Educational/faculty development material
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Innovative digital tools for new trends in teaching and assessment methods in medical and dental education
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Jung-Chul Park, Hyuk-Jae Edward Kwon, Chul Woon Chung
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J Educ Eval Health Prof. 2021;18:13. Published online June 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.13
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8,961
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Abstract
PDFSupplementary Material
- With the goal of providing optimal care to patients, student-centered active learning and the development of clinical competency have become vital components of the education of future physicians capable of sustainably coping with future challenges. However, the shape of future medicine is dramatically changing based on advances in information and communication technology, and the current classroom model seems to have difficulties in fully preparing students for the future of medicine. New trends in teaching and assessment methods include computer-aided instruction, virtual patients, augmented reality, human patient simulations, and virtual reality for the assessment of students’ competency. The digital technologies introduced in medical and dental education include Google Forms to collect students’ answers, YouTube livestreaming, Google Art & Culture (an online art museum), and choose-your-own-adventure as a story-telling technique. Innovations in digital technology will lead the way toward a revolution in medical and dental education, allowing learning to be individualized, interactive, and efficient.
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Citations
Citations to this article as recorded by
- Multiple Myeloma: A Rare Presentation As Unilateral Pleural Effusion
Kalyani Deshmukh, Kajal Hatgoankar, Milind Pande, Parag Sabale, Nandkishor J Bankar
Cureus.2024;[Epub] CrossRef - Exploring the use of scenario‐based choose‐your‐own‐adventure games for restorative dentistry
Liz Muriel Diano, Junhel Dalanon
Journal of Dental Education.2024;[Epub] CrossRef - Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry
Oana Tanculescu, Alina-Mihaela Apostu, Adrian Doloca, Sorina Mihaela Solomon, Diana Diaconu-Popa, Carmen Iulia Ciongradi, Raluca-Maria Vieriu, Ovidiu Aungurencei, Ana-Maria Fatu, Nicoleta Ioanid, Mihaela Scurtu, Catalina Iulia Saveanu
International Journal of Environmental Research and Public Health.2023; 20(4): 3622. CrossRef - The impact of coronavirus disease 2019 pandemic on dental school assessments – Current status and future perspectives
Neha Parikh, Amity Gardner, Alan L. Myers, Richard Halpin, Julian N. Holland, Dharini van der Hoeven
Journal of Dental Education.2023; 87(6): 825. CrossRef - Are Social Media Platforms Appropriate Sources of Information for Patients Regarding the Topic of Facial Trauma?
Sara Samur Erguven, Kubra Gulnur Topsakal
Journal of Oral and Maxillofacial Surgery.2023; 81(10): 1270. CrossRef - The Digital Story Teaching Method for Master of Nursing Specialist Students
Hua Zhao, Peng Zhao, Ruihong Wu, Hua Ren
Education as Change.2023;[Epub] CrossRef - The Role of E-Content Development in Medical Teaching: How Far Have We Come?
Maithili N Bankar, Nandkishor J Bankar, Brij Raj Singh, Gulshan R Bandre , Yogendra P Shelke
Cureus.2023;[Epub] CrossRef - Navigating the Research Landscape: An In-Depth Analysis of Challenges Encountered by Public and Private Medical and Dental Undergraduate Students
Wajiha Qamar, Anita Nisar
Pakistan Journal of Health Sciences.2023; : 63. CrossRef - Buzz Session as an Active Learning Method in Medical Undergraduate Physiology Teaching—An Institutional-Based Study
Suhail Ahmad Gilkar, Iram Jaan, Shayees Arawa, Mah para Nyiem, Maria Bashir
Medical Science Educator.2023; 33(5): 1215. CrossRef - The Implication of Virtual Reality Haptic Simulators on Cavity Preparation Proficiency in Dental Preclinical Education: A Systematic Review
Aysenur ONCU, Berkan CELİKTEN, Emine ODABAŞI TEZER, Meltem ÖZTAN
European Annals of Dental Sciences.2023; 50(3): 143. 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 - Metaverse, Crypto, and NFTs in Dentistry
Kelvin I. Afrashtehfar, Aiman S. H. Abu-Fanas
Education Sciences.2022; 12(8): 538. CrossRef - An innovative approach to teaching depression and anxiety medication management: Virtual choose your own adventure, psychiatry edition
Nina Vadiei, Jeannie K. Lee
Mental Health Clinician.2022; 12(4): 225. CrossRef - Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study
Yu-Fan Lin, Chien-Ying Wang, Yen-Hsun Huang, Sheng-Min Lin, Ying-Ying Yang
Journal of Educational Evaluation for Health Professions.2022; 19: 25. CrossRef
Brief report
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Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States
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John Woller, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, Amit Pahwa
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J Educ Eval Health Prof. 2021;18:12. Published online June 22, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.12
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4,683
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292
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Abstract
PDFSupplementary Material
- We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.
