Journal of Educational Evaluation for Health Professions

Volume 8; 2011

Educational/Faculty Development Material

Implementation of a multi-level evaluation strategy: a case study on a program for international medical graduates: Debra Nestel, Melanie Regan, Priyanga Vijayakumar, Irum Sunderji, Cathy Haigh, Cathy Smith, Alistair Wright; J Educ Eval Health Prof. 2011;8:13. Published online December 17, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.13

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Evaluation of educational interventions is often focused on immediate and/or short-term metrics associated with knowledge and/or skills acquisition. We developed an educational intervention to support international medical graduates working in rural Victoria. We wanted an evaluation strategy that included participants??reactions and considered transfer of learning to the workplace and retention of learning. However, with participants in distributed locations and limited program resources, this was likely to prove challenging. Elsewhere, we have reported the outcomes of this evaluation. In this educational development report, we describe our evaluation strategy as a case study, its underpinning theoretical framework, the strategy, and its benefits and challenges. The strategy sought to address issues of program structure, process, and outcomes. We used a modified version of Kirkpatrick?占퐏 model as a framework to map our evaluation of participants??experiences, acquisition of knowledge and skills, and their application in the workplace. The predominant benefit was that most of the evaluation instruments allowed for personalization of the program. The baseline instruments provided a broad view of participants??expectations, needs, and current perspective on their role. Immediate evaluation instruments allowed ongoing tailoring of the program to meet learning needs. Intermediate evaluations facilitated insight on the transfer of learning. The principal challenge related to the resource intensive nature of the evaluation strategy. A dedicated program administrator was required to manage data collection. Although resource-intensive, we recommend baseline, immediate, and intermediate data collection points, with multi-source feedback being especially illuminating. We believe our experiences may be valuable to faculty involved in program evaluations.

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Original Articles

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions: P. Ravi Shankar, Nisha Jha, Omi Bajracharya, Sukh B Gurung, Kundan K. Singh; J Educ Eval Health Prof. 2011;8:12. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.12

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Abstract PDF

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students??perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

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Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
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Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef
Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”
Daniel Riani Gotardelo, Valdes Roberto Bóllela, Anderson Proust Gonçalves Souza, Daiane de Paula Barros, Jesus Mística Ventura Balbino, Denise Ballester
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Transcripts of a Medical Education in Humanities Module
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Student feedback about The Skeptic Doctor, a module on pharmaceutical promotion: P. Ravi Shankar, Kundan K. Singh, Rano M. Piryani; J Educ Eval Health Prof. 2011;8:11. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.11

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Abstract PDF: Pharmaceutical promotion is an integral part of modern medical practice. Surveys show that medical students have a positive attitude towards promotion. Pharmaceutical promotion is not adequately taught in medical schools. A module based on the manual produced by Health Action International was conducted for second year medical students at KIST Medical College, Lalitpur, Nepal. Student feedback on various aspects of the module was obtained using a semi-structured questionnaire. Eighty-six of the 100 students (86%) provided feedback about the module. Forty-five (52.3%) were female and 39 (45.3%) were male. Participant feedback about the module was positive. Small group work and role plays were appreciated, and the ratings of the module and the manual were satisfactory. Respondents felt pharmaceutical promotion will play an important role in their future practice and that the module prepared them to respond appropriately to promotion and select and use medicines properly. The module further developed on issues covered during pharmacology practical and majority felt the module was of relevance to Nepal. Students appreciated the module though there were suggestions for improvement. The module should be considered during the years of clinical training (third and fourth years) and internship and in other medical schools.

Brief Report

Conducting correlation seminars in basic sciences at KIST Medical College, Nepal: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:10. Published online October 17, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.10

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Abstract PDF

KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools.

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Clinical Correlations as a Tool in Basic Science Medical Education
Brenda J. Klement, Douglas F. Paulsen, Lawrence E. Wineski
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Students’ perception of the learning environment at Xavier University School of Medicine, Aruba
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Challenges in conducting the undergraduate medical program in a medical school in Nepal: A personal selection
P. Ravi Shankar
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Opinion

Undergraduate medical education in Nepal: one size fits all?: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:9. Published online October 1, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.9

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Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal
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Book Review

Book review: Basics in medical education: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:8. Published online July 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.8

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Letter to Editor

Taking medical humanities forward: P. Ravi Shankar, Rano M Piryani; J Educ Eval Health Prof. 2011;8:7. Published online July 27, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.7

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Medical humanities: developing into a mainstream discipline
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Journal of Educational Evaluation for Health Professions.2014; 11: 32. CrossRef
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Review Article

Medical school accreditation in Australia: Issues involved in assessing major changes and new programs: Michael J. Field; J Educ Eval Health Prof. 2011;8:6. Published online June 8, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.6

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Abstract PDF

The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

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Opinion

Reaching people through medical humanities: An initiative: Richa Gupta, Satendra Singh, Mrinalini Kotru; J Educ Eval Health Prof. 2011;8:5. Published online May 20, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.5

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Review Article

An overview of ethnography in healthcare and medical education research: Leigh Goodson, Matt Vassar; J Educ Eval Health Prof. 2011;8:4. Published online April 25, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.4

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Abstract PDF

Research in healthcare settings and medical education has relied heavily on quantitative methods. However, there are research questions within these academic domains that may be more adequately addressed by qualitative inquiry. While there are many qualitative approaches, ethnography is one method that allows the researcher to take advantage of relative immersion in order to obtain thick description. The purpose of this article is to introduce ethnography, to describe how ethnographic methods may be utilized, to provide an overview of ethnography's use in healthcare and medical education, and to summarize some key limitations with the method.

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A study on Korean nursing students' educational outcomes: Kasil Oh, Yang Heui Ahn, Hyang-Yeon Lee, Sook-Ja Lee, In-Ja Kim, Kyung-Sook Choi, Myung-Sook Ko; J Educ Eval Health Prof. 2011;8:3. Published online April 4, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.3

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Effect of portfolio assessment on student learning in prenatal training for midwives: Nourossadat Kariman, Farnoosh Moafi; J Educ Eval Health Prof. 2011;8:2. Published online March 25, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.2

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The tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students??learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups??mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups??knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom?占퐏 taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups??clinical exam scores was significantly different. The portfolio group?占퐏 mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students??satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student?占퐏 participation in the learning process and helping them to apply theory in practice.

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Editorial

President's address: Improving the quality of testing: Kun Sang Kim; J Educ Eval Health Prof. 2011;8:1. Published online January 3, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.1

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