Journal of Educational Evaluation for Health Professions

Volume 11; 2014

Brief Report

Assessment of the learning environment in prosthodontic department based on Dental College Learning Environment Survey by the graduates of a dental institute in India: Shigli Kamal, Hebbal Mamata; J Educ Eval Health Prof. 2014;11:34. Published online December 22, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.34

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Abstract PDF: The purpose of this study was to determine dental graduates’ perceptions of learning environment in a prosthodontic department in a dental institute in India. The 60-item closed-ended, cross-sectional questionnaire with five options was completed by the dental graduates and the dentists. The data obtained was analyzed using statistical software. The mean, SD, frequency and percentages were calculated wherever appropriate. The questionnaire was answered by 242 dentists and dental graduates. Of the seven Dental College Learning Environment Survey scales, the highest mean scores were for student to student interaction (2.76 ± 0.53) followed by meaningful learning experience (2.67 ± 0.39). The lowest scores were for flexibility (2.26 ± 0.51) followed by supportiveness (2.40 ± 0.59). The lowest mean scores obtained for the ‘flexibility scale’ conveys that the opportunity for the faculty and students to modify the learning environment are less than for the other categories, and there is thus a need to modify the learning environment. Faculty should also increase their support to the students by contributing to an effective and meaningful interaction by creating a congenial environment.

Research Article

Medical doctors as the captain of a ship: an analysis of medical students’ book reports on Joseph Conrad’s “Lord Jim”: Kun Hwang, Seung Jae Lee, Seong Yeon Kim, Se Won Hwang, Ae Yang Kim; J Educ Eval Health Prof. 2014;11:33. Published online November 27, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.33

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Purpose
In South Korean ferry disaster in 2014, the captain abandoned the ship with passengers including high school students still aboard. We noticed the resemblance of abandoning the ship with passengers still aboard the ferry (named the Sewol) and the ship Patna, which was full of pilgrims, in Joseph Conrad’s novel “Lord Jim.” The aim of this study is to see how medical students think about the role of a medical doctor as a captain of a ship by analyzing book reports on Conrad’s “Lord Jim.” Methods: Participants included 49 third-year medical students. Their book reports were analyzed. Results: If placed in the same situation as the character of Jim, 24 students of the 49 respondents answered that they would stay with the passengers, while 18 students indicated they would escape from the ship with the crew. Most of the students thought the role of a doctor in the medical field was like that of a ‘captain.’ The medical students reported that they wanted to be a doctor who is responsible for his or her patients, highly moral, warm-hearted, honest, and with high self-esteem. Conclusion: In conclusion, we found that “Lord Jim” induced the virtue of ‘responsibility’ from the medical students. Consequently, “Lord Jim” could be good teaching material for medical humanities.

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Analysis of the perceptions of medical students applying contextual relevance to literature
Kun Hwang, Ae Yang Kim, Hun Kim
The Asia Pacific Scholar.2018; 3(2): 47. CrossRef

Letters to Editor

Medical humanities: developing into a mainstream discipline: P. Ravi Shankar; J Educ Eval Health Prof. 2014;11:32. Published online November 26, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.32

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The art of Robert Pope
P Ravi Shankar
Canadian Medical Education Journal.2024;[Epub] CrossRef

Designing and conducting a two day orientation program for first semester undergraduate medical students: P. Ravi Shankar; J Educ Eval Health Prof. 2014;11:31. Published online November 25, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.31

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Foundation course – A fundamental requirement for Indian medical graduates as per graduate medical regulations
M. Ganesh, A. Manikandan, Rakchna Muthukathan
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Challenges in shifting to an integrated curriculum in a Caribbean medical school
P. Ravi Shankar
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Initiating small group learning in a Caribbean medical school
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Research Article

Learning style preferences of nursing students at two universities in Iran and Malaysia: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2014;11:30. Published online November 24, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.30

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Purpose
Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

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Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
Nursing Forum.2022; 57(1): 94. CrossRef
Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses
Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
International Journal of Environmental Research and Public Health.2021; 18(11): 5891. CrossRef
Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
Nurse Education Today.2021; 107: 105141. CrossRef
Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
Abdolghani Abdollahimohammad, Rogayah Ja’afar
Journal of Educational Evaluation for Health Professions.2015; 12: 42. CrossRef

Brief Reports

How prepared are medical students to diagnose and manage common ocular conditions: Elizabeth Shanika Esparaz, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:29. Published online November 23, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.29