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Citations
Citations to this article as recorded by
- Association of Virtual Away Rotations With Residency Applicant Outcomes in Otolaryngology
Nicholas R. Lenze, William J. Benjamin, Lauren A. Bohm, Marc C. Thorne, Michael J. Brenner, Angela P. Mihalic, Robbi A. Kupfer
OTO Open.2023;[Epub] CrossRef
Review
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Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
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Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
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J Educ Eval Health Prof. 2021;18:11. Published online June 1, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.11
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6,526
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392
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10
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9
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Abstract
PDFSupplementary Material
- The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.
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Citations
Citations to this article as recorded by
- The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
Kenny Chu, Shivanthi Sathanandan
BJPsych Bulletin.2023; 47(2): 110. CrossRef - Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited
Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke, Marcy B. Bolster
Arthritis Care & Research.2023; 75(12): 2435. CrossRef - Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2023;[Epub] CrossRef - Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review
Jamal Giri, Claire Stewart
The Clinical Teacher.2023;[Epub] CrossRef - Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef - Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116. CrossRef - Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
Journal of Educational Evaluation for Health Professions.2022; 19: 30. CrossRef - Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef - Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
Brief report
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Effects of a simulation-based blended training model on nurses’ treatment decision-related knowledge about oral cancer in Taiwan: a pilot survey
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Chia-Chang Huang, Shiau-Shian Huang, Ying-Ying Yang, Shou-Yen Kao
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J Educ Eval Health Prof. 2021;18:10. Published online May 25, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.10
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5,343
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Abstract
PDFSupplementary Material
- The present study aimed to evaluate the effects of virtual reality (VR) simulations combined with bedside assignments on nurses’ self-efficacy in providing pre-treatment educational services. Between March 2019 and November 2020, we conducted a study of VR educational materials that were developed to cover information about the treatment of oral cancers. The effects of the VR simulation, the thinking-path tracking map method, and bedside assignments on the nurses’ treatment decision-related knowledge were evaluated in a ward for oral cancer patients at Taipei Veterans General Hospital, Taipei, Taiwan. The blended training model significantly increased nurses’ familiarity (P<0.01) and confidence (P<0.03) regarding their knowledge of treatments and treatment decision-related knowledge. This model also significantly increased their confidence in their skills in bedside pre-treatment education for admitted oral cancer patients (P<0.002). Oral cancer-specific VR materials enhanced the effectiveness of skills training among nurses in the oral cancer ward.
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Citations
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- The use of simulation-based education in cancer care: a scoping review
Amina Silva, Kylie Teggart, Corey Heerschap, Jacqueline Galica, Kevin Woo, Marian Luctkar-Flude
International Journal of Healthcare Simulation.2023;[Epub] 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 - Assessing the Financial Sustainability of High-Fidelity and Virtual Reality Simulation for Nursing Education
Michael D. Bumbach, Beth A. Culross, Santanu K. Datta
CIN: Computers, Informatics, Nursing.2022; 40(9): 615. CrossRef
Research articles
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Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic
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Ngatoiatu Rohmani, Rosi Andriani
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J Educ Eval Health Prof. 2021;18:9. Published online May 11, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.9
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9,278
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18
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Abstract
PDFSupplementary Material
- Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.
