Journal of Educational Evaluation for Health Professions

Volume 14; 2017

Editorials

Establishment of an open data policy for Journal of Educational Evaluation for Health Professions, appreciation for invited reviewers, and acknowledgement of volunteers who made audio recordings: Sun Huh; J Educ Eval Health Prof. 2017;14:37. Published online December 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.37

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Position of Ultrasonography in the scholarly journal network based on bibliometrics and developmental strategies for it to become a top-tier journal
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Ultrasonography.2020; 39(3): 238. CrossRef
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Blood Research.2018; 53(2): 95. CrossRef
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Updates from 2018: Being indexed in Embase, becoming an affiliated journal of the World Federation for Medical Education, implementing an optional open data policy, adopting principles of transparency and best practice in scholarly publishing, and appreci
Sun Huh
Journal of Educational Evaluation for Health Professions.2018; 15: 36. CrossRef

Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017: Yera Hur; J Educ Eval Health Prof. 2017;14:36. Published online December 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.36

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Bibliometric and content analysis of Journal of Educational Evaluation for Health Professions in 2018
Yera Hur
Journal of Educational Evaluation for Health Professions.2018; 15: 35. CrossRef

Research articles

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study: Samreen Misbah, Usman Mahboob; J Educ Eval Health Prof. 2017;14:35. Published online December 28, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.35

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Purpose
The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan.
Methods
A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software.
Results
Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities.
Conclusion
The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

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The sights and insights of examiners in objective structured clinical examinations: Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf; J Educ Eval Health Prof. 2017;14:34. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.34

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Purpose
The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners’ assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners’ assessments.
Methods
We performed a narrative review of the medical literature using Medline. All articles meeting the selection criteria were reviewed, with salient points extracted and synthesised into a clear and comprehensive summary of the knowledge in this area.
Results
OSCE examiners’ assessment scores are influenced by factors belonging to 4 different domains: examination context, examinee characteristics, examinee-examiner interactions, and examiner characteristics. These domains are composed of several factors including halo, hawk/dove and OSCE contrast effects; the examiner’s gender and ethnicity; training; lifetime experience in assessing; leadership and familiarity with students; station type; and site effects.
Conclusion
Several factors may influence the presumed objectivity of examiners’ assessments, and these factors need to be addressed to ensure the objectivity of OSCEs. We offer insights into directions for future research to better understand and address the phenomenon of examiner bias.

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Clinical empathy in medical students in India measured using the Jefferson Scale of Empathy–Student Version: Anirban Chatterjee, Rajkrishna Ravikumar, Satendra Singh, Pranjal Singh Chauhan, Manu Goel; J Educ Eval Health Prof. 2017;14:33. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.33

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Abstract PDF Supplementary Material

Purpose
The purpose of this study was to assess the clinical empathy of a cohort of medical students spanning 4 years of undergraduate study and to identify factors associated with empathy.
Methods
A cross-sectional study to assess the empathy of undergraduate medical students at the University College of Medical Sciences and GTB Hospital in Delhi, India, was conducted using the Jefferson Scale of Empathy–Student Version. Demographic data were obtained using a pre-tested, semi-open-ended questionnaire.
Results
Of the 600 students, 418 participated in the survey (69.7%). The mean empathy score was 96.01 (of a maximum of 140), with a standard deviation of 14.56. The empathy scores decreased from the first to the third semester, plateaued at the fifth semester, and rose again in the seventh semester. Empathy was found to be significantly associated with the gender of the participant, with females having higher scores (P<0.001). The age of the participant, place of residence, whose decision it was for the student to enroll in an MBBS (bachelor of medicine and bachelor of surgery) program, and the choice of future specialty were not significantly associated with students’ empathy scores.
Conclusion
The study found significant gender differences in empathy among the participants. The empathy scores tended to decline initially and then rebound over time. The mean empathy levels found in this study are lower than those reported in most similar studies around the world; therefore, further studies are needed to analyze and address the underlying factors associated with this discrepancy.