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Abstract PDF

It is essential that primary care physicians have a solid fund of knowledge of the diagnosis and management of common eye conditions as well as ocular emergencies, as management of these diseases commonly involves appropriate referral to an ophthalmologist. Thus, it is crucial to receive comprehensive clinical knowledge of ophthalmic disease in the primary care setting during medical school. This study investigated how well prepared medical students are to diagnose and manage common ocular conditions. The study used scores from a standardized 12-question quiz administered to fourth-year medical students (N = 97; 88% response rate) and second-year medical students (N = 97; 97% response rate). The quiz comprising diagnosis and referral management questions covered the most frequently tested ophthalmology topics on board exams and assessed students’ ability to recognize when referral to an ophthalmologist is appropriate. Fourth-year medical students had quiz scores ranging from 0%-94.5% with an average score of 68.7%. Second-year students had quiz scores ranging from 27.2%–86.4%, with an average score of 63.8%. Passing rate was 70%. Student’s t-test showed fourth-year students had a significantly higher quiz average (P = 0.003). In general, both classes performed better on diagnostic questions (fourth-year, 73.7%; second year, 65.8%) rather than on management questions (fourth-year, 64.8%; second year, 61.8%). Both second-year and fourth-year students on average fell short on passing the ophthalmology proficiency quiz, and in general students were more adept at diagnosing rather than managing ocular conditions and emergencies.

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A Systematic Review of Ophthalmology Education in Medical Schools
Sascha K.R. Spencer, Patrick A. Ireland, Jorja Braden, Jenny L. Hepschke, Michael Lin, Helen Zhang, Jessie Channell, Hessom Razavi, Angus W. Turner, Minas T. Coroneo, Boaz Shulruf, Ashish Agar
Ophthalmology.2024; 131(7): 855. CrossRef
The Decline of Basic Ophthalmology in General Medical Education: A Scoping Review and Recommended Potential Solutions
Jennifer Liao, Robin Redmon Wright, Gargi K Vora
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef
Matching of advanced undergraduate medical students’ competence profiles with the required competence profiles of their specialty of choice for postgraduate training
Lea Jebram, Sarah Prediger, Viktor Oubaid, Sigrid Harendza
BMC Medical Education.2023;[Epub] CrossRef
Assessment of Ophthalmology Teaching and its Impact on the Choice of Future Specialties Among Medical Students of Jazan University
Ismail Abuallut, Eman Hurissi, Bandar M Abuageelah, Mona Alfaifi, Alshomokh Hakami, Alanoud Qadri, Afnan Hakami, Saleh Ghulaysi
Cureus.2023;[Epub] CrossRef
Medical Schools’ Ophthalmology Course: An Appraisal by Ophthalmology Residents
Yahya Abdulrahman Al-Najmi, Ahmed Hussein Subki, Nazih Suwalih Alzaidi, Nadeem Shafique Butt, Alaa Abdulhamid Alsammahi, Firas Mohamed Madani, Mohammed Saad Alsallum, Rakan Salah Al-Harbi, Nizar Mohammed Alhibshi
International Journal of General Medicine.2021; Volume 14: 8365. CrossRef
Quantitative analysis of medical students’ and physicians’ knowledge of degenerative cervical myelopathy
Mueez Waqar, Jane Wilcock, Jayne Garner, Benjamin Davies, Mark Kotter
BMJ Open.2020; 10(1): e028455. CrossRef
Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents
Christopher Daniel Gelston, Jennifer Landrigan Patnaik
Journal of Educational Evaluation for Health Professions.2019; 16: 25. CrossRef

What steps are necessary to create written or web-based selected-response assessments?: Matt Morgan, Valerie Dory, Stuart Lubarsky, Kieran Walsh; J Educ Eval Health Prof. 2014;11:28. Published online November 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.28

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Abstract PDF: Before we work out what constitutes an assessment’s value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial list of potential steps for developing written assessments. This was then distributed to the other three authors. These authors independently added further steps to the list. The lead author incorporated the contributions of these others and created a second draft. This process was repeated until consensus was achieved amongst the study’s authors. Next, the list was shared by means of an online questionnaire with 100 healthcare professionals with experience in medical education. The results of the authors’ and healthcare professionals’ thoughts and feedback on the steps, needed to create written assessment, are outlined below in full. We outlined the steps that are necessary to create written or web-based selected-response assessments.