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Citations
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Irena M. Ilic, Milena D. Ilic
Scandinavian Journal of Educational Research.2024; : 1. CrossRef - Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience
Sheba D.Mani, Pathiyil Ravi Shankar, Thulasimani Munohsamy
Learning: Research and Practice.2024; 10(1): 29. CrossRef - Correlation analysis of self‐directed learning ability, self‐efficacy and academic burnout of junior nursing college students in closed management colleges
Zhi‐han Chen, Yuan‐yuan Ma, Xing‐hui Feng, Yan Lin
Nursing Open.2023; 10(4): 2508. CrossRef - Prevalence and associated factors of burnout among nursing students: A systematic review and meta-analysis
Ling-Na Kong, Yu Yao, Shuo-Zhen Chen, Jia-Lu Zhu
Nurse Education Today.2023; 121: 105706. CrossRef - The impact of distance education on nursing students course performance in a sino-foreign cooperative program during the onset of COVID-19: a quasi-experimental study
Yu Zhang, Ning Zhang, Hongyuan Liu, Yinshi Kan, Yan Zou
BMC Nursing.2023;[Epub] CrossRef - Factors related to the appearance and development of burnout in nursing students: a systematic review and meta-analysis
Almudena Velando-Soriano, Nora Suleiman-Martos, Laura Pradas-Hernández, María José Membrive-Jiménez, Lucia Ramírez-Baena, Jose L. Gómez-Urquiza, Guillermo Arturo Cañadas-De La Fuente
Frontiers in Public Health.2023;[Epub] CrossRef - The prevalence of burnout syndrome in nursing students: A systematic review and meta-analysis
Mahdieh Arian, Amirreza Jamshidbeigi, Azadeh Kamali, Zahra Dalir, Tayyebeh Ali-Abadi
Teaching and Learning in Nursing.2023; 18(4): 512. CrossRef - Cross-Sectional Analysis of Colombian University Students’ Perceptions of Mental Health during the COVID-19 Pandemic: Repercussions on Academic Achievement
María Alejandra Camacho-Villa, Ingrid Johanna Díaz-Marín, Erika Tatiana Paredes Prada, Adrián De la Rosa, Gloria Isabel Niño-Cruz
Healthcare.2023; 11(14): 2024. CrossRef - Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study
Hui-Man Huang, Yu-Wen Fang
Healthcare.2023; 11(14): 2053. CrossRef - Prevalence and levels of burnout in nursing students: A systematic review with meta-analysis
José L. Gómez-Urquiza, Almudena Velando-Soriano, María José Membrive-Jiménez, Lucia Ramírez-Baena, Raimundo Aguayo-Estremera, Elena Ortega-Campos, Guillermo A. Cañadas-De la Fuente
Nurse Education in Practice.2023; 72: 103753. CrossRef - The perspectives of health sciences students the new way of learning: Mixed methods design
Yisca Berenshtein, Riki Tesler, Inbal Halevi Hochwald, Gizell Green
DIGITAL HEALTH.2023;[Epub] CrossRef - Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic
Sigalit Warshawski
Nurse Education Today.2022; 110: 105267. CrossRef - Loneliness and Optimism among Polish Nursing Students during the COVID-19 Pandemic: The Mediatory Role of Self-Efficacy
Ewa Kupcewicz, Kamila Rachubińska, Aleksandra Gaworska-Krzemińska, Anna Andruszkiewicz, Ilona Kuźmicz, Dorota Kozieł, Elżbieta Grochans
Healthcare.2022; 10(6): 971. CrossRef - The Effect of Teaching Methods on Students' Perceived Stress and Professional Readiness During the Pandemic
Pınar ÇİÇEKOĞLU ÖZTÜRK, Satı DİL, Tuğba YILDIRIM
Balıkesır Health Sciences Journal.2022;[Epub] CrossRef - Academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use as depression and emotional exhaustion predictors among college students during COVID-19
Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Wilter C. Morales-García, Tomás Caycho-Rodríguez, Percy G. Ruiz Mamani
Heliyon.2022; 8(11): e11085. CrossRef - An Empirical Study of English Learning Burnout Among Chinese Senior High School Students
Yuchen Zhong, Honggang Liu*
European Journal of English Language Studies.2022; 2(2): 77. CrossRef - Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era
Ryan Michael F. Oducado, Mary Kristine Q. Amboy, Ayesha C. Penuela, Ronnell D. Dela Rosa, Maria Teresa M. Fajardo, Dolly Rose F. Temelo
Frontiers of Nursing.2022; 9(4): 431. CrossRef - Policy issues on covid-19 waste: comparing Indonesia and Taiwan
R A Nugroho, A A Rahmawati, S G Prakoso, I D A Nurhaeni, A T Kartinawanty, H Parwiyanto
IOP Conference Series: Earth and Environmental Science.2021; 905(1): 012113. CrossRef - COVID-19 Lockdown Effects on Academic Functioning, Mood, and Health Correlates: Data from Dutch Pharmacy Students, PhD Candidates and Postdocs
Pauline A. Hendriksen, Agnese Merlo, Elisabeth Y. Bijlsma, Ferdi Engels, Johan Garssen, Gillian Bruce, Joris C. Verster
Data.2021; 6(11): 120. CrossRef - Transition to Online Education during the COVID-19 Pandemic: Impact of Changes in Alcohol Consumption and Experiencing Hangovers on Academic Functioning
Agnese Merlo, Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
Journal of Clinical Medicine.2021; 10(22): 5332. CrossRef - COVID-19 Lockdown-Related Changes in Mood, Health and Academic Functioning
Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
European Journal of Investigation in Health, Psychology and Education.2021; 11(4): 1440. CrossRef
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Comparison of the use of manikins and simulated patients in a multidisciplinary in situ medical simulation program for healthcare professionals in the United Kingdom
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Marrit Meerdink, Joshua Khan
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J Educ Eval Health Prof. 2021;18:8. Published online April 20, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.8
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6,508
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374
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6
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Abstract
PDFSupplementary Material
- Purpose
Simulation training is increasingly popular in healthcare education, and often relies on specially designed manikins. However, it is also possible to work with actors, or simulated patients (SPs), which may provide a greater sense of realism. This study aimed to compare these 2 approaches, to ascertain which makes healthcare professionals feel most comfortable, which leads to the greatest improvement in confidence, and which is most beneficial to learning.
