Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Data sharing

Page Path
HOME > Browse articles > Data sharing
175 Data sharing
Filter
Filter
Article category
Keywords
Authors
Funded articles
Research articles
Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs  
Sunu Budhi Raharjo, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, Celly Anantaria Atmadikoesoemah
J Educ Eval Health Prof. 2021;18:19.   Published online August 9, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.19
  • 4,710 View
  • 316 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.
Methods
This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.
Results
Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).
Conclusion
Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Citations

Citations to this article as recorded by  
  • Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
    Xue-lin Wang, Ming-xiu Liu, Shuai Peng, Lei Yang, Chen Lu, Shi-cong Shou, Jian-ru Wang, Jun-yi Sun, Jia-qi Wang, Yan Hu, Jun Zhao, Peng Duan
    BMC Medical Education.2022;[Epub]     CrossRef
The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam  
Tran Thi Hoang Oanh, Nguyen Thi Yen Hoai, Pham Thi Thuy
J Educ Eval Health Prof. 2021;18:16.   Published online July 30, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.16
  • 5,593 View
  • 404 Download
  • 6 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.
Methods
This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.
Results
Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).
Conclusion
Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

Citations

Citations to this article as recorded by  
  • The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference
    Xinchao Li, Flavian Adhiambo Odhiambo, Dickson Kofi Wiredu Ocansey
    Frontiers in Psychology.2023;[Epub]     CrossRef
  • Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses
    Hsiao-Ling Wu, Der-Fa Lu, Pei-Kwei Tsay
    The Journal of Continuing Education in Nursing.2023; 54(5): 233.     CrossRef
  • Effect of video on satisfaction and self-confidence in simulation training: a randomized clinical trial
    Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
    Revista Brasileira de Enfermagem.2023;[Epub]     CrossRef
  • Efeito do vídeo na satisfação e autoconfiança no treinamento por simulação: estudo clínico randomizado
    Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
    Revista Brasileira de Enfermagem.2023;[Epub]     CrossRef
  • Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students
    Dalia Toqan, Ahmad Ayed, Inaam A. Khalaf, Mohammad Alsadi
    SAGE Open Nursing.2023;[Epub]     CrossRef
  • The effect of home visit simulation on emotional intelligence, self-efficacy, empowerment, and stress in nursing students. A single group pre-post intervention study
    Maria Dolores Ruiz-Fernández, Andrea Alcaraz-Córdoba, Maria Mar López-Rodríguez, Cayetano Fernández-Sola, Jose Granero-Molina, Jose Manuel Hernández-Padilla
    Nurse Education Today.2022; 117: 105487.     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 Examination  
Dong Gi Seo, Jae Kum Kim
J Educ Eval Health Prof. 2021;18:15.   Published online July 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.15
  • 4,235 View
  • 288 Download
  • 1 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Diagnostic classification models (DCMs) were developed to identify the mastery or non-mastery of the attributes required for solving test items, but their application has been limited to very low-level attributes, and the accuracy and consistency of high-level attributes using DCMs have rarely been reported compared with classical test theory (CTT) and item response theory models. This paper compared the accuracy of high-level attribute mastery between deterministic inputs, noisy “and” gate (DINA) and Rasch models, along with sub-scores based on CTT.
Methods
First, a simulation study explored the effects of attribute length (number of items per attribute) and the correlations among attributes with respect to the accuracy of mastery. Second, a real-data study examined model and item fit and investigated the consistency of mastery for each attribute among the 3 models using the 2017 Korean Medical Licensing Examination with 360 items.
Results
Accuracy of mastery increased with a higher number of items measuring each attribute across all conditions. The DINA model was more accurate than the CTT and Rasch models for attributes with high correlations (>0.5) and few items. In the real-data analysis, the DINA and Rasch models generally showed better item fits and appropriate model fit. The consistency of mastery between the Rasch and DINA models ranged from 0.541 to 0.633 and the correlations of person attribute scores between the Rasch and DINA models ranged from 0.579 to 0.786.
Conclusion
Although all 3 models provide a mastery decision for each examinee, the individual mastery profile using the DINA model provides more accurate decisions for attributes with high correlations than the CTT and Rasch models. The DINA model can also be directly applied to tests with complex structures, unlike the CTT and Rasch models, and it provides different diagnostic information from the CTT and Rasch models.

