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Research articles
Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study  
Madeleine Matthiesen, Michael S. Kelly, Kristina Dzara, Arabella Simpkin Begin
J Educ Eval Health Prof. 2022;19:9.   Published online April 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.9
  • 8,144 View
  • 352 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.
Methods
We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.
Results
Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors.
Conclusion
Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.

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  • Resident Assessment of Clinician Educators According to Core ACGME Competencies
    Bailey A. Pope, Patricia A. Carney, Mary C. Brooks, Doug R. Rice, Ashly A. Albright, Stephanie A. C. Halvorson
    Journal of General Internal Medicine.2024; 39(3): 377.     CrossRef
No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study  
Warren Wiechmann, Robert Edwards, Cheyenne Low, Alisa Wray, Megan Boysen-Osborn, Shannon Toohey
J Educ Eval Health Prof. 2022;19:8.   Published online April 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.8
  • 9,512 View
  • 439 Download
AbstractAbstract PDFSupplementary Material
Purpose
Technological advances are changing how students approach learning. The traditional note-taking methods of longhand writing have been supplemented and replaced by tablets, smartphones, and laptop note-taking. It has been theorized that writing notes by hand requires more complex cognitive processes and may lead to better retention. However, few studies have investigated the use of tablet-based note-taking, which allows the incorporation of typing, drawing, highlights, and media. We therefore sought to confirm the hypothesis that tablet-based note-taking would lead to equivalent or better recall as compared to written note-taking.
Methods
We allocated 68 students into longhand, laptop, or tablet note-taking groups, and they watched and took notes on a presentation on which they were assessed for factual and conceptual recall. A second short distractor video was shown, followed by a 30-minute assessment at the University of California, Irvine campus, over a single day period in August 2018. Notes were analyzed for content, supplemental drawings, and other media sources.
Results
No significant difference was found in the factual or conceptual recall scores for tablet, laptop, and handwritten note-taking (P=0.61). The median word count was 131.5 for tablets, 121.0 for handwriting, and 297.0 for laptops (P=0.01). The tablet group had the highest presence of drawing, highlighting, and other media/tools.
Conclusion
In light of conflicting research regarding the best note-taking method, our study showed that longhand note-taking is not superior to tablet or laptop note-taking. This suggests students should be encouraged to pick the note-taking method that appeals most to them. In the future, traditional note-taking may be replaced or supplemented with digital technologies that provide similar efficacy with more convenience.
Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study  
Michelle Elizabeth Wormley, Wendy Romney, Diana Veneri, Andrea Oberlander
J Educ Eval Health Prof. 2022;19:7.   Published online April 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.7
  • 7,011 View
  • 293 Download
AbstractAbstract PDFSupplementary Material
Purpose
Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.
Methods
This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.
Results
Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P<0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P<0.01); selection, Z=-5.9 (P<0.01); plan of care, Z=-6.0 (P<0.01); set-up, Z=-5.5 (P<0.01); documentation, Z=-6.0 (P<0.01); setting, Z=-6.3 (P<0.01); and total score, Z=-6.4 (P<0.01).
Conclusion
Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.
Educational/Faculty training material
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 4,510 View
  • 258 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