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Empathy amongst dental students: An institutional cross‐sectional survey in Poland and Croatia
Ivana Brekalo Prso, Katarzyna Mocny‐Pachońska, Agata Trzcionka, Sonja Pezelj‐Ribaric, Ema Paljevic, Marta Tanasiewicz, Romana Persic Bukmir
European Journal of Dental Education.2020; 24(4): 687. CrossRef
Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University
Özge Akgün, Melahat Akdeniz, Ethem Kavukcu, Hasan Hüseyin Avcı
Journal of Medical Education and Curricular Development.2020; 7: 238212052094065. CrossRef
Developing Humanistic Competencies Within the Competency-Based Curriculum
Satendra Singh, Upreet Dhaliwal, Navjeevan Singh
Indian Pediatrics.2020; 57(11): 1060. CrossRef
Anecdote or Reality: Are People From the South and/or Rural Areas of the USA More Empathetic?
Vanessa P. Nguyen, Bruce W. Newton
Medical Science Educator.2019; 29(1): 277. CrossRef
Is empathy change in medical school geo‐socioculturally influenced?
Gominda Ponnamperuma, Su Ping Yeo, Dujeepa D Samarasekera
Medical Education.2019; 53(7): 655. CrossRef
Measuring empathy in a group of South African undergraduate medical students using the student version of the Jefferson Scale of Empathy
Elize Archer, Roseanne Turner
African Journal of Primary Health Care & Family Medicine.2019;[Epub] CrossRef
Empathy, burnout, life satisfaction, correlations and associated socio-demographic factors among Chinese undergraduate medical students: an exploratory cross-sectional study
Qinghua Wang, Lie Wang, Meng Shi, Xuelian Li, Rong Liu, Jie Liu, Min Zhu, Huazhang Wu
BMC Medical Education.2019;[Epub] CrossRef

Usefulness of the DETECT program for assessing the internal structure of dimensionality in simulated data and results of the Korean nursing licensing examination: Dong Gi Seo, Younyoung Choi, Sun Huh; J Educ Eval Health Prof. 2017;14:32. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.32

25,730 View
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Abstract PDF Supplementary Material

Purpose
The dimensionality of examinations provides empirical evidence of the internal test structure underlying the responses to a set of items. In turn, the internal structure is an important piece of evidence of the validity of an examination. Thus, the aim of this study was to investigate the performance of the DETECT program and to use it to examine the internal structure of the Korean nursing licensing examination.
Methods
Non-parametric methods of dimensional testing, such as the DETECT program, have been proposed as ways of overcoming the limitations of traditional parametric methods. A non-parametric method (the DETECT program) was investigated using simulation data under several conditions and applied to the Korean nursing licensing examination.
Results
The DETECT program performed well in terms of determining the number of underlying dimensions under several different conditions in the simulated data. Further, the DETECT program correctly revealed the internal structure of the Korean nursing licensing examination, meaning that it detected the proper number of dimensions and appropriately clustered the items within each dimension.
Conclusion
The DETECT program performed well in detecting the number of dimensions and in assigning items for each dimension. This result implies that the DETECT method can be useful for examining the internal structure of assessments, such as licensing examinations, that possess relatively many domains and content areas.

Citations

Citations to this article as recorded by

Meanings of Rough Sex across Gender, Sexual Identity, and Political Ideology: A Conditional Covariance Approach
Dubravka Svetina Valdivia, Debby Herbenick, Tsung-chieh Fu, Heather Eastman-Mueller, Lucia Guerra-Reyes, Molly Rosenberg
Journal of Sex & Marital Therapy.2022; 48(6): 579. CrossRef
The accuracy and consistency of mastery for each content domain using the Rasch and deterministic inputs, noisy “and” gate diagnostic classification models: a simulation study and a real-world analysis using data from the Korean Medical Licensing Examinat
Dong Gi Seo, Jae Kum Kim
Journal of Educational Evaluation for Health Professions.2021; 18: 15. CrossRef
Estimation of item parameters and examinees’ mastery probability in each domain of the Korean Medical Licensing Examination using a deterministic inputs, noisy “and” gate (DINA) model
Younyoung Choi, Dong Gi Seo
Journal of Educational Evaluation for Health Professions.2020; 17: 35. CrossRef
Linear programming method to construct equated item sets for the implementation of periodical computer-based testing for the Korean Medical Licensing Examination
Dong Gi Seo, Myeong Gi Kim, Na Hui Kim, Hye Sook Shin, Hyun Jung Kim
Journal of Educational Evaluation for Health Professions.2018; 15: 26. CrossRef

Educational/faculty development material

The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students: José M. Ramos-Rincón, Isabel Belinchón-Romero, Francisco Sánchez-Ferrer, Guillermo Martínez-de la Torre, Meggan Harris, Javier Sánchez-Fernández; J Educ Eval Health Prof. 2017;14:31. Published online December 19, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.31

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222 Download
2 Web of Science
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Abstract PDF Supplementary Material

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

Citations

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Student video production within health professions education: A scoping review
Qian Liu, Susan Geertshuis, Tehmina Gladman, Rebecca Grainger
Medical Education Online.2022;[Epub] CrossRef

Opinion

An empirical approach to assessing training needs for emergency department management of intentional self-harm and related behaviors in the United States: Monica Whitehead, Jeffrey Shahidullah, Paul Kettlewell, Nicole Quinlan, Robert Strony; J Educ Eval Health Prof. 2017;14:30. Published online December 14, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.30

24,005 View
234 Download

PDF Supplementary Material

Research articles

Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States: Alisa Wray, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, Shannon Toohey; J Educ Eval Health Prof. 2017;14:29. Published online December 11, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.29

32,221 View
245 Download
11 Web of Science
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Abstract PDF Supplementary Material

Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

Citations

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An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
Emily L Jameyfield, Semhar Tesfai, Alejandro A Palma, Adriana S Olson
Cureus.2023;[Epub] CrossRef
A randomized controlled trial to examine the effect of the Pediatric Opioid Analgesia Self‐Instruction System (PedOASIS) tool on pediatric hematology/oncology trainee education
Rebecca E. MacDonell‐Yilmaz, Anarina Murillo, Jennifer G. Welch
Pediatric Blood & Cancer.2023;[Epub] CrossRef
Development and Validation of Pediatric Opioid Analgesia Self-Instruction System (PedOASIS): An Opioid Knowledge Tool for Pediatric Clinicians
Rebecca E. MacDonell-Yilmaz, Angela Anderson, Priya Hirway, Jennifer G. Welch
Journal of Pediatric Hematology/Oncology.2022; 44(1): e204. CrossRef
Utilizing social media for cardiovascular education
Christina Mansour, Nooshin Beygui, Mamas A Mamas, Purvi J Parwani
Heart.2022; 108(15): 1240. CrossRef
Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later
Benjamin S. Ko, Kurtis A. Pivert, Rob Rope, Anna M. Burgner, Joshua S. Waitzman, Susan M. Halbach, Suzanne M. Boyle, Lili Chan, Stephen M. Sozio
Kidney Medicine.2022; 4(11): 100548. CrossRef
Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
JMIR Medical Education.2021; 7(2): e25213. CrossRef
Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
Dennis A. Daniel, Sue E. Poynter, Christopher P. Landrigan, Charles A. Czeisler, Jeffrey P. Burns, Traci A. Wolbrink
Pediatric Critical Care Medicine.2020; 21(11): 986. CrossRef
Asynchronous Curriculum “Socially Synchronized”: Learning Via Competition
Jon Smart, Adriana Segura Olson, Andrew Muck
Western Journal of Emergency Medicine.2018; 20(1): 6. CrossRef

Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study: Manuel Lillo-Crespo, M. Cristina Sierras-Davó, Rhoda MacRae, Kevin Rooney; J Educ Eval Health Prof. 2017;14:28. Published online November 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.28

34,503 View
426 Download
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Abstract PDF Supplementary Material

Purpose
Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS) education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.
Methods
The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.
Results
The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.
Conclusion
We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

Citations

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Evaluation of cost-effectiveness of single-credit traffic safety course based on Kirkpatrick model: a case study of Iran
Mina Golestani, Homayoun Sadeghi-bazargani, Sepideh Harzand-Jadidi, Hamid Soori
BMC Medical Education.2024;[Epub] CrossRef
Yemen Advanced Field Epidemiology Training Program: An Impact Evaluation, 2021
Maeen Abduljalil, Abdulhakeem Al Kohlani, Aisha Jumaan, Abdulwahed Al Serouri
Epidemiologia.2023; 4(3): 235. CrossRef
How, and under what contexts, do academic–practice partnerships collaborate to implement healthcare improvement education into preregistration nursing curriculums: a realist review protocol
Lorraine Armstrong, Chris Moir, Peta Taylor
BMJ Open.2023; 13(10): e077784. CrossRef
Developing the American College of Surgeons Quality Improvement Framework to Evaluate Local Surgical Improvement Efforts
Clifford Y. Ko, Tejen Shah, Heidi Nelson, Avery B. Nathens
JAMA Surgery.2022; 157(8): 737. CrossRef
Kirkpatrick Model: Its Limitations as Used in Higher Education Evaluation
Michael CAHAPAY
International Journal of Assessment Tools in Education.2021; 8(1): 135. CrossRef
Transforming the Future Healthcare Workforce across Europe through Improvement Science Training: A Qualitative Approach
Maria Cristina Sierras-Davo, Manuel Lillo-Crespo, Patricia Verdu, Aimilia Karapostoli
International Journal of Environmental Research and Public Health.2021; 18(3): 1298. CrossRef
Qualitative evaluation of an educational intervention about healthcare improvement for nursing students
María Cristina Sierras-Davó, Manuel Lillo-Crespo, Patricia Verdú Rodríguez
Aquichan.2021; 21(1): 1. CrossRef
Evaluation of Advanced Field Epidemiology Training Programs in the Eastern Mediterranean Region: A Multi-Country Study
Mohannad Al Nsour, Yousef Khader, Haitham Bashier, Majd Alsoukhni
Frontiers in Public Health.2021;[Epub] CrossRef
The United Kingdom Field Epidemiology Training Programme: meeting programme objectives
Paola Dey, Jeremy Brown, John Sandars, Yvonne Young, Ruth Ruggles, Samantha Bracebridge
Eurosurveillance.2019;[Epub] CrossRef
Mapping the Status of Healthcare Improvement Science through a Narrative Review in Six European Countries
Manuel Lillo-Crespo, Maria Cristina Sierras-Davó, Alan Taylor, Katrina Ritters, Aimilia Karapostoli
International Journal of Environmental Research and Public Health.2019; 16(22): 4480. CrossRef

Opinion

Utility of eye-tracking technology for preparing medical students in Spain for the summative objective structured clinical examination: Francisco Sánchez-Ferrer, J.M. Ramos-Rincón, M.D. Grima-Murcia, María Luisa Sánchez-Ferrer, Francisco Sánchez-del Campo, Antonio F. Compañ-Rosique, Eduardo Fernández-Jover; J Educ Eval Health Prof. 2017;14:27. Published online November 12, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.27

39,262 View
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Citations

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Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
Yera Hur
Journal of Educational Evaluation for Health Professions.2017; 14: 36. CrossRef

Research articles

Perception survey on the introduction of clinical performance examination as part of the national nursing licensing examination in Korea: Su Jin Shin, Yeong Kyeong Kim, Soon-Rim Suh, Duk Yoo Jung, Yunju Kim, Mi Kyoung Yim; J Educ Eval Health Prof. 2017;14:26. Published online October 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.26

32,297 View
299 Download
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Abstract PDF

Purpose
The purpose of this study was to analyze opinions about the action plan for implementation of clinical performance exam as part of the national nursing licensing examination and presents the expected effects of the performance exam and aspects to consider regarding its implementation.
Methods
This study used a mixed-methods design. Quantitative data were collected by a questionnaire survey, while qualitative data were collected by focus group interviews with experts. The survey targeted 200 nursing professors and clinical nurses with more than 5 years of work experience, and the focus group interviews were conducted with 28 of professors, clinical instructors, and nurses at hospitals.
Results
First, nursing professors and clinical specialists agreed that the current written tests have limitations in evaluating examinees’ ability, and that the introduction of a clinical performance exam will yield positive results. Clinical performance exam is necessary to evaluate and improve nurses’ work ability, which means that the implementation of a performance exam is advisable if its credibility and validity can be verified. Second, most respondents chose direct performance exams using simulators or standardized patients as the most suitable format of the test.
Conclusion
In conclusion, the current national nursing licensing exam is somewhat limited in its ability to identify competent nurses. Thus, the time has come for us to seriously consider the introduction of a performance exam. The prerequisites for successfully implementing clinical performance exam as part of the national nursing licensing exam are a professional training process and forming a consortium to standardize practical training.

Citations

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The Clinical Nursing Competency Assessment System of Ghana: Perspectives of Key Informants
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
SAGE Open.2022; 12(2): 215824402210899. CrossRef
Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study
Sun Kyung Kim, Youngho Lee, Hyoseok Yoon, Jongmyung Choi
Journal of Medical Internet Research.2021; 23(3): e24313. CrossRef
Nursing Students’ Experiences on Clinical Competency Assessment in Ghana
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Nurse Media Journal of Nursing.2021; 11(3): 278. CrossRef
Clinical nursing competency assessment: a scoping review
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Frontiers of Nursing.2021; 8(4): 341. CrossRef
Factors Influencing the Success of the National Nursing Competency Examination taken by the Nursing Diploma Students in Yogyakarta
Yulia Wardani
Jurnal Ners.2020; 14(2): 172. CrossRef

Evaluation of a course to prepare international students for the United States Medical Licensing Examination step 2 clinical skills exam: Rachel B. Levine, Andrew P. Levy, Robert Lubin, Sarah Halevi, Rebeca Rios, Danelle Cayea; J Educ Eval Health Prof. 2017;14:25. Published online October 24, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.25