Citations

Citations to this article as recorded by  
  • Stable Knowledge Tracing Using Causal Inference
    Jia Zhu, Xiaodong Ma, Changqin Huang
    IEEE Transactions on Learning Technologies.2024; 17: 124.     CrossRef
  • Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
    Yera Hur, Dong Gi Seo
    Journal of Educational Evaluation for Health Professions.2023; 20: 20.     CrossRef
Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study  
Akbar Soltani, Mahboobeh Khabaz Mafinejad, Maryam Tajik, Hamideh Moosapour, Taha Bayat, Fatemeh Mohseni
J Educ Eval Health Prof. 2021;18:14.   Published online July 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.14
  • 4,201 View
  • 345 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.
Methods
A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.
Results
Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).
Conclusion
The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

Citations

Citations to this article as recorded by  
  • Health literacy profiles of medical students in an Australian Doctor of Medicine programme: A cross‐sectional study using the Health Literacy Questionnaire
    Margo Lane, Robyn Dixon, Ken J. Donald, Robert S. Ware
    Health Promotion Journal of Australia.2023;[Epub]     CrossRef
  • Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences
    Saeed Reza Mehrpour, Amin Hoseini Shavoun, Azita Kheiltash, Rasoul Masoomi, Roya Nasle Seraji
    BMC Medical Education.2023;[Epub]     CrossRef
  • Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers
    M. Arsyad, Sri Rahayu Lestari, Murni Sapta Sari, Fatchur Rohman
    Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(10): em2342.     CrossRef
  • Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial
    Liliana Pedraja-Rejas, Carlos Rodríguez-Cisterna
    Revista Venezolana de Gerencia.2023; 28(104): 1667.     CrossRef
Brief report
Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States  
John Woller, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, Amit Pahwa
J Educ Eval Health Prof. 2021;18:12.   Published online June 22, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.12
  • 4,605 View
  • 292 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

Citations

Citations to this article as recorded by  
  • Association of Virtual Away Rotations With Residency Applicant Outcomes in Otolaryngology
    Nicholas R. Lenze, William J. Benjamin, Lauren A. Bohm, Marc C. Thorne, Michael J. Brenner, Angela P. Mihalic, Robbi A. Kupfer
    OTO Open.2023;[Epub]     CrossRef
Review
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
J Educ Eval Health Prof. 2021;18:11.   Published online June 1, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.11
  • 6,373 View
  • 389 Download
  • 10 Web of Science
  • 9 Crossref
AbstractAbstract PDFSupplementary Material
The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.

Citations

Citations to this article as recorded by  
  • The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
    Kenny Chu, Shivanthi Sathanandan
    BJPsych Bulletin.2023; 47(2): 110.     CrossRef
  • Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited
    Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke, Marcy B. Bolster
    Arthritis Care & Research.2023; 75(12): 2435.     CrossRef
  • Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
    Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
    Advances in Health Sciences Education.2023;[Epub]     CrossRef
  • Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review
    Jamal Giri, Claire Stewart
    The Clinical Teacher.2023;[Epub]     CrossRef
  • Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
    Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
    Advances in Medical Education and Practice.2022; Volume 13: 407.     CrossRef
  • Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
    Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
    Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116.     CrossRef
  • Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
    Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
    Journal of Educational Evaluation for Health Professions.2022; 19: 30.     CrossRef
  • Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
    Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
    Journal of Educational Evaluation for Health Professions.2022; 19: 27.     CrossRef
  • Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 23.     CrossRef
Brief report
Effects of a simulation-based blended training model on nurses’ treatment decision-related knowledge about oral cancer in Taiwan: a pilot survey  
Chia-Chang Huang, Shiau-Shian Huang, Ying-Ying Yang, Shou-Yen Kao
J Educ Eval Health Prof. 2021;18:10.   Published online May 25, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.10
  • 5,274 View
  • 296 Download
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
The present study aimed to evaluate the effects of virtual reality (VR) simulations combined with bedside assignments on nurses’ self-efficacy in providing pre-treatment educational services. Between March 2019 and November 2020, we conducted a study of VR educational materials that were developed to cover information about the treatment of oral cancers. The effects of the VR simulation, the thinking-path tracking map method, and bedside assignments on the nurses’ treatment decision-related knowledge were evaluated in a ward for oral cancer patients at Taipei Veterans General Hospital, Taipei, Taiwan. The blended training model significantly increased nurses’ familiarity (P<0.01) and confidence (P<0.03) regarding their knowledge of treatments and treatment decision-related knowledge. This model also significantly increased their confidence in their skills in bedside pre-treatment education for admitted oral cancer patients (P<0.002). Oral cancer-specific VR materials enhanced the effectiveness of skills training among nurses in the oral cancer ward.