Methods
This study was embedded in a pre-existing multidisciplinary in situ simulation program. A multidisciplinary group of learners from a range of backgrounds—including nurses, doctors, and other allied health professionals—were asked to complete a questionnaire about their learning preferences. We collected 204 responses from 40 simulation sessions over 4 months, from September to December 2019. Of these 204 responses, 123 described using an SP and 81 described using a manikin.
Results
We found that 58% of respondents believed they would feel more comfortable working with an actor, while 17% would feel more comfortable using a manikin. Learners who used both modalities reported a significant increase in confidence (P<0.0001 for both). Participants felt that both modalities were beneficial to learning, but SPs provided significantly more benefits to learning than manikins (P<0.0001). The most common reason favoring SP-based simulation was the greater realism.
Conclusion
In scenarios that could reasonably be provided using either modality, we suggest that educators should give greater consideration to using SP-based simulation.
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Citations
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- Communication and swallowing training of stroke‐specialized health professionals using transdisciplinary knowledge in a patient–actor scenario: A case report
Maria da Assunção Coelho de Matos, Ana Rita Pinheiro, Isabel Maria Monteiro da Costa, Joaquim Alvarelhão
International Journal of Language & Communication Disorders.2024; 59(2): 798. CrossRef - Learning outcomes and cost-utility analysis of hybrid patient and mannequin-based simulation
Juana Perpiñá-Galvañ, Silvia Satorra-Rodríguez, Ana Isabel Gutiérrez-García, Noelia García-Aracil, Lourdes José-Alcaide, Néstor Montoro-Pérez, Rocío Juliá-Sanchís
Nurse Education Today.2024; 132: 106003. CrossRef - Promoting knowledge of metered dose inhaler (MDI) usage among pharmacy professional students through a mobile app
Muhammad Thesa Ghozali, Tasya Aulia Mutiara
Journal of Asthma.2024; : 1. CrossRef - Standardized Patients Versus Mannequins in Mental Health Simulation
Rebecca Luebbert, Amelia Perez, Angela Andrews, Tracy Webster-Cooley
Journal of the American Psychiatric Nurses Association.2023; 29(4): 283. CrossRef - Use of an in-house-developed, 3D-printed mannequin for emergency medicine training among medical students
Zulvikar Syambani Ulhaq, Ferry Nur Nasyroh, Achmad Arief Hidayatullah, Christyaji Indradmojo, Amalia Nur Aisa, Gita Vita Soraya
Educación Médica.2023; 24(6): 100848. CrossRef - The Effect of Simulation on Nursing Student Perceptions of Readiness to Provide End-of-Life Care
Rebecca Dias, Kathryn Robinson, Patricia Poirier
Journal of Hospice & Palliative Nursing.2023; 25(6): E116. CrossRef - The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning
Dianne Marshall, Michelle Honey
Nursing Praxis in Aotearoa New Zealand.2023;[Epub] CrossRef - Metaverse in Medical Education
Agus Rizal Ardy Hariandy Hamid, Ferdiansyah Sultan Ayasasmita Rusdhy, Prasandhya Astagiri Yusuf
Medical Journal of Indonesia.2023; 32(2): 67. CrossRef - In situ simulation and its different applications in healthcare: an integrative review
Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef - Simulação in situ e suas diferentes aplicações na área da saúde: uma revisão integrativa
Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef - Perception of Realism and Acquisition of Clinical Skills in Simulated Pediatric Dentistry Scenarios
Begoña Bartolomé Villar, Irene Real Benlloch, Ana De la Hoz Calvo, Gleyvis Coro-Montanet
International Journal of Environmental Research and Public Health.2022; 19(18): 11387. CrossRef - Just-in-Time Orientation of Non-Critical Care Nurses to the Critical Care Environment
Meghan Doelger, Karen Kesten, Bonnie Sakallaris
The Journal of Continuing Education in Nursing.2022; 53(10): 465. CrossRef - Content validity test of a safety checklist for simulated participants in simulation-based education in the United Kingdom: a methodological study
Matthew Bradley
Journal of Educational Evaluation for Health Professions.2022; 19: 21. CrossRef - A manikin or human simulator—development of a tool for measuring students’ perception