Higher stress scores for female medical students measured by the Kessler Psychological Distress Scale (K10) in Pakistan: Khadija Qamar, Muhammad Rizwan Bash Kiani, Aisha Ayyub, Atif Ahmed Khan, Mohammad Osama; J Educ Eval Health Prof. 2014;11:27. Published online October 9, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.27

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Abstract PDF

The aim of this study was to determine the stress level of medical students and the relationship between stress and academic year. A cross-sectional, descriptive study was conducted at an undergraduate medical school with a five-year curriculum, in Pakistan, from January 2014 to April 2014. Medical students in the first four years were included in the study. The Kessler Psychological Distress Scale (K10), a self-administered questionnaire, was distributed to the students. A total of 445 medical students completed the questionnaire. The average stress score was 19.61 (SD = 6.76) with a range from 10 to 43. Stress was experienced by 169 students (41.7%). The scores of female students were higher than scores of males, indicating a higher stress level (P = 0.011). The relationship between stress and academic year was insignificant (P = 0.392).

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Habtamu Endashaw Hareru, Abdene Weya Kaso, Berhanu Gidisa Debela, Lulu Abebe, Daniel Sisay W/tsadik, Reta Kassa Abebe, Chalachew Kassaw
SAGE Open Medicine.2022;[Epub] CrossRef
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Victoria Baranov, Pauline Grosjean, Fatima Jamal Khan, Sarah Walker
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Difference of Psychological Distress among First- and Third-year Indonesian Medical Students
Cut Rika Pratiwi, Bahagia Loebis, Vita Camellia, Elmeida Effendy
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A novel model to predict mental distress among medical graduate students in China
Fei Guo, Min Yi, Li Sun, Ting Luo, Ruili Han, Lanlan Zheng, Shengyang Jin, Jun Wang, Mingxing Lei, Changjun Gao
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The assessment of stress level, anxiety, depressive symptoms, and defense mechanisms among Polish and English medical students
M. Pawlaczyk, J. Siembida, K. Balaj, A. Rajewska-Rager
Annals of General Psychiatry.2020;[Epub] CrossRef
Helping Students Keep the Promise: Exploring how Kalamazoo Promise Scholars’ Basic Needs, Motivation, and Engagement Correlate to Performance and Persistence in a 4-Year Institution
Daniel Collier, Ceceilia Parnther, Dan Fitzpatrick, Chelsea Brehm, Andrea Beach
Innovative Higher Education.2019; 44(5): 333. CrossRef
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Daniel Collier, Dan Fitzpatrick, Chelsea Brehm, Eric Archer
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Prevalence and correlates of psychological stress among teachers at a national key comprehensive university in China
Wenjun Li, Changgui Kou
International Journal of Occupational and Environmental Health.2018; 24(1-2): 7. CrossRef

Research Articles

Assessment of professional competency and need of smoking cessation counseling for dental students: Rajani A. Dable, Pradnya B. Wasnik, Babita R. Pawar, Sujit S. Bopardikar, Sunilkumar N. Nagmode; J Educ Eval Health Prof. 2014;11:26. Published online October 5, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.26

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Abstract PDF

Purpose
The aim of this study was to analyze the smoking prevalence among dental students and to assess the need for promoting tobacco education and intervention by exploring their knowledge about smoking related risk factors. The study also examined the attitudes and practices of the students toward tobacco consumption, and their responsibilities toward the community. Methods: In total, 53 male students participated in the study (21 juniors and 32 seniors). The training program was divided into three modules, and the questionnaire was administered before and after the counseling sessions, which provided the comparative data on the students’ views about smoking cessation. Results: The most commonly practiced mode of tobacco consumption was found to be cigarette smoking (90.6 %), while a few consumed Gutkha (9.4%). All the junior students (100%) reported to have been benefitted by the counseling program, while 68.8% of the students from the senior group reported the same. Bivariate statistical analysis was conducted using the Pearson’s chi-square test for testing the difference across the age groups. P-values less than 0.05 were considered statistically significant. Conclusion: Curbing tobacco influence on dental students in their initial days can ensure a smoke-free life for them, as well as prevents them from feeling embarrassed or experiencing a lack of confidence while seeing their patients. Thus, tobacco education and intervention programs can motivate the students and increase their potential to be credible advisors regarding smoking cessation.