Citations

Citations to this article as recorded by  
  • The use of simulation-based education in cancer care: a scoping review
    Amina Silva, Kylie Teggart, Corey Heerschap, Jacqueline Galica, Kevin Woo, Marian Luctkar-Flude
    International Journal of Healthcare Simulation.2023;[Epub]     CrossRef
  • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
  • Assessing the Financial Sustainability of High-Fidelity and Virtual Reality Simulation for Nursing Education
    Michael D. Bumbach, Beth A. Culross, Santanu K. Datta
    CIN: Computers, Informatics, Nursing.2022; 40(9): 615.     CrossRef
Research articles
Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic  
Ngatoiatu Rohmani, Rosi Andriani
J Educ Eval Health Prof. 2021;18:9.   Published online May 11, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.9
  • 9,131 View
  • 572 Download
  • 18 Web of Science
  • 20 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

Citations

Citations to this article as recorded by  
  • Medical e-learning during the COVID-19 pandemic and students’ burnout: a narrative review
    Irena M. Ilic, Milena D. Ilic
    Scandinavian Journal of Educational Research.2024; : 1.     CrossRef
  • Correlation analysis of self‐directed learning ability, self‐efficacy and academic burnout of junior nursing college students in closed management colleges
    Zhi‐han Chen, Yuan‐yuan Ma, Xing‐hui Feng, Yan Lin
    Nursing Open.2023; 10(4): 2508.     CrossRef
  • Prevalence and associated factors of burnout among nursing students: A systematic review and meta-analysis
    Ling-Na Kong, Yu Yao, Shuo-Zhen Chen, Jia-Lu Zhu
    Nurse Education Today.2023; 121: 105706.     CrossRef
  • The impact of distance education on nursing students course performance in a sino-foreign cooperative program during the onset of COVID-19: a quasi-experimental study
    Yu Zhang, Ning Zhang, Hongyuan Liu, Yinshi Kan, Yan Zou
    BMC Nursing.2023;[Epub]     CrossRef
  • Factors related to the appearance and development of burnout in nursing students: a systematic review and meta-analysis
    Almudena Velando-Soriano, Nora Suleiman-Martos, Laura Pradas-Hernández, María José Membrive-Jiménez, Lucia Ramírez-Baena, Jose L. Gómez-Urquiza, Guillermo Arturo Cañadas-De La Fuente
    Frontiers in Public Health.2023;[Epub]     CrossRef
  • The prevalence of burnout syndrome in nursing students: A systematic review and meta-analysis
    Mahdieh Arian, Amirreza Jamshidbeigi, Azadeh Kamali, Zahra Dalir, Tayyebeh Ali-Abadi
    Teaching and Learning in Nursing.2023; 18(4): 512.     CrossRef
  • Cross-Sectional Analysis of Colombian University Students’ Perceptions of Mental Health during the COVID-19 Pandemic: Repercussions on Academic Achievement
    María Alejandra Camacho-Villa, Ingrid Johanna Díaz-Marín, Erika Tatiana Paredes Prada, Adrián De la Rosa, Gloria Isabel Niño-Cruz
    Healthcare.2023; 11(14): 2024.     CrossRef
  • Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study
    Hui-Man Huang, Yu-Wen Fang
    Healthcare.2023; 11(14): 2053.     CrossRef
  • Prevalence and levels of burnout in nursing students: A systematic review with meta-analysis
    José L. Gómez-Urquiza, Almudena Velando-Soriano, María José Membrive-Jiménez, Lucia Ramírez-Baena, Raimundo Aguayo-Estremera, Elena Ortega-Campos, Guillermo A. Cañadas-De la Fuente
    Nurse Education in Practice.2023; 72: 103753.     CrossRef
  • The perspectives of health sciences students the new way of learning: Mixed methods design
    Yisca Berenshtein, Riki Tesler, Inbal Halevi Hochwald, Gizell Green
    DIGITAL HEALTH.2023;[Epub]     CrossRef
  • Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic
    Sigalit Warshawski
    Nurse Education Today.2022; 110: 105267.     CrossRef
  • Loneliness and Optimism among Polish Nursing Students during the COVID-19 Pandemic: The Mediatory Role of Self-Efficacy
    Ewa Kupcewicz, Kamila Rachubińska, Aleksandra Gaworska-Krzemińska, Anna Andruszkiewicz, Ilona Kuźmicz, Dorota Kozieł, Elżbieta Grochans
    Healthcare.2022; 10(6): 971.     CrossRef
  • The Effect of Teaching Methods on Students' Perceived Stress and Professional Readiness During the Pandemic
    Pınar ÇİÇEKOĞLU ÖZTÜRK, Satı DİL, Tuğba YILDIRIM
    Balıkesır Health Sciences Journal.2022;[Epub]     CrossRef
  • Academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use as depression and emotional exhaustion predictors among college students during COVID-19
    Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Wilter C. Morales-García, Tomás Caycho-Rodríguez, Percy G. Ruiz Mamani
    Heliyon.2022; 8(11): e11085.     CrossRef
  • An Empirical Study of English Learning Burnout Among Chinese Senior High School Students
    Yuchen Zhong, Honggang Liu*
    European Journal of English Language Studies.2022; 2(2): 77.     CrossRef
  • Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era
    Ryan Michael F. Oducado, Mary Kristine Q. Amboy, Ayesha C. Penuela, Ronnell D. Dela Rosa, Maria Teresa M. Fajardo, Dolly Rose F. Temelo
    Frontiers of Nursing.2022; 9(4): 431.     CrossRef
  • Policy issues on covid-19 waste: comparing Indonesia and Taiwan
    R A Nugroho, A A Rahmawati, S G Prakoso, I D A Nurhaeni, A T Kartinawanty, H Parwiyanto
    IOP Conference Series: Earth and Environmental Science.2021; 905(1): 012113.     CrossRef
  • COVID-19 Lockdown Effects on Academic Functioning, Mood, and Health Correlates: Data from Dutch Pharmacy Students, PhD Candidates and Postdocs
    Pauline A. Hendriksen, Agnese Merlo, Elisabeth Y. Bijlsma, Ferdi Engels, Johan Garssen, Gillian Bruce, Joris C. Verster
    Data.2021; 6(11): 120.     CrossRef
  • Transition to Online Education during the COVID-19 Pandemic: Impact of Changes in Alcohol Consumption and Experiencing Hangovers on Academic Functioning
    Agnese Merlo, Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
    Journal of Clinical Medicine.2021; 10(22): 5332.     CrossRef
  • COVID-19 Lockdown-Related Changes in Mood, Health and Academic Functioning
    Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
    European Journal of Investigation in Health, Psychology and Education.2021; 11(4): 1440.     CrossRef
Comparison of the use of manikins and simulated patients in a multidisciplinary in situ medical simulation program for healthcare professionals in the United Kingdom  
Marrit Meerdink, Joshua Khan
J Educ Eval Health Prof. 2021;18:8.   Published online April 20, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.8
  • 6,403 View
  • 368 Download
  • 6 Web of Science
  • 14 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Simulation training is increasingly popular in healthcare education, and often relies on specially designed manikins. However, it is also possible to work with actors, or simulated patients (SPs), which may provide a greater sense of realism. This study aimed to compare these 2 approaches, to ascertain which makes healthcare professionals feel most comfortable, which leads to the greatest improvement in confidence, and which is most beneficial to learning.
Methods
This study was embedded in a pre-existing multidisciplinary in situ simulation program. A multidisciplinary group of learners from a range of backgrounds—including nurses, doctors, and other allied health professionals—were asked to complete a questionnaire about their learning preferences. We collected 204 responses from 40 simulation sessions over 4 months, from September to December 2019. Of these 204 responses, 123 described using an SP and 81 described using a manikin.
Results
We found that 58% of respondents believed they would feel more comfortable working with an actor, while 17% would feel more comfortable using a manikin. Learners who used both modalities reported a significant increase in confidence (P<0.0001 for both). Participants felt that both modalities were beneficial to learning, but SPs provided significantly more benefits to learning than manikins (P<0.0001). The most common reason favoring SP-based simulation was the greater realism.
Conclusion
In scenarios that could reasonably be provided using either modality, we suggest that educators should give greater consideration to using SP-based simulation.

Citations

Citations to this article as recorded by  
  • Communication and swallowing training of stroke‐specialized health professionals using transdisciplinary knowledge in a patient–actor scenario: A case report
    Maria da Assunção Coelho de Matos, Ana Rita Pinheiro, Isabel Maria Monteiro da Costa, Joaquim Alvarelhão
    International Journal of Language & Communication Disorders.2024; 59(2): 798.     CrossRef
  • Learning outcomes and cost-utility analysis of hybrid patient and mannequin-based simulation
    Juana Perpiñá-Galvañ, Silvia Satorra-Rodríguez, Ana Isabel Gutiérrez-García, Noelia García-Aracil, Lourdes José-Alcaide, Néstor Montoro-Pérez, Rocío Juliá-Sanchís
    Nurse Education Today.2024; 132: 106003.     CrossRef
  • Promoting knowledge of metered dose inhaler (MDI) usage among pharmacy professional students through a mobile app
    Muhammad Thesa Ghozali, Tasya Aulia Mutiara
    Journal of Asthma.2024; : 1.     CrossRef
  • Standardized Patients Versus Mannequins in Mental Health Simulation
    Rebecca Luebbert, Amelia Perez, Angela Andrews, Tracy Webster-Cooley
    Journal of the American Psychiatric Nurses Association.2023; 29(4): 283.     CrossRef
  • Use of an in-house-developed, 3D-printed mannequin for emergency medicine training among medical students
    Zulvikar Syambani Ulhaq, Ferry Nur Nasyroh, Achmad Arief Hidayatullah, Christyaji Indradmojo, Amalia Nur Aisa, Gita Vita Soraya
    Educación Médica.2023; 24(6): 100848.     CrossRef
  • The Effect of Simulation on Nursing Student Perceptions of Readiness to Provide End-of-Life Care
    Rebecca Dias, Kathryn Robinson, Patricia Poirier
    Journal of Hospice & Palliative Nursing.2023; 25(6): E116.     CrossRef
  • The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning
    Dianne Marshall, Michelle Honey
    Nursing Praxis in Aotearoa New Zealand.2023;[Epub]     CrossRef
  • Metaverse in Medical Education
    Agus Rizal Ardy Hariandy Hamid, Ferdiansyah Sultan Ayasasmita Rusdhy, Prasandhya Astagiri Yusuf
    Medical Journal of Indonesia.2023; 32(2): 67.     CrossRef
  • In situ simulation and its different applications in healthcare: an integrative review
    Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
    Revista Brasileira de Educação Médica.2023;[Epub]     CrossRef
  • Simulação in situ e suas diferentes aplicações na área da saúde: uma revisão integrativa
    Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
    Revista Brasileira de Educação Médica.2023;[Epub]     CrossRef
  • Perception of Realism and Acquisition of Clinical Skills in Simulated Pediatric Dentistry Scenarios
    Begoña Bartolomé Villar, Irene Real Benlloch, Ana De la Hoz Calvo, Gleyvis Coro-Montanet
    International Journal of Environmental Research and Public Health.2022; 19(18): 11387.     CrossRef
  • Just-in-Time Orientation of Non-Critical Care Nurses to the Critical Care Environment
    Meghan Doelger, Karen Kesten, Bonnie Sakallaris
    The Journal of Continuing Education in Nursing.2022; 53(10): 465.     CrossRef
  • Content validity test of a safety checklist for simulated participants in simulation-based education in the United Kingdom: a methodological study
    Matthew Bradley
    Journal of Educational Evaluation for Health Professions.2022; 19: 21.     CrossRef
  • A manikin or human simulator—development of a tool for measuring students’ perception
    Kamil Torres, Phillip Evans, Izabela Mamcarz, Natalia Radczuk, Anna Torres
    PeerJ.2022; 10: e14214.     CrossRef
Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study  
Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee
J Educ Eval Health Prof. 2021;18:7.   Published online April 20, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.7
  • 5,843 View
  • 290 Download
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
In 2015, the South Korean government legislated the Act for the Improvement of Training Conditions and Status of Medical Residents (Medical Resident Act). This study investigated changes in the working and learning environment pre- and post-implementation of the Medical Resident Act in 2017, as well as changes in training conditions by year post-implementation.
Methods
An annual cross-sectional voluntary survey was conducted by the Korean Intern Resident Association (KIRA) between 2016 and 2019. The learning and working environment, including extended shift length, rest time, learning goals, and job satisfaction, were compared by institution type, training year, and specialty.
Results
Of the 55,727 enrollees in the KIRA, 15,029 trainees took the survey, and the number of survey participants increased year by year (from 2,984 in 2016 to 4,700 in 2019). Overall working hours tended to decrease; however, interns worked the most (114 hours in 2016, 88 hours in 2019; P<0.001). Having 10 hours or more of break time has gradually become more common (P<0.001). Lunch breaks per week decreased from 5 in 2017 to 4 in 2019 (P<0.001). Trainees’ sense of educational deprivation due to physician assistants increased from 17.5% in 2016 to 25.6% in 2018 (P<0.001). Awareness of tasks and program/work achievement goals increased from 29.2% in 2016 to 58.3% in 2018 (P<0.001). Satisfaction with the learning environment increased over time, whereas satisfaction with working conditions varied.
Conclusion
The Medical Resident Act has brought promising changes to the training of medical residents in Korea, as well as their satisfaction with the training environment.

Citations

Citations to this article as recorded by  
  • Developing and Establishing a Wound Dressing Team: Experience and Recommendations
    Sik Namgoong, Seunghee Baik, Seung-Kyu Han, Ji-Won Son, Jae-Yeon Kim
    Journal of Korean Medical Science.2023;[Epub]     CrossRef
  • The effects of resident work hours on well‐being, performance, and education: A review from a Japanese perspective
    Kazuya Nagasaki, Hiroyuki Kobayashi
    Journal of General and Family Medicine.2023; 24(6): 323.     CrossRef
  • Developing prompts from large language model for extracting clinical information from pathology and ultrasound reports in breast cancer
    Hyeon Seok Choi, Jun Yeong Song, Kyung Hwan Shin, Ji Hyun Chang, Bum-Sup Jang
    Radiation Oncology Journal.2023; 41(3): 209.     CrossRef
  • Shortening shift’s length—Should we ask the residents if this is what they want?
    Yehuda Hershkovitz, Adi Rasco, Orna Tal, David C. Mohr
    PLOS ONE.2022; 17(8): e0272548.     CrossRef
  • The Number of Monthly Night Shift Days and Depression Were Associated with an Increased Risk of Excessive Daytime Sleepiness in Emergency Physicians in South Korea
    Song Yi Park, Hyung Min Lee, Jiyoung Kim
    Behavioral Sciences.2022; 12(8): 279.     CrossRef
Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic  
Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed
J Educ Eval Health Prof. 2021;18:6.   Published online April 12, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.6
  • 6,354 View
  • 326 Download
  • 11 Web of Science
  • 13 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

Citations

Citations to this article as recorded by  
  • What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis
    Angelina S. Lim, Yeap Li Ling, Kyle J. Wilby, Vivienne Mak
    Currents in Pharmacy Teaching and Learning.2024; 16(3): 212.     CrossRef
  • Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic
    Mohamed Hassan Elnaem, Muna Barakat, Naeem Mubarak, Mohammed Salim K.T., Doaa H. Abdelaziz, Ahmed Ibrahim Fathelrahman, Abrar K. Thabit, Diana Laila Ramatillah, Ali Azeez Al-Jumaili, Nabeel Kashan Syed, Mohammed Fathelrahman Adam, Md. Sanower Hossain, Moh
    Saudi Pharmaceutical Journal.2023; 31(3): 410.     CrossRef
  • Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy
    Harjit Singh, Daniel Malone, Angelina S. Lim
    American Journal of Pharmaceutical Education.2023; 87(7): 100099.     CrossRef
  • A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
    Sanah Hasan, Hamzah AlZubaidi, Subish Palaian, Muaed AlOmar, Nadir Kheir, Yassin Al Hariri, Sawsan Shanableh, Ahmed Gaili, Abby Kahaleh
    American Journal of Pharmaceutical Education.2023; 87(12): 100555.     CrossRef
  • Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
    Haniye Mastour, Nazanin Shamaeian Razavi
    Shiraz E-Medical Journal.2023;[Epub]     CrossRef
  • Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
    Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
    Pharmacy Education.2022; 22(1): 23.     CrossRef
  • Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
    Vivienne Mak, Sunanthiny Krishnan, Sara Chuang
    Healthcare.2022; 10(2): 328.     CrossRef
  • Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
    Carla Pires
    Pharmacy.2022; 10(1): 31.     CrossRef
  • Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
    Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
    Pharmacy Education.2022; 22(1): 191.     CrossRef
  • Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
    Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
    Advances in Medical Education and Practice.2022; Volume 13: 407.     CrossRef
  • COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
    Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
    Pharmacy.2022; 10(3): 60.     CrossRef
  • Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
    Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
    Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525.     CrossRef
  • Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 23.     CrossRef
Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom  
Jack Barton, Kathrine Sofia Rallis, Amber Elyse Corrigan, Ella Hubbard, Antonia Round, Greta Portone, Ashvin Kuri, Tien Tran, Yu Zhi Phuah, Katie Knight, Jonathan Round
J Educ Eval Health Prof. 2021;18:5.   Published online April 6, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.5
  • 7,261 View
  • 361 Download
  • 5 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.
Methods
An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.
Results
The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).
Conclusion
The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