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  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Educational/Faculty development material
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 4,309 View
  • 454 Download
  • 3 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by  
  • A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
    G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
    Radiography.2024; 30(2): 474.     CrossRef
  • Inculcating Critical Thinking Skills in Medical Students: Ways and Means
    Mandeep Kaur, Rajiv Mahajan
    International Journal of Applied & Basic Medical Research.2023; 13(2): 57.     CrossRef
  • Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
    Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
    LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub]     CrossRef
  • Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
    Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
    Educación Médica.2022; 23(5): 100758.     CrossRef
  • Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
    Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
    BMC Medical Education.2022;[Epub]     CrossRef
Research article
Obstetrics and gynecology residents’ satisfaction and self-confidence after an anal sphincter injury simulation-based workshop in Indonesia: a pre- and post-intervention comparison study  
Riska Wahyuningtyas, Eighty Mardiyan Kurniawati, Budi Utomo, Gatut Hardianto, Hari Paraton, Tri Hastono, Djoko Kuswanto
J Educ Eval Health Prof. 2022;19:4.   Published online February 14, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.4
  • 4,657 View
  • 443 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Obstetric anal sphincter injury is one of the most common complications during delivery. Simulation models with manikins can be used as an effective medical learning method to improve students’ abilities before encountering patients. The present study aimed to describe the development of an anal sphincter injury model and to assess residents’ satisfaction and self-confidence after a perineal repair workshop with an anal sphincter injury simulator in Indonesia.
Methods
This was a cross-sectional study with evaluation of outcomes before and after the workshop. We created a silicone-latex simulation anal sphincter injury model. Then, we validated this simulation and used it as a simulation model for the workshop. We asked residents about their satisfaction with repairing anal sphincter injuries using a simulation model and residents’ self-confidence when practicing anal sphincter injury repair.
Results
All residents felt the simulation-based workshop was valuable (100%). Most of the scores for the similarity of the simulation model were good (about 8 out of maximum 10). The self-assessment of confidence was measured before and after the workshop. Overall self-confidence increased significantly after the workshop in identifying the external sphincter ani (EAS) (P=0.031), suturing the anal mucosa (P=0.001), suturing the internal sphincter ani (P=0.001), suturing the EAS (P<0.001), and evaluating the sphincter ani tone (P=0.016).
Conclusion
The anal sphincter injury simulator improved residents’ self-confidence in identifying the EAS, suturing the anal mucosa, suturing the internal sphincter ani, suturing the EAS, and evaluating sphincter ani tone.

Citations

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  • Objective structured assessment of medical students’ technical skills in second-degree perineal laceration repair with sponge model-based training
    Gregor Leonhard Olmes, Merle Doerk, Erich-Franz Solomayer, Meletios P. Nigdelis, Romina-Marina Sima, Bashar Haj Hamoud
    Archives of Gynecology and Obstetrics.2023;[Epub]     CrossRef
Editorials
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
J Educ Eval Health Prof. 2022;19:2.   Published online January 13, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.2
  • 7,429 View
  • 617 Download
  • 23 Web of Science
  • 23 Crossref
PDFSupplementary Material