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Global Status of Knowledge, Attitude and Practice on Tobacco Cessation Interventions Among Dental Professionals: A Systematic Review
Harsh Priya, Manali Deb Barma, Bharathi M Purohit, Deepali Agarwal, Upendra Singh Bhadauria, Nitesh Tewari, Shalini Gupta, Deepika Mishra, Rahul Morankar, Vijay Prakash Mathur, Ritu Duggal
Tobacco Use Insights.2022;[Epub] CrossRef
Development and Validation of an Evaluation Tool to Measure the Effectiveness of a Smoking Cessation Training among Healthcare Providers in Malaysia: The Providers’ Smoking Cessation Training Evaluation (ProSCiTE)
Siti Idayu Hasan, Farizah Mohd Hairi, Amer Siddiq Amer Nordin, Mahmoud Danaee
International Journal of Environmental Research and Public Health.2019; 16(21): 4297. CrossRef
Prevalence of tobacco use and perceptions of student health professionals about cessation training: results from Global Health Professions Students Survey
Chandrashekhar T Sreeramareddy, N Ramakrishnareddy, Mahbubur Rahman, Imtiyaz Ali Mir
BMJ Open.2018; 8(5): e017477. CrossRef

Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran: Eshagh Ildarabadi, Hossein Karimi-Moonaghi, Abbas Heydari, Ali Taghipour, Abdolghani Abdollahimohammad, Azizollah Arbabisarjou; J Educ Eval Health Prof. 2014;11:25. Published online September 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.25

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Purpose
Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

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Improving nursing student self-confidence and competence through integrated public health care training
Stefanus Mendes Kiik, Muhammad Saleh Nuwa, Yasinta Betan, Irlin Falde Riti
Kontakt.2022; 24(1): 43. CrossRef
Community Health Nursing in Iran: A Review of Challenges and Solutions (An Integrative Review)
Aazam Hosseinnejad, Maryam Rassouli, Simin Jahani, Nasrin Elahi, Shahram Molavynejad
Frontiers in Public Health.2022;[Epub] CrossRef

Prefrontal hemodynamic responses and the degree of flow experience among occupational therapy students during their performance of a cognitive task: Kazuki Hirao; J Educ Eval Health Prof. 2014;11:24. Published online September 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.24

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Purpose
Although flow experience is positively associated with motivation to learn, the biological basis of flow experience is poorly understood. Accumulation of evidence on the underlying brain mechanisms related to flow is necessary for a deeper understanding of the motivation to learn. The purpose of this study is to investigate the relationship between flow experience and brain function using near-infrared spectroscopy (NIRS) during the performance of a cognitive task. Methods: Sixty right-handed occupational therapy (OT) students participated in this study. These students performed a verbal fluency test (VFT) while 2-channel NIRS was used to assess changes in oxygenated hemoglobin concentration (oxygenated hemoglobin [oxy-Hb]) in the prefrontal cortex. Soon after that, the OT students answered the flow questionnaire (FQ) to assess the degree of flow experience during the VFT. Results: Average oxy-Hb in the prefrontal cortex had a significant negative correlation with the satisfaction scores on the FQ. Conclusion: Satisfaction during the flow experience correlated with prefrontal hemodynamic suppression. This finding may assist in understanding motivation to learn and related flow experience.

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Physical exercise induces mental flow related to catecholamine levels in noncompetitive, but not competitive conditions in men
István Karsai, Zsófia Nagy, Tamás Nagy, Ferenc Kocsor, András Láng, Emese Kátai, Attila Miseta, Gábor Fazekas, János Kállai
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Immersion in Substance-Related and Behavioural Addictions: Neural Systems and Neurochemical Substrates
Fiza Arshad, Luke Clark
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The brain in flow: A systematic review on the neural basis of the flow state
Clara Alameda, Daniel Sanabria, Luis F. Ciria
Cortex.2022; 154: 348. CrossRef
A neurocognitive model of flow states and the role of cerebellar internal models
Joshua Gold, Joseph Ciorciari
Behavioural Brain Research.2021; 407: 113244. CrossRef
Prefrontal cortex hypoactivity distinguishes severe from mild-to-moderate social anxiety as revealed by a palm-sized near-infrared spectroscopy system
Hiroyuki Uchida, Kazuki Hirao
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A Review on the Role of the Neuroscience of Flow States in the Modern World
Joshua Gold, Joseph Ciorciari
Behavioral Sciences.2020; 10(9): 137. CrossRef

Student feedback about the integrated curriculum in a Caribbean medical school: P. Ravi Shankar, Ramanan Balasubramanium, Neelam R. Dwivedi, Vivek Nuguri; J Educ Eval Health Prof. 2014;11:23. Published online September 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.23

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Purpose
Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. Methods: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. Results: Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. Conclusion: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.