Kamil Torres, Phillip Evans, Izabela Mamcarz, Natalia Radczuk, Anna Torres
PeerJ.2022; 10: e14214. CrossRef
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Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study
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Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee
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J Educ Eval Health Prof. 2021;18:7. Published online April 20, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.7
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5,997
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Abstract
PDFSupplementary Material
- Purpose
In 2015, the South Korean government legislated the Act for the Improvement of Training Conditions and Status of Medical Residents (Medical Resident Act). This study investigated changes in the working and learning environment pre- and post-implementation of the Medical Resident Act in 2017, as well as changes in training conditions by year post-implementation.
Methods
An annual cross-sectional voluntary survey was conducted by the Korean Intern Resident Association (KIRA) between 2016 and 2019. The learning and working environment, including extended shift length, rest time, learning goals, and job satisfaction, were compared by institution type, training year, and specialty.
Results
Of the 55,727 enrollees in the KIRA, 15,029 trainees took the survey, and the number of survey participants increased year by year (from 2,984 in 2016 to 4,700 in 2019). Overall working hours tended to decrease; however, interns worked the most (114 hours in 2016, 88 hours in 2019; P<0.001). Having 10 hours or more of break time has gradually become more common (P<0.001). Lunch breaks per week decreased from 5 in 2017 to 4 in 2019 (P<0.001). Trainees’ sense of educational deprivation due to physician assistants increased from 17.5% in 2016 to 25.6% in 2018 (P<0.001). Awareness of tasks and program/work achievement goals increased from 29.2% in 2016 to 58.3% in 2018 (P<0.001). Satisfaction with the learning environment increased over time, whereas satisfaction with working conditions varied.
Conclusion
The Medical Resident Act has brought promising changes to the training of medical residents in Korea, as well as their satisfaction with the training environment.
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Citations
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- Developing and Establishing a Wound Dressing Team: Experience and Recommendations
Sik Namgoong, Seunghee Baik, Seung-Kyu Han, Ji-Won Son, Jae-Yeon Kim
Journal of Korean Medical Science.2023;[Epub] CrossRef - The effects of resident work hours on well‐being, performance, and education: A review from a Japanese perspective
Kazuya Nagasaki, Hiroyuki Kobayashi
Journal of General and Family Medicine.2023; 24(6): 323. CrossRef - Developing prompts from large language model for extracting clinical information from pathology and ultrasound reports in breast cancer
Hyeon Seok Choi, Jun Yeong Song, Kyung Hwan Shin, Ji Hyun Chang, Bum-Sup Jang
Radiation Oncology Journal.2023; 41(3): 209. CrossRef - Shortening shift’s length—Should we ask the residents if this is what they want?
Yehuda Hershkovitz, Adi Rasco, Orna Tal, David C. Mohr
PLOS ONE.2022; 17(8): e0272548. CrossRef - The Number of Monthly Night Shift Days and Depression Were Associated with an Increased Risk of Excessive Daytime Sleepiness in Emergency Physicians in South Korea
Song Yi Park, Hyung Min Lee, Jiyoung Kim
Behavioral Sciences.2022; 12(8): 279. CrossRef
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Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic
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Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed
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J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.6
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6,456
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326
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12
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13
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Abstract
PDFSupplementary Material
- Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.
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Citations
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- What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis
Angelina S. Lim, Yeap Li Ling, Kyle J. Wilby, Vivienne Mak
Currents in Pharmacy Teaching and Learning.2024; 16(3): 212. CrossRef - Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic
Mohamed Hassan Elnaem, Muna Barakat, Naeem Mubarak, Mohammed Salim K.T., Doaa H. Abdelaziz, Ahmed Ibrahim Fathelrahman, Abrar K. Thabit, Diana Laila Ramatillah, Ali Azeez Al-Jumaili, Nabeel Kashan Syed, Mohammed Fathelrahman Adam, Md. Sanower Hossain, Moh
Saudi Pharmaceutical Journal.2023; 31(3): 410. CrossRef - Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy
Harjit Singh, Daniel Malone, Angelina S. Lim
American Journal of Pharmaceutical Education.2023; 87(7): 100099. CrossRef - A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
Sanah Hasan, Hamzah AlZubaidi, Subish Palaian, Muaed AlOmar, Nadir Kheir, Yassin Al Hariri, Sawsan Shanableh, Ahmed Gaili, Abby Kahaleh
American Journal of Pharmaceutical Education.2023; 87(12): 100555. CrossRef - Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
Haniye Mastour, Nazanin Shamaeian Razavi
Shiraz E-Medical Journal.2023;[Epub] CrossRef - Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
Pharmacy Education.2022; 22(1): 23. CrossRef - Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
Vivienne Mak, Sunanthiny Krishnan, Sara Chuang
Healthcare.2022; 10(2): 328. CrossRef - Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef - Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
Pharmacy Education.2022; 22(1): 191. CrossRef - Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef - COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
Pharmacy.2022; 10(3): 60. CrossRef - Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525. CrossRef - Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
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Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom
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Jack Barton, Kathrine Sofia Rallis, Amber Elyse Corrigan, Ella Hubbard, Antonia Round, Greta Portone, Ashvin Kuri, Tien Tran, Yu Zhi Phuah, Katie Knight, Jonathan Round
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J Educ Eval Health Prof. 2021;18:5. Published online April 6, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.5
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7,369
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362
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5
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4
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Abstract
PDFSupplementary Material
- Purpose
Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.
Methods
An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.
Results
The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).
Conclusion
The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.
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Citations
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- The state of health professions students’ self-directed learning ability during online study and the factors that influence it
Xiaoyue Xu, Ziyi Li, Louisa Mackay, Na Li, Yaheng Zhang, Yujie Wu, Yang Zhang
BMC Medical Education.2024;[Epub] CrossRef - Assessing medical students’ perception and educational experience during COVID-19 pandemic
Ernest Z. Low, Niall J. O’Sullivan, Vidushi Sharma, Isabella Sebastian, Roisin Meagher, Dalal Alomairi, Ebraheem H. Alhouti, Claire L. Donohoe, Michael E. Kelly
Irish Journal of Medical Science (1971 -).2023; 192(3): 1015. CrossRef - Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school
Jihyun Si
Korean Journal of Medical Education.2022; 34(2): 145. CrossRef - Advances in e-learning in undergraduate clinical medicine: a systematic review
T. Delungahawatta, S. S. Dunne, S. Hyde, L. Halpenny, D. McGrath, A. O’Regan, C. P. Dunne
BMC Medical Education.2022;[Epub] CrossRef
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Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea
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Jinwoo Jeong, Song Yi Park, Kyung Hoon Sun
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J Educ Eval Health Prof. 2021;18:4. Published online March 25, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.4
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Abstract
PDFSupplementary Material
- Purpose
In medical education, peer assessment is considered to be an effective learning strategy. Although several studies have examined agreement between peer and faculty assessments regarding basic life support (BLS), few studies have done so for advanced resuscitation skills (ARS) such as intubation and defibrillation. Therefore, this study aimed to determine the degree of agreement between medical students’ and faculty assessments of ARS examinations.
Methods
This retrospective explorative study was conducted during the emergency medicine (EM) clinical clerkship of fourth-year medical students from April to July 2020. A faculty assessor (FA) and a peer assessor (PA) assessed each examinee’s resuscitation skills (including BLS, intubation, and defibrillation) using a checklist that consisted of 20 binary items (performed or not performed) and 1 global proficiency rating using a 5-point Likert scale. The prior examinee assessed the next examinee after feedback and training as a PA. All 54 students participated in peer assessment. The assessments of 44 FA/PA pairs were analyzed using the intraclass correlation coefficient (ICC) and Gwet’s first-order agreement coefficient.