Citations

Citations to this article as recorded by  
  • A Bibliometric Analysis of Technology in Digital Health: Exploring Health Metaverse and Visualizing Emerging Healthcare Management Trends
    Hoang-Sy Nguyen, Miroslav Voznak
    IEEE Access.2024; 12: 23887.     CrossRef
  • Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study
    Emin İbi̇li̇, Melek Ölmez, Aysel Burcu İbi̇li̇, Fırat Bi̇lal, Abdullah Ci̇han, Nurullah Okumuş
    Education and Information Technologies.2024;[Epub]     CrossRef
  • Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
    Verónica Crespo-Pereira, Eva Sánchez-Amboage, Matías Membiela-Pollán
    El Profesional de la información.2023;[Epub]     CrossRef
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    Christian Moro
    Anatomical Sciences Education.2023; 16(4): 574.     CrossRef
  • Metaverse for Healthcare: A Survey on Potential Applications, Challenges and Future Directions
    Rajeswari Chengoden, Nancy Victor, Thien Huynh-The, Gokul Yenduri, Rutvij H. Jhaveri, Mamoun Alazab, Sweta Bhattacharya, Pawan Hegde, Praveen Kumar Reddy Maddikunta, Thippa Reddy Gadekallu
    IEEE Access.2023; 11: 12765.     CrossRef
  • Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2023; 20: 5.     CrossRef
  • Beyond Your Sight Using Metaverse Immersive Vision With Technology Behaviour Model
    Poh Soon JosephNg, Xiaoxue Gong, Narinderjit Singh, Toong Hai Sam, Hua Liu, Koo Yuen Phan
    Journal of Cases on Information Technology.2023; 25(1): 1.     CrossRef
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    Mark Anthony Camilleri
    Interactive Technology and Smart Education.2023;[Epub]     CrossRef
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    Gwo-Jen Hwang, Yun-Fang Tu, Hui-Chun Chu
    Computers & Education.2023; : 104868.     CrossRef
  • 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
  • Mission and Goals of the New Editor of the Ewha Medical Journal
    Sun Huh
    The Ewha Medical Journal.2023;[Epub]     CrossRef
  • METAVERSE ORTAMINDA MUHASEBE EĞİTİMİ
    Zeynep ŞAHİN
    Uluslararası İktisadi ve İdari İncelemeler Dergisi.2023; (41): 166.     CrossRef
  • La terza dimensione dell’e-learning: il metaverso
    Annamaria Cacchione
    IUL Research.2023; 4(7): 108.     CrossRef
  • Federated Learning for the Healthcare Metaverse: Concepts, Applications, Challenges, and Future Directions
    Ali Kashif Bashir, Nancy Victor, Sweta Bhattacharya, Thien Huynh-The, Rajeswari Chengoden, Gokul Yenduri, Praveen Kumar Reddy Maddikunta, Quoc-Viet Pham, Thippa Reddy Gadekallu, Madhusanka Liyanage
    IEEE Internet of Things Journal.2023; 10(24): 21873.     CrossRef
  • Assessment of the viability of integrating virtual reality programs in practical tests for the Korean Radiological Technologists Licensing Examination: a survey study
    Hye Min Park, Eun Seong Kim, Deok Mun Kwon, Pyong Kon Cho, Seoung Hwan Kim, Ki Baek Lee, Seong Hu Kim, Moon Il Bong, Won Seok Yang, Jin Eui Kim, Gi Bong Kang, Yong Su Yoon, Jung Su Kim
    Journal of Educational Evaluation for Health Professions.2023; 20: 33.     CrossRef
  • The impact of COVID-19 pandemic on hand surgery: a FESSH perspective
    Daniel B. Herren, Frederik Verstreken, Alex Lluch, Zaf Naqui, Brigitte van der Heijden
    Journal of Hand Surgery (European Volume).2022; 47(6): 562.     CrossRef
  • Public interest in the digital transformation accelerated by the COVID-19 pandemic and perception of its future impact
    Joo-Young Park, Kangsun Lee, Doo Ryeon Chung
    The Korean Journal of Internal Medicine.2022; 37(6): 1223.     CrossRef
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    Frontiers in Public Health.2022;[Epub]     CrossRef
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    Mariapina Trunfio, Simona Rossi
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    Mrudul A Kawarase, Ashish Anjankar
    Cureus.2022;[Epub]     CrossRef
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    Muhammet DAMAR
    Journal of Metaverse.2022; 2(2): 62.     CrossRef
  • Metaverse Üzerine Kapsamlı Bir Araştırma
    Çiğdem BAKIR
    European Journal of Science and Technology.2022;[Epub]     CrossRef
  • Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
    Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
    Journal of Educational Evaluation for Health Professions.2022; 19: 33.     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
J Educ Eval Health Prof. 2022;19:1.   Published online January 11, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.1
  • 3,744 View
  • 396 Download
  • 3 Web of Science
  • 2 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
Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
Huilyung Koo
J Educ Eval Health Prof. 2021;18:33.   Published online December 31, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.33
  • 8,247 View
  • 382 Download
  • 53 Web of Science
  • 57 Crossref
PDFSupplementary Material