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See Chai Carol Chan, Anjali Rajendra Gondhalekar, George Choa, Mohammed Ahmed Rashid
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Perceptions of the learning environment in ophthalmology residency training: A mixed method study
Muhammad Irfan Kamaruddin, Andi Alfian Zainuddin, Berti Nelwan, Sri Asriyani, Firdaus Hamid, Tenri Esa, Irawan Yusuf
The Asia Pacific Scholar.2024; 9(2): 39. CrossRef
Promising score for teaching and learning environment: an experience of a fledgling medical college in Saudi Arabia
Mohammed Almansour, Bader A. AlMehmadi, Nida Gulzar Zeb, Ghassan Matbouly, Waqas Sami, Al-Mamoon Badahdah
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Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study
Jessica N. Byram, Mark F. Seifert, William S. Brooks, Laura Fraser‐Cotlin, Laura E. Thorp, James M. Williams, Adam B. Wilson
Anatomical Sciences Education.2017; 10(2): 109. CrossRef
Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia
A. A. Mustafa, H. A. Alassiry, A. Al-Turki, N. Alamri, N. A. Alhamdan, Abdalla Saeed
Education Research International.2016; 2016: 1. CrossRef
Designing and conducting a two day orientation program for first semester undergraduate medical students
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2014; 11: 31. CrossRef

Learning Style Scales: a valid and reliable questionnaire: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2014;11:22. Published online August 18, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.22

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Purpose
Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

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The Fallacy of Learning Styles in Medical Education: An Evidence-Based Critique
Saurabh RamBihariLal Shrivastava, Prateek Saurabh Shrivastava
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Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
Nursing Forum.2022; 57(1): 94. CrossRef
Development of a novel, theoretically motivated scale to assess cognitive learning styles related to the autism spectrum
Seyed Mohammad Mahdi Moshirian Farahi, Craig Leth-Steensen
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Shenghua Zha, Pamela Moore, Brandon Browning, Jennifer Fetner, Yolany Lagos Ortiz
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Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
Nurse Education Today.2021; 107: 105141. CrossRef
Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
Abdolghani Abdollahimohammad, Rogayah Ja’afar
Journal of Educational Evaluation for Health Professions.2015; 12: 42. CrossRef
Learning style preferences of nursing students at two universities in Iran and Malaysia
Abdolghani Abdollahimohammad, Rogayah Ja’afar
Journal of Educational Evaluation for Health Professions.2014; 11: 30. CrossRef

Brief Report

Strengthening student communication through pediatric simulated patient encounters: Ryan Whitt, Gregory Toussaint, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:21. Published online August 17, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.21

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Abstract PDF

As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.

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Research Article

Reflective writing and its impact on empathy in medical education: systematic review: Isabel Chen, Connor Forbes; J Educ Eval Health Prof. 2014;11:20. Published online August 16, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.20

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Abstract PDF

Purpose
Medical schools are increasingly aware of the ways in which physician empathy can have a profound impact on patients’ lives and have developed humanities initiatives to address this concern. Reflective writing in particular is more commonly promoted in medical curricula, but there is limited research on the impact of reflective writing on medical student empathy levels. It aims to find the emotional effects of reflective writing interventions on medical and healthcare students by systemic review. Methods: Two investigators independently reviewed educational publications for critical analysis. This review focused systematically on quantitative papers that measure the impact of reflective writing on empathy. Results: Of the 1,032 studies found on Medline and CINAHL, only 8 used quantitative measures pre- and postwritten reflection to measure any impact on empathy outcomes. The outcomes measured included impact of reflective writing exercises on student wellness, aptitude, and/or clinical skills. Of these studies, a significant change in student empathy was observed in 100% of the studies, demonstrating a significant change in outcomes. Conclusion: Although the lack of homogeneity in outcome measurement in the literature limits possible conclusion from this review, the overwhelmingly positive reporting of outcomes suggests that reflective writing should be considered in any medical curriculum.

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