. Participants who were randomized to self-debrief used the video of their pretest scenario with no instructor present during their debriefing. Participants from the control group were debriefed by a trained instructor using the video of their pretest scenario. Participants individually managed a post-test simulated crisis scenario. We compared the cost and effectiveness of self-debriefing versus instructor debriefing using net benefit regression. The cost-effectiveness estimate was reported as the incremental net benefit and the uncertainty was presented using a cost-effectiveness acceptability curve. Results: Self-debriefing costs less than instructor debriefing. As the WTP increased, the probability that self-debriefing would be cost-effective decreased. With a WTP ≤Can$200, the self-debriefing program was cost-effective. However, when effectiveness was priced higher than cost-savings and with a WTP >Can$300, instructor debriefing was the preferred alternative. Conclusion: With a lower WTP (≤Can$200), self-debriefing was cost-effective in CRM simulation training when compared to instructor debriefing. This study provides evidence regarding cost-effectiveness that will inform decision-makers and clinical educators in their decision-making process, and may help to optimize resource allocation in education.

Citations

Citations to this article as recorded by

Effectiveness of video-assisted debriefing versus oral debriefing in simulation-based interdisciplinary health professions education: A randomized trial
Blanca Rueda-Medina, José Carlos Reina-Cabello, Miriam Buendía-Castro, María Encarnación Aguilar-Ferrándiz, Rocío Gil-Gutiérrez, Rosa María Tapia-Haro, Antonio Casas-Barragán, María Correa-Rodríguez
Nurse Education in Practice.2024; 75: 103901. CrossRef
Recommendations of the Netzwerk Kindersimulation for the Implementation of Simulation-Based Pediatric Team Trainings: A Delphi Process
Ruth M. Löllgen, Ellen Heimberg, Michael Wagner, Katharina Bibl, Annika Paulun, Jasmin Rupp, Christian Doerfler, Alex Staffler, Benedikt Sandmeyer, Lukas P. Mileder
Children.2023; 10(6): 1068. CrossRef
Empirical Support for Establishing Common Assumptions in Cost Research in Education
Robert Shand, A. Brooks Bowden
Journal of Research on Educational Effectiveness.2022; 15(1): 103. CrossRef
Co-ordinated multidisciplinary intervention to reduce time to successful extubation for children on mechanical ventilation: the SANDWICH cluster stepped-wedge RCT
Bronagh Blackwood, Kevin P Morris, Joanne Jordan, Lisa McIlmurray, Ashley Agus, Roisin Boyle, Mike Clarke, Christina Easter, Richard G Feltbower, Karla Hemming, Duncan Macrae, Clíona McDowell, Margaret Murray, Roger Parslow, Mark J Peters, Glenn Phair, Ly
Health Technology Assessment.2022; 26(18): 1. CrossRef
Is it valid to assess an individual’s performance in team training simulation when the supporting team are confederates? A controlled and randomized clinical trial
Jérémie Traoré, Frédéric Balen, Thomas Geeraerts, Sandrine Charpentier, Xavier Dubucs, Charles-Henri Houzé-Cerfon
BMC Medical Education.2022;[Epub] CrossRef
Non-technical skills for urological surgeons (NoTSUS): development and evaluation of curriculum and assessment scale
Abdullatif Aydın, Cora M. Griffin, Oliver Brunckhorst, Ahmed Al-Jabir, Nicholas Raison, Haleema Aya, Craig McIlhenny, James Brewin, Majid Shabbir, Joan Palou Redorta, Muhammad Shamim Khan, Prokar Dasgupta, Kamran Ahmed
World Journal of Urology.2021; 39(6): 2231. CrossRef
Instructor-led oral debriefing technique in clinical nursing simulation: integrative review
Juliana da Silva Garcia Nascimento, Fabiana Cristina Pires, João Pedro Resende Castro, Kleiton Gonçalves do Nascimento, Jordana Luiza Gouvêa de Oliveira, Maria Celia Barcellos Dalri
Revista Brasileira de Enfermagem.2021;[Epub] CrossRef
Non-technical skills: a review of training and evaluation in urology
Cora Griffin, Abdullatif Aydın, Oliver Brunckhorst, Nicholas Raison, Muhammad Shamim Khan, Prokar Dasgupta, Kamran Ahmed
World Journal of Urology.2020; 38(7): 1653. CrossRef
Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing
Eun-Ho Ha
Nurse Education Today.2020; 84: 104249. CrossRef
A targeted systematic review of cost analyses for implementation of simulation-based education in healthcare
Daniel S Hippe, Rachel A Umoren, Alex McGee, Sherri L Bucher, Brian W Bresnahan
SAGE Open Medicine.2020; 8: 205031212091345. CrossRef
Medical Doctors’ Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration
Hayfaa Abdelmageed Wahabi, Samia Ahmed Esmaeil, Khawater Hassan Bahkali, Maher Abdelraheim Titi, Yasser Sami Amer, Amel Ahmed Fayed, Amr Jamal, Nasriah Zakaria, Amna Rehana Siddiqui, Monika Semwal, Lorainne Tudor Car, Paul Posadzki, Josip Car
Journal of Medical Internet Research.2019; 21(3): e12998. CrossRef
Peer-Led Written Debriefing Versus Instructor-Led Oral Debriefing: Using Multimode Simulation
Eun-Ho Ha, Eun Ju Lim
Clinical Simulation in Nursing.2018; 18: 38. CrossRef
Instructor-led vs. peer-led debriefing in preoperative care simulation using standardized patients
Sang Suk Kim, Jennie C. De Gagne
Nurse Education Today.2018; 71: 34. CrossRef
What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
Yera Hur
Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef

Nursing students’ perceptions of their educational environment in the bachelor’s programs of the Shifa College of Nursing, Pakistan: Gideon Victor, Muhammad Ishtiaq, Subia Parveen; J Educ Eval Health Prof. 2016;13:43. Published online December 25, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.43

27,647 View
360 Download
11 Web of Science
8 Crossref

Abstract PDF

Purpose
The objective of this study was to evaluate nursing students’ perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor’s programs. Methods: A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. Results: The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be ‘not a nice place.’ The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001). Conclusion: Commonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.

Citations

Citations to this article as recorded by

Nurse students' perception of the academic learning environment in Tunisian institutes of nursing sciences: A multisite cross-sectional study
Khouloud Boukhris, Chekib Zedini, Mariem El Ghardallou
Nurse Education Today.2022; 111: 105316. CrossRef
Nursing students’ perception towards educational environment in governmental Universities of Southwest Ethiopia: A qualitative study
Melese Workneh Fego, Adugna Olani, Temamen Tesfaye, César Leal-Costa
PLOS ONE.2022; 17(3): e0263169. CrossRef
Nursing Students’ Perception of the Educational Environment in a Public University in Ahvaz, Iran: A Study Based on DREEM Questionnaire
Dariush Rokhafrooz, Zhila Alborzi, Sima Sadat Ghaemi Zade Shustari, Meysam Heydari
Nurse Media Journal of Nursing.2022; 12(1): 88. CrossRef
Exploring the challenges and efforts implemented to improve the academic performance and success of nursing students at a university in the Western Cape
Katlego Dumisani Trevor Mthimunye, Felicity Megan Daniels
International Journal of Africa Nursing Sciences.2020; 12: 100196. CrossRef
Student nurses’ perceptions of their educational environment at a school of nursing in Western Cape province, South Africa: A cross-sectional study
Katlego D.T. Mthimunye, Felicity M. Daniels
Curationis.2019;[Epub] CrossRef
Perception of the learning environment among the students in a nursing college in Eastern Nepal
Erina Shrestha, Ram Sharan Mehta, Gayanand Mandal, Kriti Chaudhary, Nirmala Pradhan
BMC Medical Education.2019;[Epub] CrossRef
Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool
Salima Farooq, Rehana Rehman, Mehwish Hussain, Jacqueline Maria Dias
Nurse Education Today.2018; 69: 74. CrossRef
Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model
Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani
Journal of Educational Evaluation for Health Professions.2017; 14: 16. CrossRef

Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender: Silas Taylor, Boaz Shulruf; J Educ Eval Health Prof. 2016;13:42. Published online November 23, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.42

25,401 View
213 Download
5 Web of Science
5 Crossref

Abstract PDF

Purpose
Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods: This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results: Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion: Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.

Citations

Citations to this article as recorded by

Acceptance of peer physical examination in medical students in Wuhan, China: A cross‐sectional study
Younes A. Khadour, Ahmad M. Khadour, Bashar M. Ebrahem, Fater A. Khadour
Health Science Reports.2024;[Epub] CrossRef
Syrian medical students’ acceptance of peer physical examination and its associating factors: a cross-sectional study
Jameel Soqia, Mohamad Ashraf Shamaa, Dima Alhomsi, Laila Yakoub-Agha, Mhd Basheer Alameer, Rawan Alhomsi, Mohmad Nour Hakok, Rim Khalil, Mazen Zaitouna
BMC Medical Education.2022;[Epub] CrossRef
Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia
Silas Taylor, Matthew Haywood, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2019; 16: 3. CrossRef
L’enseignement par discipline de la sémiologie en deuxième année de médecine améliore l’acquisition des compétences. Exemple de la sémiologie neurologique
G. Turc, B. Terrier, A.-S. Bats, C. Ngo, B. Ranque, D. Calvet
La Revue de Médecine Interne.2018; 39(12): 905. CrossRef
The sights and insights of examiners in objective structured clinical examinations
Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2017; 14: 34. CrossRef

Brief Report

The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran: Hamideh Barangard, Poorandokht Afshari, Parvin Abedi; J Educ Eval Health Prof. 2016;13:41. Published online November 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.41

28,161 View
277 Download
11 Web of Science
13 Crossref

Abstract PDF

This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05). The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases.

Citations

Citations to this article as recorded by

Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study
Lorena Pinho Feijó, Guilherme Abreu Pereira, Vitor Maia Teles Ruffini, Fernando Salvetti Valente, Renato Antunes dos Santos, Saadallah Azor Fakhouri Filho, Maria do Patrocínio Tenório Nunes, Kristopherson Lustosa Augusto
Sao Paulo Medical Journal.2023;[Epub] CrossRef
One‐minute preceptor and SNAPPS for clinical reasoning: a systematic review and meta‐analysis
Sabrine Teixeira Ferraz Grünewald, Thiago Grünewald, Oscarina S. Ezequiel, Alessandra L. G. Lucchetti, Giancarlo Lucchetti
Internal Medicine Journal.2023; 53(5): 680. CrossRef
Perfil pedagógico da preceptoria na residência médica em anestesiologia da cidade de Manaus
Adriane Alves Byron de Souza, João Gabriel Linhares Pulner, Fernando Luiz Westphal, Rosane Dias da Rosa, Juscimar Carneiro Nunes, Plinio José Cavalcante Monteiro
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef
Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies
Somayeh Abdolalipour, Sakineh Mohammad-Alizadeh-Charandabi, Farah Babaey, Leila Allahqoli, Reza Ghaffari, Mojgan Mirghafourvand
BMC Medical Education.2023;[Epub] CrossRef
A survey of midwifery graduates’ opinions about midwifery education in Iran: a cross-sectional study
Monireh Toosi, Maryam Modarres, Mitra Amini, Mehrnaz Geranmayeh
BMC Medical Education.2021;[Epub] CrossRef
Développement du raisonnement clinique chez des étudiantes en sciences infirmières par la méthode SNAPPS-A : une étude pilote
Kathleen Lechasseur, Sandrine Hegg, Johanne Gagnon, Marie-Pierre Gagnon, Johanne Goudreau
Pédagogie Médicale.2021; 22(4): 167. CrossRef
A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61
Cason Pierce, Janet Corral, Eva Aagaard, Ben Harnke, David M. Irby, Chad Stickrath
Medical Teacher.2020; 42(6): 604. CrossRef
Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study
Behrooz Rezaei, Juliana Falahati, Raziyeh Beheshtizadeh
BMC Medical Education.2020;[Epub] CrossRef
Teaching and learning clinical reasoning: a teacher's toolbox to meet different learning needs
Nathalie Gagnon, Carolle Bernier, Sylvie Houde, Marianne Xhignesse
British Journal of Hospital Medicine.2020; 81(3): 1. CrossRef
Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors
Sreeja Natesan, John Bailitz, Andrew King, Sara Krzyzaniak, Sarah Kennedy, Albert Kim, Richard Byyny, Michael Gottlieb
Western Journal of Emergency Medicine.2020;[Epub] CrossRef
Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity
Navdeep S. Sidhu, Morgan Edwards
Medical Teacher.2019; 41(3): 282. CrossRef
Comment superviser l’apprentissage du raisonnement clinique des étudiants en stage grâce à la méthode SNAPPS ? Description de la méthode et retour d’expérience au sein d’un institut de médecine légale
A. Farrugia, J.-S. Raul, T. Pelaccia
La Revue de Médecine Légale.2019; 10(3): 108. CrossRef
Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor
Lorena Pinho Feijó, Saadallah Azor Fakhouri Filho, Vitor Maia Teles Ruffini, Maria do Patrocínio Tenório Nunes, Kristopherson Lustosa Augusto
Revista Brasileira de Educação Médica.2019; 43(1 suppl 1): 341. CrossRef

Research Article

Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review: Christian Jaeger Cook, Chad E. Cook, Tiffany N. Hilton; J Educ Eval Health Prof. 2016;13:40. Published online November 8, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.40

32,364 View
377 Download
14 Web of Science
17 Crossref

Abstract PDF

Purpose
It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods: Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results: Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion: Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.

Citations

Citations to this article as recorded by

Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review
Ahmed M. Abdulla Alabbasi, Fatema A. Alabbasi, Aseel AlSaleh, Ahmed M. Alansari, Reginald P. Sequeira
BMC Medical Education.2023;[Epub] CrossRef
Emotional intelligence in undergraduate medical students: a scoping review
Helga V. Toriello, J. M. Monica Van de Ridder, Patricia Brewer, Brian Mavis, Renoulte Allen, Cindy Arvidson, Iris Kovar-Gough, Elizabeth Novak, John O’Donnell, Janet Osuch, Brian Ulrich
Advances in Health Sciences Education.2022; 27(1): 167. CrossRef
Emotional Intelligence and Good Medical Practice: Is There a Relationship?
Cameron Dott, George Mamarelis, Edward Karam, Kavyansh Bhan, Kash Akhtar
Cureus.2022;[Epub] CrossRef
Concept Analysis of Emotional Intelligence in Nursing
Sun Yeob Choi
Journal of Korean Academy of Fundamentals of Nursing.2021; 28(2): 263. CrossRef
Medical Student Selection
Ian Kratzke, Muneera R. Kapadia, Fumiko Egawa, Jennifer S. Beaty
Surgical Clinics of North America.2021; 101(4): 635. CrossRef
Traits and Attributes of a Successful Physical Therapy Resident: A Delphi Study
Rebecca Shepard, Lauren Haines, Karen Abraham, A. J. Lievre
Journal of Physical Therapy Education.2021; 35(4): 315. CrossRef
Cross-Sectional Assessment of the Emotional Intelligence of Fourth-Year Veterinary Students and Veterinary House Officers in a Teaching Hospital
Darcy B. Adin, Kenneth D. Royal, Christopher A. Adin
Journal of Veterinary Medical Education.2020; 47(2): 193. CrossRef
Predictors of success on the MCAT among post-baccalaureate pre-medicine students
Rohini Ganjoo, Lisa Schwartz, Mackenzie Boss, Matthew McHarg, Yuliya Dobrydneva
Heliyon.2020; 6(4): e03778. CrossRef
More Than Their Test Scores: Redefining Success with Multiple Mini-Interviews
Ann Blair Kennedy, Cindy Nessim Youssef Riyad, Laura H. Gunn, April Gant Brown, Kandyce Brooke Dunlap, Melissa Elizabeth Knutsen, Alicia Anne Dahl
Medical Science Educator.2020; 30(3): 1049. CrossRef
COVID-19: A Driver for Disruptive Innovation of the Emergency Medicine Residency Application Process
Alexis Pelletier-Bui, Doug Franzen, Liza Smith, Laura Hopson, Lucienne Lutfy-Clayton, Kendra Parekh, Mark Olaf, Tom Morrissey, David Gordon, Erin McDonough, Benjamin Schnapp, Mary Ann Edens, Michael Kiemeney
Western Journal of Emergency Medicine.2020;[Epub] CrossRef
Reimagining Residency Selection: Part 3—A Practical Guide to Ranking Applicants in the Post-COVID-19 Era
Jaime Jordan, Kevan Sternberg, Mary R.C. Haas, Shuhan He, Lalena M. Yarris, Teresa M. Chan, Nicole M. Deiorio
Journal of Graduate Medical Education.2020; 12(6): 666. CrossRef
Assessments of Non-academic Attributes in Applicants for Undergraduate Medical Education: an Overview of Advantages and Limitations
Jochanan Benbassat
Medical Science Educator.2019; 29(4): 1129. CrossRef
The right kind of smart: emotional intelligence’s relationship to cognitive status in community-dwelling older adults
Odelyah Saad, Leehu Zysberg, Jeremia Heinik, Ron Ben-Itzhak, Anna Zisberg
International Psychogeriatrics.2019; 31(9): 1241. CrossRef
The relationship between emotional intelligence, previous caring experience and successful completion of a pre‐registration nursing/midwifery degree
Austyn Snowden, Rosie Stenhouse, Lorraine Duers, Sarah Marshall, Fiona Carver, Norrie Brown, Jenny Young
Journal of Advanced Nursing.2018; 74(2): 433. CrossRef
A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States
Marcus Roll, Lara Canham, Paul Salamh, Kyle Covington, Corey Simon, Chad Cook
Journal of Educational Evaluation for Health Professions.2018; 15: 19. CrossRef
20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
Chad Cook
Journal of Physical Therapy Education.2017; 31(3): 10. CrossRef
What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
Yera Hur
Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef

Brief Report

Impact of individualized learning plans on United States senior medical students advanced clinical rotations: Amalia Guardiola, Michelle S. Barratt, Emma A. Omoruyi; J Educ Eval Health Prof. 2016;13:39. Published online November 7, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.39

25,665 View
207 Download
8 Web of Science
7 Crossref

Abstract PDF

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

Citations

Citations to this article as recorded by

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning
Derk Bransen, Marjan J. B. Govaerts, Ernesto Panadero, Dominique M. A. Sluijsmans, Erik W. Driessen
Medical Education.2022; 56(1): 29. CrossRef
Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era
Joseph C. L'Huillier, Sarah L. Larson, Adam M. Awe, Dorothy S. Cook, Dawn M. Elfenbein
Journal of Surgical Education.2022; 79(4): 918. CrossRef
Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students
Michelle E. Kiger, Caylin Riley, Adrienne Stolfi, Stephanie Morrison, Ann Burke, Tai Lockspeiser
Teaching and Learning in Medicine.2020; 32(4): 399. CrossRef
A physician-scientist preceptorship in clinical and translational research enhances training and mentorship
Jonathan A. Stefely, Erin Theisen, Chelsea Hanewall, Linda Scholl, Mark E. Burkard, Anna Huttenlocher, John-Paul J. Yu
BMC Medical Education.2019;[Epub] CrossRef
Evaluation of a National Pediatric Subinternship Curriculum Implemented Through Individual Learning Plans
Linda R. Tewksbury, Cristina Carter, Lyuba Konopasek, Sandra M. Sanguino, Janice L. Hanson
Academic Pediatrics.2018; 18(2): 208. CrossRef
Case Reporting, Competence, and Confidence: A Discrepancy in the Numbers
Deepa Shah, Carl E. Haisch, Seth L. Noland
Journal of Surgical Education.2018; 75(2): 304. CrossRef
Unique Terms or Are We Splitting Hairs? Clarification of Self-directed Versus Self-regulated Learning and Related Terms
Polly R. Husmann, Leslie A. Hoffman, Audra F. Schaefer
Medical Science Educator.2018; 28(4): 777. CrossRef

Research Articles

Learning styles, academic achievement, and mental health problems among medical students in Thailand: Salilthip Paiboonsithiwong, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, Tinakon Wongpakaran; J Educ Eval Health Prof. 2016;13:38. Published online October 31, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.38

32,826 View
412 Download
15 Web of Science
16 Crossref

Abstract PDF

Purpose
This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

Citations

Citations to this article as recorded by

Learning styles in science education at university level: A systematic review
Albina R. Shaidullina, Natalia A. Orekhovskaya, Evgeny G. Panov, Marina N. Svintsova, Oksana N. Petyukova, Nataliya S. Zhuykova, Elena V. Grigoryeva
Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(7): em2293. CrossRef
The Mediating Role of Precepts and Meditation on Attachment and Depressive Symptoms in Adolescents
Justin DeMaranville, Tinakon Wongpakaran, Nahathai Wongpakaran, Danny Wedding
Healthcare.2023; 11(13): 1923. CrossRef
Learning styles and their relationship with preferred teaching methodologies and academic achievement among medical students in teaching medical college, Tamil Nadu
Tamilarasan Muniyapillai, Karthikeyan Kulothungan, ShagirunishaRizvana Abdul Malik, ShekshiJanet Jeevaraj, Shrimathi Ashokan, Sindhurajeswari Ravichandran, Sivaranjani Ambalavanan, Sowmiya Jayaraman
Journal of Education and Health Promotion.2023; 12(1): 256. CrossRef
“METAPAD” (METAbolic PAthways Decoded) – a gaming innovation to ease the complexity of metabolic pathways by promoting self-directed, active, participatory learning in small groups
Krishna Mohan Surapaneni
BMC Medical Education.2023;[Epub] CrossRef
Depression and Its Associated Factors among Undergraduate Engineering Students: A Cross-Sectional Survey in Thailand
Yuanyue Huang, Tinakon Wongpakaran, Nahathai Wongpakaran, Patraporn Bhatarasakoon, Preda Pichayapan, Shirley Worland
Healthcare.2023; 11(16): 2334. CrossRef
Estilos de aprendizaje y salud mental en estudiantes de educación superior tecnológica
Diego Armando Santos Pazos, Adriana Salomé Polo Ureña, Verónica Adriana Freire Palacios, Jeniffer Vanessa Palacios Moreno
Anatomía Digital.2023; 6(4.3): 468. CrossRef
The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic
Phichamon Khanittanuphong, Khanin Iamthanaporn, Jongdee Bvonpanttarananon
BMC Medical Education.2022;[Epub] CrossRef
The association between learning styles and academic achievement among medical students
Abdulaziz Alturki, Eyad Alsuhaibani, Waleed Mufarrih, Hessah Alsayahi, Roba Altameem, Nouf Almansour, Yara Alessa, Arwa Abdulsalam, Ibrahim Alodhaibi, Bandar Alzuair, Reham Alturki
International Journal of Medicine in Developing Countries.2021; : 751. 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
Identifying learning styles of language learners: A useful step in moving towards the learner-centred approach
Sudarat PAYAPROM, Yupares PAYAPROM
Dil ve Dilbilimi Çalışmaları Dergisi.2020; 16(1): 59. CrossRef
Use of Learning Style Frameworks in Health Science Education
Lindsey Childs-Kean, Mary Edwards, Mary Douglass Smith
American Journal of Pharmaceutical Education.2020; 84(7): ajpe7885. CrossRef
Preferred teaching styles of medical faculty: an international multi-center study
Nihar Ranjan Dash, Salman Yousuf Guraya, Mohammad Tahseen Al Bataineh, Mohamed Elhassan Abdalla, Muhamad Saiful Bahri Yusoff, Mona Faisal Al-Qahtani, Walther N. K. A. van Mook, Muhammad Saeed Shafi, Hamdi Hameed Almaramhy, Wail Nuri Osman Mukhtar
BMC Medical Education.2020;[Epub] CrossRef
Study Habits of Dental Students of Ahvaz Jundishapur University of Medical Sciences (2018)
Abdolreza Gilavand
Educational Research in Medical Sciences.2019;[Epub] CrossRef
Does MMPI assessed at medical school admission predict psychological problems in later years?
Kulvadee Thongpibul, Pairada Varnado, Nahathai Wongpakaran, Tinakon Wongpakaran, Pimolpun Kuntawong, Danny Wedding
BMC Research Notes.2019;[Epub] CrossRef
Are There Gender-Dependent Study Habits of Medical Students in Times of the World Wide Web?
A. Benditz, L. Pulido, T. Renkawitz, T. Schwarz, J. Grifka, M. Weber
BioMed Research International.2018; 2018: 1. CrossRef
DİŞ HEKİMLİĞİ FAKÜLTESİ ÖĞRENCİLERİNİN ÖĞRENME STİLLERİNİN İKİ FARKLI YÖNTEMLE ANALİZİ
Ayşe KOÇAK BÜYÜKDERE
Atatürk Üniversitesi Diş Hekimliği Fakültesi Dergisi.2018; : 371. CrossRef

Continuing education requirements among State Occupational Therapy Regulatory Boards in the United States of America: Savannah R. Hall, Kristen A. Crifasi, Christina M. Marinelli, Hon K. Yuen; J Educ Eval Health Prof. 2016;13:37. Published online October 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.37

28,562 View
227 Download
3 Web of Science
3 Crossref

Abstract PDF

Purpose
The purpose of this study is to compare and contrast the contents of each state’s occupational therapy (OT) regulatory board requirements regarding licensees’ acquisition of continuing education units in the United States of America. Methods: Data related to continuing education requirements from each OT regulatory board of all 50 states and the District of Columbia in the United States were reviewed and categorized by two reviewers. Analysis was conducted based on the categorization of the continuing education requirements and activities required, allowed, and not allowed/not mentioned for continuing education units. Results: Findings revealed non-uniformity and inconsistency of continuing education requirements for licensure renewal between OT regulatory boards and was coupled with lack of specific criteria for various continuing education activities. Continuing education requirements were not tailored to meet the needs of individual licensee’s current and anticipated professional role and job responsibilities, with a negative bias towards presentation and publication allowed for continuing education units. Few boards mandated continuing education topics on ethics related to OT practice within each renewal cycle. Conclusion: OT regulatory boards should move towards unifying the reporting format of continuing education requirements across all states to reduce ambiguity and to ensure licensees are equipped to provide ethical and competent practice. Efforts could be made to enact continuing education requirements specific to the primary role of a particular licensee. Finally, assigning the amount of continuing education credits to be awarded for different activities should be based on research evidence rather than arbitrary determination.

Citations

Citations to this article as recorded by

The Global Status of Occupational Therapy Workforce Research Worldwide: A Scoping Review
Tiago S. Jesus, Karthik Mani, Claudia von Zweck, Sutanuka Bhattacharjya, Sureshkumar Kamalakannan, Ritchard Ledgerd
The American Journal of Occupational Therapy.2023;[Epub] CrossRef
Type of Findings Generated by the Occupational Therapy Workforce Research Worldwide: Scoping Review and Content Analysis
Tiago S. Jesus, Karthik Mani, Claudia von Zweck, Sureshkumar Kamalakannan, Sutanuka Bhattacharjya, Ritchard Ledgerd
International Journal of Environmental Research and Public Health.2022; 19(9): 5307. CrossRef
Limitations and Recommendations for Advancing the Occupational Therapy Workforce Research Worldwide: Scoping Review and Content Analysis of the Literature
Tiago S. Jesus, Karthik Mani, Ritchard Ledgerd, Sureshkumar Kamalakannan, Sutanuka Bhattacharjya, Claudia von Zweck
International Journal of Environmental Research and Public Health.2022; 19(12): 7327. CrossRef

First
Prev
Page of 34
Next
Last

Article category