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  • Development of a Metaverse Online Learning System for Undergraduate Nursing Students
    Hyeongju Ryu, Hyeongsuk Lee, Hye Jin Yoo
    Nurse Educator.2024; 49(2): E74.     CrossRef
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    IEEE Access.2024; 12: 23887.     CrossRef
  • Advancing Education Through Extended Reality and Internet of Everything Enabled Metaverses: Applications, Challenges, and Open Issues
    Senthil Kumar Jagatheesaperumal, Kashif Ahmad, Ala Al-Fuqaha, Junaid Qadir
    IEEE Transactions on Learning Technologies.2024; 17: 1120.     CrossRef
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    Kybernetes.2024;[Epub]     CrossRef
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    Education and Information Technologies.2024;[Epub]     CrossRef
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    European Heart Journal.2023; 44(1): 7.     CrossRef
  • Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
    Verónica Crespo-Pereira, Eva Sánchez-Amboage, Matías Membiela-Pollán
    El Profesional de la información.2023;[Epub]     CrossRef
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    Journal of Craniofacial Surgery.2023; 34(2): 548.     CrossRef
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  • The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations
    Sanaa Kaddoura, Fatima Al Husseiny
    PeerJ Computer Science.2023; 9: e1252.     CrossRef
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    Postgraduate Medicine.2023; 135(5): 440.     CrossRef
  • Beyond Your Sight Using Metaverse Immersive Vision With Technology Behaviour Model
    Poh Soon JosephNg, Xiaoxue Gong, Narinderjit Singh, Toong Hai Sam, Hua Liu, Koo Yuen Phan
    Journal of Cases on Information Technology.2023; 25(1): 1.     CrossRef
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    Rubén González Vallejo
    Metaverse Basic and Applied Research.2023;[Epub]     CrossRef
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    European Journal of Training and Development.2023;[Epub]     CrossRef
  • What can the metaverse do for urology?
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    Urologia Journal.2023; 90(3): 454.     CrossRef
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  • Merging virtual and physical experiences: extended realities in cardiovascular medicine
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Reviews
Educational applications of metaverse: possibilities and limitations  
Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, Soyoung Jo
J Educ Eval Health Prof. 2021;18:32.   Published online December 13, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.32
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AbstractAbstract PDFSupplementary Material
This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

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    Işık ALTUNAL
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The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review  
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
J Educ Eval Health Prof. 2021;18:31.   Published online November 23, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.31
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  • 247 Download
  • 3 Web of Science
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AbstractAbstract PDFSupplementary Material
Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

Citations

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    Jian Li, Eryong Xue, Chenchang Li, Yunshu He
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    Rasha Kadri Ibrahim, Aisha Namshan Aldawsari
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    Roman A. Dormidontov
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Educational/faculty development material
Interprofessional health education teacher training at the University of Chile  
Mónica Espinoza Barrios, Sandra Oyarzo Torres
J Educ Eval Health Prof. 2021;18:30.   Published online November 15, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.30
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  • 211 Download
  • 1 Web of Science
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AbstractAbstract PDFSupplementary Material
The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Citations

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    Ruby S. Chanda, Vanishree Pabalkar, Sarika Sharma
    Journal of Applied Research in Higher Education.2024;[Epub]     CrossRef
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    Mark Anthony Camilleri
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  • The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
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    International Journal of Health Professions.2023; 10(1): 37.     CrossRef
Research article
Are we teaching health science students in the United States what they need to know about death and dying coping strategies?  
Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel
J Educ Eval Health Prof. 2021;18:29.   Published online November 11, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.29
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AbstractAbstract PDFSupplementary Material
Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

Citations

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  • Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
    Mick van de Wiel, Katrien Bombeke, Annelies Janssens
    BMC Palliative Care.2022;[Epub]     CrossRef
Brief report
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study  
Sun Kim, A Ra Cho, Chul Woon Chung
J Educ Eval Health Prof. 2021;18:28.   Published online November 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.28
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  • 164 Download
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AbstractAbstract PDFSupplementary Material
This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.

Citations

Citations to this article as recorded by  
  • Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
    Sun Kim, A Ra Cho, Chul Woon Chung
    Journal of Educational Evaluation for Health Professions.2022; 19: 32.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions