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Volume 10; 2013
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Research Article
Assessment of structured physical examination skills training using a retro-pre-questionnaire  
Mal Piryani Rano, Shankar P. Ravi, Piryani Suneel, Thapa Trilok Pati, Karki Balmansingh, Khakurel Mahesh Prasad, Bhandary Shital
J Educ Eval Health Prof. 2013;10:13.   Published online December 4, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.13
  • 27,865 View
  • 166 Download
  • 4 Web of Science
  • 1 Crossref
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Citations

Citations to this article as recorded by  
  • How Far Has theInternational Neurourology JournalProgressed Since Its Transformation Into an English Language Journal?
    Sun Huh
    International Neurourology Journal.2014; 18(1): 3.     CrossRef
Review Article
The retrospective chart review: important methodological considerations  
Matt Vassar, Holzmann Matthew
J Educ Eval Health Prof. 2013;10:12.   Published online November 30, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.12
  • 65,535 View
  • 1,411 Download
  • 303 Crossref
AbstractAbstract PDF
In this paper, we review and discuss ten common methodological mistakes found in retrospective chart reviews. The retrospective chart review is a widely applicable research methodology that can be used by healthcare disciplines as a means to direct subsequent prospective investigations. In many cases in this review, we have also provided suggestions or accessible resources that researchers can apply as a “best practices” guide when planning, conducting, or reviewing this investigative method.

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Research Articles
Indian medical students’ perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all  
Nanda Bijli, Manjunatha Shankarappa
J Educ Eval Health Prof. 2013;10:11.   Published online December 31, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.11
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Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King’s College London School of Medicine  
Hamaoui Karim, Sadideen Hazim, Saadeddin Munir, Onida Sarah, Hoey Andrew W, Rees John
J Educ Eval Health Prof. 2013;10:10.   Published online December 31, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.10
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Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji  
Christian C Ezeala, Arnold A Ram, Napolioni Vulakouvaki
J Educ Eval Health Prof. 2013;10:9.   Published online December 23, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.9
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Students’ perception of the learning environment at Xavier University School of Medicine, Aruba  
P. Ravi Shankar, Arun K Dubey, Ramanan Balasubramanium
J Educ Eval Health Prof. 2013;10:8.   Published online September 30, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.8
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Brief Report
Continuing medical education as a national strategy to improve access to primary care in Saudi Arabia  
Sami Ayed Alshammary, Savithiri Ratnapalan, Zekeriya Akturk
J Educ Eval Health Prof. 2013;10:7.   Published online August 31, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.7
  • 30,251 View
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AbstractAbstract PDF
The purpose of this study was to describe the development, implementation, and evaluation of an educational program in family medicine for general practitioners in Saudi Arabia from 2009 to 2011. A continuing medical education program called Family Medicine Education (FAME) was developed with 7 modules each consisting of 12-14 hours of teaching to be delivered in 3 day blocks, over 45 days. Twenty percent (2,761) of all general practitioners participated in the FAME program. Initial assessment of the program showed significant improvement of knowledge from scores of 49% on a pre-test to 89% on post-tests. FAME program in Saudi Arabia facilitated primary care physicians’ knowledge.

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  • Current Practices and Existing Gaps of Continuing Medical Education among Resident Physicians in Abha City, Saudi Arabia
    Safar Abadi Alsaleem, Najwa Mohammed Almoalwi, Aesha Farheen Siddiqui, Mohammed Abadi Alsaleem, Awad S. Alsamghan, Nabil J. Awadalla, Ahmed A. Mahfouz
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Research Articles
Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries  
Ayiesah Ramli, Leonard Joseph, Seow Woon Lee
J Educ Eval Health Prof. 2013;10:6.   Published online July 31, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.6
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AbstractAbstract PDF
Purpose
Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement.
Methods
A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo.
Results
A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary.
Conclusion
These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

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Medical students’ perception of the educational environment in a medical college in India: a cross-sectional study using the Dundee Ready Education Environment questionnaire  
Varun Kohli, Upreet Dhaliwal
J Educ Eval Health Prof. 2013;10:5.   Published online June 30, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.5
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United States medical students’ knowledge of Alzheimer disease  
Brian J. Nagle, Paula M. Usita, Steven D. Edland
J Educ Eval Health Prof. 2013;10:4.   Published online May 27, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.4
  • 47,247 View
  • 231 Download
  • 25 Crossref
AbstractAbstract PDF
Purpose
A knowledge gap exists between general physicians and specialists in diagnosing and managing Alzheimer disease (AD). This gap is concerning due to the estimated rise in prevalence of AD and cost to the health care system. Medical school is a viable avenue to decrease the gap, educating future physicians before they specialize. The purpose of this study was to assess the knowledge level of students in their first and final years of medical school. Methods: Fourteen participating United States medical schools used e-mail student rosters to distribute an online survey of a quantitative cross-sectional assessment of knowledge about AD; 343 students participated. Knowledge was measured using the 12-item University of Alabama at Birmingham AD Knowledge Test for Health Professionals. General linear models were used to examine the effect of demographic variables and previous experience with AD on knowledge scores. Results: Only 2.5% of first year and 68.0% of final year students correctly scored ten or more items on the knowledge scale. Personal experience with AD predicted higher knowledge scores in final year students (P=0.027). Conclusion: Knowledge deficiencies were common in final year medical students. Future studies to identify and evaluate the efficacy of AD education programs in medical schools are warranted. Identifying and disseminating effective programs may help close the knowledge gap.

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Editorial
Revision of the instructions to authors to require a structured abstract, digital object identifier of each reference, and author’s voice recording may increase journal access
Sun Huh
J Educ Eval Health Prof. 2013;10:3.   Published online April 30, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.3
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Review Article
Assessment methods in surgical training in the United Kingdom
Evgenios Evgeniou, Loizou Peter, Maria Tsironi, Srinivasan Iyer
J Educ Eval Health Prof. 2013;10:2.   Published online February 5, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.2
  • 56,367 View
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AbstractAbstract PDF
A career in surgery in the United Kingdom demands a commitment to a long journey of assessment. The assessment methods used must ensure that the appropriate candidates are selected into a programme of study or a job and must guarantee public safety by regulating the progression of surgical trainees and the certification of trained surgeons. This review attempts to analyse the psychometric properties of various assessment methods used in the selection of candidates to medical school, job selection, progression in training, and certification. Validity is an indicator of how well an assessment measures what it is designed to measure. Reliability informs us whether a test is consistent in its outcome by measuring the reproducibility and discriminating ability of the test. In the long journey of assessment in surgical training, the same assessment formats are frequently being used for selection into a programme of study, job selection, progression, and certification. Although similar assessment methods are being used for different purposes in surgical training, the psychometric properties of these assessment methods have not been examined separately for each purpose. Because of the significance of these assessments for trainees and patients, their reliability and validity should be examined thoroughly in every context where the assessment method is being used.

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Editorial
President's address: Research and development on computer-based testing and extension of clinical skill examination to a variety of fields
Myung-Hyun Chung
J Educ Eval Health Prof. 2013;10:1.   Published online January 31, 2013
DOI: https://doi.org/10.3352/jeehp.2013.10.1
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JEEHP : Journal of Educational Evaluation for Health Professions