Results
The PA scores were higher than the FA scores (mean±standard deviation, 20.2±2.5 [FA] vs. 22.3±2.4 [PA]; P<0.001). The agreement was poor to moderate for the overall checklist (ICC, 0.55; 95% confidence interval [CI], 0.31 to 0.73; P<0.01), BLS (ICC, 0.19; 95% CI, -0.11 to 0.46; P<0.10), intubation (ICC, 0.51; 95% CI, 0.26 to 0.70; P<0.01), and defibrillation (ICC, 0.49; 95% CI, 0.23 to 0.68; P<0.01).
Conclusion
Senior medical students showed unreliable agreement in ARS assessments compared to faculty assessments. If a peer assessment is planned in skills education, comprehensive preparation and sufficient assessor training should be provided in advance.
Review
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The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review
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Elio Arruzza, Minh Chau
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J Educ Eval Health Prof. 2021;18:3. Published online February 24, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.3
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9,315
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513
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15
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17
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Abstract
PDFSupplementary Material
- Purpose
Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.
Methods
A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.
Results
Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.
Conclusion
Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.
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Sultan Ayaz-Alkaya, Joyce Simones
Journal of Transcultural Nursing.2024; 35(1): 83. CrossRef - Usability and Acceptability of a Conversational Agent Health Education App (Nthabi) for Young Women in Lesotho: Quantitative Study
Elizabeth Nkabane-Nkholongo, Mathildah Mpata-Mokgatle, Brian W Jack, Clevanne Julce, Timothy Bickmore
JMIR Human Factors.2024; 11: e52048. CrossRef - Examining Cultural Comfort and Knowledge in Undergraduate Nursing Students After the Implementation of an Online Educational Animation on Providing Care for Muslim Patients
Farhat Alucozai, Elizabeth A. Richards, Amanda Ward, Ann Loomis
Journal of Transcultural Nursing.2024;[Epub] CrossRef - Unlocking the mechanisms of change in the MAMAACT intervention to reduce ethnic disparity in stillbirth and newborns' health: integration of evaluation findings
Sarah Fredsted Villadsen, Helle Johnsen, Trine Damsted Rasmussen, Claus Thorn Ekstrøm, Janne Sørensen, Elie Azria, Janet Rich-Edwards, Birgitta Essén, Ulla Christensen, Signe Smith Jervelund, Anne-Marie Nybo Andersen
Frontiers in Health Services.2024;[Epub] CrossRef - Diversity training for health professionals: Preparedness to competently address intellectual disability in the Western Cape Province, South Africa
Mario R Smith, Maryam Papadakis, Erica Munnik
Journal of Intellectual Disabilities.2023; 27(1): 24. CrossRef - Physical Therapists' Perceptions of Preparedness to Engage in Culturally Competent Practice Upon Graduation: A Qualitative Research Study
Emily Schubbe
Journal of Physical Therapy Education.2023; 37(2): 145. CrossRef - The Relationship Between Cultural Intelligence and Cultural Competence of Students of Nursing and Midwifery During COVID-19: A Cross-Sectional Study
Zeynab Bakhtiari, Nasrin Hanifi, Nasrin Jafari Varjoshani
Journal of Medical Education and Curricular Development.2023;[Epub] CrossRef - Need for Widely Applicable Cultural Competencies in the Healthcare of Humans and Animals
Costas S. Constantinou
Encyclopedia.2023; 3(3): 956. CrossRef - The Changing Landscape of Intercultural Mindset in 616 Doctor of Physical Therapy Students Over the Past 7 Years and the Implications for Doctor of Physical Therapy Cultural Competence Education
Lisa VanHoose, Heidi Eigsti
Journal of Physical Therapy Education.2023; 37(4): 271. CrossRef - Patient representation in New Zealand general practice and rural health case-based teaching: a quality improvement exercise
Jessica Gu, Jim Ross, Sharon Leitch, Felicity Goodyear-Smith
Journal of Primary Health Care.2023; 15(3): 281. CrossRef - Quality improvement in allied healthcare: Key recommendations for educational institutions
Jithin Kalathikudiyil Sreedharan, Saad Mohammed AlRabeeah, Arun Vijay Subbarayalu, Edan M. AlZahrani, Jaber Saud AlQahtani, Mohammed Dafer AlAhmari, Abdullah Saeed AlQahtani, Musallam AlNasser, Amal AlSomali, Asma Falah AlHarbi, Yaser AlNaam, Ibrahim A. A
Informatics in Medicine Unlocked.2023; 43: 101412. CrossRef - Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study
Kyung Eui Bae, Geum Hee Jeong
Journal of Educational Evaluation for Health Professions.2023; 20: 35. CrossRef - Proceedings From the Advances in Surgery Channel Diversity, Equity, and Inclusion Series: Lessons Learned From Asian Academic Surgeons
Tracy S. Wang, Eugene S. Kim, Quan-Yang Duh, Ankush Gosain, Lillian S. Kao, Anai N. Kothari, Susan Tsai, Jennifer F. Tseng, Allan Tsung, Kasper S. Wang, Steven D. Wexner
Journal of Surgical Research.2022; 278: 14. CrossRef - Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program
Mohammad Mahdi Fadaeinia, Sakineh Miri, Mansooreh Azizzadeh Forouzi, Callista Roy, Jamileh Farokhzadian
Journal of Transcultural Nursing.2022; 33(5): 642. CrossRef - Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach
Christoph Golz, Annie Oulevey Bachmann, Tiziana Sala Defilippis, Andrea Kobleder, Karin Anne Peter, René Schaffert, Xenia Schwarzenbach, Thomas Kampel, Sabine Hahn
BMC Medical Education.2022;[Epub] CrossRef - Cultural Competence in Healthcare and Healthcare Education
Costas S. Constantinou, Panayiota Andreou, Monica Nikitara, Alexia Papageorgiou
Societies.2022; 12(6): 178. CrossRef - Cultural Competence: A tool to Augment the Education Recovery in Universities of Pakistan
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Editorials
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Presidential address: Quarantine guidelines to protect examinees from coronavirus disease 2019, clinical skills examination for dental licensing, and computer-based testing for medical, dental, and oriental medicine licensing
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Yoon-Seong Lee
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J Educ Eval Health Prof. 2021;18:1. Published online January 19, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.1
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5,349
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312
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4
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3
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PDFSupplementary Material
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Citations
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- The e-WOM intention of artificial intelligence (AI) color cosmetics among Chinese social media influencers
Attila Endre Simay, Yuling Wei, Tamás Gyulavári, Jhanghiz Syahrivar, Piotr Gaczek, Ágnes Hofmeister-Tóth
Asia Pacific Journal of Marketing and Logistics.2023; 35(7): 1569. 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 - Impact of COVID-19 on dental education- a scoping review
Farid Farrokhi, Simin Zahra Mohebbi, Farzaneh Farrokhi, Mohammad Reza Khami
BMC Medical Education.2021;[Epub] CrossRef
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Reflections as 2020 comes to an end: the editing and educational environment during the COVID-19 pandemic, the power of Scopus and Web of Science in scholarly publishing, journal statistics, and appreciation to reviewers and volunteers
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Sun Huh
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J Educ Eval Health Prof. 2020;17:44. Published online December 30, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.44
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4,619
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136
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Sun Huh
Annals of Laboratory Medicine.2022; 42(3): 321. CrossRef - Relationship between Educational Environment and Self-Directed Learning in Nursing Student in COVID-19 Pandemic
Mahnaz Bahrami, Hakimeh Sabeghi, Mona Zohourparvaz, Hossein Karimi Moonaghi
Journal of Medical Education Development.2022; 15(45): 47. CrossRef - Open-source code to convert Journal Article Tag Suite Extensible Markup Language (JATS XML) to various viewers and other XML types for scholarly journal publishing
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Brief report
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Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary study
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Yera Hur, Keumho Lee
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J Educ Eval Health Prof. 2020;17:43. Published online December 21, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.43
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4,965
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124
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3
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2
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Abstract
PDFSupplementary Material
- This preliminary study aimed to determine how medical students perceive character education in Korea. A structured survey questionnaire was distributed to 10 medical students between September and December 2018, of whom 6 students replied. Students’ responses were classified into elements, which were also categorized. Twenty-nine core elements of characters in 8 categories were verified as essential for doctors and as needs for character education. The most frequently suggested categories were “care and respect,” “empathy and communication,” and “responsibility and calling.” Participants also stated that various forms of character education are necessary and that they were not satisfied with the teaching methods of the character education that they had received. These results verified the most essential character traits for doctors and identified problems related to current character education. The results of this study will be helpful for preparing the character education curriculum in medical schools.
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Citations
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- Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef - Definition of character for medical education based on expert opinions in Korea
Yera Hur
Journal of Educational Evaluation for Health Professions.2021; 18: 26. CrossRef