29,953 View
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Abstract PDF

Purpose
United States (US) and Canadian citizens attending medical school abroad often desire to return to the US for residency, and therefore must pass US licensing exams. We describe a 2-day United States Medical Licensing Examination (USMLE) step 2 clinical skills (CS) preparation course for students in the Technion American Medical School program (Haifa, Israel) between 2012 and 2016.
Methods
Students completed pre- and post-course questionnaires. The paired t-test was used to measure students’ perceptions of knowledge, preparation, confidence, and competence in CS pre- and post-course. To test for differences by gender or country of birth, analysis of variance was used. We compared USMLE step 2 CS pass rates between the 5 years prior to the course and the 5 years during which the course was offered.
Results
Ninety students took the course between 2012 and 2016. Course evaluations began in 2013. Seventy-three students agreed to participate in the evaluation, and 64 completed the pre- and post-course surveys. Of the 64 students, 58% were US-born and 53% were male. Students reported statistically significant improvements in confidence and competence in all areas. No differences were found by gender or country of origin. The average pass rate for the 5 years prior to the course was 82%, and the average pass rate for the 5 years of the course was 89%.
Conclusion
A CS course delivered at an international medical school may help to close the gap between the pass rates of US and international medical graduates on a high-stakes licensing exam. More experience is needed to determine if this model is replicable.

Citations

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Cultural Considerations in the Formal Process of Simulation Curriculum Adaptation: A Scoping Review
Matthew D. Charnetski, Maryam Asoodar, Hao Yu, Walther van Mook
Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.2023;[Epub] CrossRef
Immigrant Neurologists in the United States
Abhimanyu Mahajan, Zachary London, Andrew M. Southerland, Jaffar Khan, Erica A. Schuyler
Neurology.2021; 96(8): 378. CrossRef
Three Decades Later: A Scoping Review of the Literature Related to the United States Medical Licensing Examination
Hanin Rashid, Kristen M. Coppola, Robert Lebeau
Academic Medicine.2020; 95(11S): S114. CrossRef
Improving Passage Rate on USMLE Step 2 Clinical Skills: Results from a Pilot Program
Michael S. Ryan, Melissa Bradner, Fidelma Rigby, Bennett Lee, Elizabeth Waterhouse, Catherine Grossman
Medical Science Educator.2019; 29(3): 709. CrossRef

Does the acceptance of hybrid learning affect learning approaches in France?: Lionel Di Marco, Alain Venot, Pierre Gillois; J Educ Eval Health Prof. 2017;14:24. Published online October 20, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.24

31,457 View
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Abstract PDF

Purpose
Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.
Methods
We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).
Results
Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r_s= 0.42, P= 0.03).
Conclusion
Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.

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Addressing Individual Perception: Extending the Technology Acceptance Model to the Interim Payment Method in Construction Projects
Lei Zhu, Hui Xiong, Yan Ning, Miaomiao Lv
Sustainability.2023; 15(9): 7120. CrossRef
Online learning and teaching approaches used in midwifery programs: A scoping review
Terri Downer, Michelle Gray, Tanya Capper
Nurse Education Today.2021; 103: 104980. CrossRef
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Elizabeth Ann Florence, Tammi Kolski
TechTrends.2021; 65(6): 1042. CrossRef
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Lionel Di Marco
European Journal of Midwifery.2021; 5(November): 1. CrossRef
Utilization of Nursing Defect Management Evaluation and Deep Learning in Nursing Process Reengineering Optimization
Yue Liu, Huaping Liu, Osamah Ibrahim Khalaf
Computational and Mathematical Methods in Medicine.2021; 2021: 1. CrossRef
Utilisation d’outils numériques dans le cadre d’un dispositif hybride pour l’apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab ».
Fares Gouzi, François Bughin, Lucie Barateau, Agathe Hubert, Savine Volland, Dalila Laoudj-Chenivesse, Emilie Passerieux, Régis Lopez, Antonia Perez-Martin, Iris Schuster-Beck, Stephan Matecki, Michel Dauzat, Yves Dauvilliers, Maurice Hayot, Jacques Merci
Pédagogie Médicale.2018; 19(2): 77. CrossRef

Opinion

Suggestions for a standard clinical practice curriculum and learning objectives for physical therapy education in Korea: Tae Young Oh, Kyung Soon Lee, Byung Jo Kim; J Educ Eval Health Prof. 2017;14:23. Published online October 19, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.23

27,150 View
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Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States
Brad Warren Willis, Anita Sethi Campbell, Stephen Paul Sayers, Kyle Gibson
Journal of Educational Evaluation for Health Professions.2018; 15: 30. CrossRef

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