Citations

Citations to this article as recorded by  
  • The state of health professions students’ self-directed learning ability during online study and the factors that influence it
    Xiaoyue Xu, Ziyi Li, Louisa Mackay, Na Li, Yaheng Zhang, Yujie Wu, Yang Zhang
    BMC Medical Education.2024;[Epub]     CrossRef
  • Assessing medical students’ perception and educational experience during COVID-19 pandemic
    Ernest Z. Low, Niall J. O’Sullivan, Vidushi Sharma, Isabella Sebastian, Roisin Meagher, Dalal Alomairi, Ebraheem H. Alhouti, Claire L. Donohoe, Michael E. Kelly
    Irish Journal of Medical Science (1971 -).2023; 192(3): 1015.     CrossRef
  • Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school
    Jihyun Si
    Korean Journal of Medical Education.2022; 34(2): 145.     CrossRef
  • Advances in e-learning in undergraduate clinical medicine: a systematic review
    T. Delungahawatta, S. S. Dunne, S. Hyde, L. Halpenny, D. McGrath, A. O’Regan, C. P. Dunne
    BMC Medical Education.2022;[Epub]     CrossRef
Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea  
Jinwoo Jeong, Song Yi Park, Kyung Hoon Sun
J Educ Eval Health Prof. 2021;18:4.   Published online March 25, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.4
  • 4,924 View
  • 285 Download
AbstractAbstract PDFSupplementary Material
Purpose
In medical education, peer assessment is considered to be an effective learning strategy. Although several studies have examined agreement between peer and faculty assessments regarding basic life support (BLS), few studies have done so for advanced resuscitation skills (ARS) such as intubation and defibrillation. Therefore, this study aimed to determine the degree of agreement between medical students’ and faculty assessments of ARS examinations.
Methods
This retrospective explorative study was conducted during the emergency medicine (EM) clinical clerkship of fourth-year medical students from April to July 2020. A faculty assessor (FA) and a peer assessor (PA) assessed each examinee’s resuscitation skills (including BLS, intubation, and defibrillation) using a checklist that consisted of 20 binary items (performed or not performed) and 1 global proficiency rating using a 5-point Likert scale. The prior examinee assessed the next examinee after feedback and training as a PA. All 54 students participated in peer assessment. The assessments of 44 FA/PA pairs were analyzed using the intraclass correlation coefficient (ICC) and Gwet’s first-order agreement coefficient.
Results
The PA scores were higher than the FA scores (mean±standard deviation, 20.2±2.5 [FA] vs. 22.3±2.4 [PA]; P<0.001). The agreement was poor to moderate for the overall checklist (ICC, 0.55; 95% confidence interval [CI], 0.31 to 0.73; P<0.01), BLS (ICC, 0.19; 95% CI, -0.11 to 0.46; P<0.10), intubation (ICC, 0.51; 95% CI, 0.26 to 0.70; P<0.01), and defibrillation (ICC, 0.49; 95% CI, 0.23 to 0.68; P<0.01).
Conclusion
Senior medical students showed unreliable agreement in ARS assessments compared to faculty assessments. If a peer assessment is planned in skills education, comprehensive preparation and sufficient assessor training should be provided in advance.
Brief report
Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary study  
Yera Hur, Keumho Lee
J Educ Eval Health Prof. 2020;17:43.   Published online December 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.43
  • 4,864 View
  • 123 Download
  • 3 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
This preliminary study aimed to determine how medical students perceive character education in Korea. A structured survey questionnaire was distributed to 10 medical students between September and December 2018, of whom 6 students replied. Students’ responses were classified into elements, which were also categorized. Twenty-nine core elements of characters in 8 categories were verified as essential for doctors and as needs for character education. The most frequently suggested categories were “care and respect,” “empathy and communication,” and “responsibility and calling.” Participants also stated that various forms of character education are necessary and that they were not satisfied with the teaching methods of the character education that they had received. These results verified the most essential character traits for doctors and identified problems related to current character education. The results of this study will be helpful for preparing the character education curriculum in medical schools.

Citations

Citations to this article as recorded by  
  • Medical students’ self-evaluation of character, and method of character education
    Yera Hur, Sanghee Yeo, Keumho Lee
    BMC Medical Education.2022;[Epub]     CrossRef
  • Definition of character for medical education based on expert opinions in Korea
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2021; 18: 26.     CrossRef
Brief Report
Clinical performance of medical students in Korea in a whole-task emergency station in the objective structured clinical examination with a standardized patient complaining of palpitations  
Song Yi Park, Hyun-Hee Kong, Min-Jeong Kim, Yoo Sang Yoon, Sang-Hwa Lee, Sunju Im, Ji-Hyun Seo
J Educ Eval Health Prof. 2020;17:42.   Published online December 16, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.42
  • 4,458 View
  • 131 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
This study assessed the clinical performance of 150 third-year medicalstudents in Busan, Korea in a whole-task emergency objective structured clinical examination station that simulated a patient with palpitations visiting the emergency department. The examination was conducted from November 25 to 27, 2019. Clinical performance was assessed as the number and percentage of students who performed history-taking (HT), a physical examination (PE), an electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. It was found that 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. A sizable proportion (38.0%) of students did not even attempt an ECG study. In a whole-task emergency station, students showed good performance on HT and CR, but unsatisfactory results for PE, ECG study, and Ed. Clinical skills educational programs for subjected student should focus more on PE, timely diagnostic tests, and sufficient Ed.

Citations

Citations to this article as recorded by  
  • Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
    Sun Kim, A Ra Cho, Chul Woon Chung
    Journal of Educational Evaluation for Health Professions.2021; 18: 28.     CrossRef
  • Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea
    Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
    Journal of Educational Evaluation for Health Professions.2021; 18: 25.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions