Journal of Educational Evaluation for Health Professions

Research articles

Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam in the United States: Sara Lolar, Jamie McQueen, Sara Maher; J Educ Eval Health Prof. 2020;17:16. Published online May 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.16

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Purpose
Learning to perform and document patient history taking and physical exam (H&P) entails a major component of the first year academic education of physician assistant (PA) students at Wayne State University, USA. The H&P is summative of multiple aspects of PA education, and students must master communication with patients and other health care providers. The objectives of this study were first, to determine if there was a correlation between scores on the Graduate Record Examination (GRE) component testing and scores on graded H&Ps. The second objective was to identify a correlation between proficiency with H&P documentation and academic and clinical year grade point average (GPA) and Physician Assistant National Certifying Exam (PANCE) score.
Methods
Subjects included 147 PA students from Wayne State University from 2014–2016. PA students visited local hospitals or outpatient clinics during the academic year to perform and document patient H&Ps. Correlation between the H&P mean scores and GRE component scores, GPAs, and PANCE scores were analyzed.
Results
The subjects were 26.5 years-old (+6.5) and 111 females (75.5%). There was no correlation between the GRE component score and the H&P mean score. The H&P score was positively correlated with GPA 1 (r=0.512, P<0.001), with GPA 2 (r=0.425, P<0.001) and with PANCE score (r=0.448, P<0.001).
Conclusion
PA student skill with H&P documentation was positively related to academic performance score during PA school and achievement score on the PANCE at Wayne State University, USA.

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History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study
Jingrong Du, Xiaowen Zhu, Juan Wang, Jing Zheng, Xiaomin Zhang, Ziwen Wang, Kun Li
Nurse Education Today.2022; 111: 105312. CrossRef
A Decline in Black and Dermatology Physician Assistants
Jameka McElroy-Brooklyn, Cynthia Faires Griffith
Journal of Physician Assistant Education.2022; 33(4): 275. CrossRef

Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom: Andrew Martin Lunn, Ann Urmston, Steven Seymour, Andrea Manfrin; J Educ Eval Health Prof. 2020;17:15. Published online May 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.15

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom.
Methods
During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments.
Results
Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender (P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internal consistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement.
Conclusion
PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualized learning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.

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Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse
Juan M. Román-Belmonte, E. Carlos Rodríguez-Merchán, Hortensia De la Corte-Rodríguez
Postgraduate Medicine.2023; : 1. CrossRef
Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study
Syed Wasif Gillani, Shabaz Mohiuddin Gulam, Jumana Al-Salloum, Rizah Anwar Assadi
Pharmacy Education.2021; 21: 642. CrossRef

Using the Angoff method to set a standard on mock exams for the Korean Nursing Licensing Examination: Mi Kyoung Yim, Sujin Shin; J Educ Eval Health Prof. 2020;17:14. Published online April 22, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.14

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Purpose
This study explored the possibility of using the Angoff method, in which panel experts determine the cut score of an exam, for the Korean Nursing Licensing Examination (KNLE). Two mock exams for the KNLE were analyzed. The Angoff standard setting procedure was conducted and the results were analyzed. We also aimed to examine the procedural validity of applying the Angoff method in this context.
Methods
For both mock exams, we set a pass-fail cut score using the Angoff method. The standard setting panel consisted of 16 nursing professors. After the Angoff procedure, the procedural validity of establishing the standard was evaluated by investigating the responses of the standard setters.
Results
The descriptions of the minimally competent person for the KNLE were presented at the levels of general and subject performance. The cut scores of first and second mock exams were 74.4 and 76.8, respectively. These were higher than the traditional cut score (60% of the total score of the KNLE). The panel survey showed very positive responses, with scores higher than 4 out of 5 points on a Likert scale.
Conclusion
The scores calculated for both mock tests were similar, and were much higher than the existing cut scores. In the second simulation, the standard deviation of the Angoff rating was lower than in the first simulation. According to the survey results, procedural validity was acceptable, as shown by a high level of confidence. The results show that determining cut scores by an expert panel is an applicable method.

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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
Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study
Janghee Park
Journal of Educational Evaluation for Health Professions.2022; 19: 23. CrossRef
Development of examination objectives based on nursing competency for the Korean Nursing Licensing Examination: a validity study
Sujin Shin, Gwang Suk Kim, Jun-Ah Song, Inyoung Lee
Journal of Educational Evaluation for Health Professions.2022; 19: 19. CrossRef
Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
Journal of Educational Evaluation for Health Professions.2022; 19: 33. 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

Performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions: Jimmy Bourque, Haley Skinner, Jonathan Dupré, Maria Bacchus, Martha Ainslie, Irene W. Y. Ma, Gary Cole; J Educ Eval Health Prof. 2020;17:12. Published online April 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.12

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Abstract PDF Supplementary Material

Purpose
This study aimed to assess the performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions. Specifically, the following parameters were evaluated: inter-rater agreement, the correlations between Ebel scores and item facility indices, the impact of raters’ knowledge of correct answers on the Ebel score, and the effects of raters’ specialty on inter-rater agreement and Ebel scores.
Methods
Data were drawn from a Royal College of Physicians and Surgeons of Canada certification exam. The Ebel method was applied to 203 multiple-choice questions by 49 raters. Facility indices came from 194 candidates. We computed the Fleiss kappa and the Pearson correlations between Ebel scores and item facility indices. We investigated differences in the Ebel score according to whether correct answers were provided or not and differences between internists and other specialists using the t-test.
Results
The Fleiss kappa was below 0.15 for both facility and relevance. The correlation between Ebel scores and facility indices was low when correct answers were provided and negligible when they were not. The Ebel score was the same whether the correct answers were provided or not. Inter-rater agreement and Ebel scores were not significantly different between internists and other specialists.
Conclusion
Inter-rater agreement and correlations between item Ebel scores and facility indices were consistently low; furthermore, raters’ knowledge of the correct answers and raters’ specialty had no effect on Ebel scores in the present setting.

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Competency Standard Derivation for Point-of-Care Ultrasound Image Interpretation for Emergency Physicians
Maya Harel-Sterling, Charisse Kwan, Jonathan Pirie, Mark Tessaro, Dennis D. Cho, Ailish Coblentz, Mohamad Halabi, Eyal Cohen, Lynne E. Nield, Martin Pusic, Kathy Boutis
Annals of Emergency Medicine.2023; 81(4): 413. CrossRef
The effects of a land-based home exercise program on surfing performance in recreational surfers
Jerry-Thomas Monaco, Richard Boergers, Thomas Cappaert, Michael Miller, Jennifer Nelson, Meghan Schoenberger
Journal of Sports Sciences.2023; : 1. CrossRef
A Target Population Derived Method for Developing a Competency Standard in Radiograph Interpretation
Michelle S. Lee, Martin V. Pusic, Mark Camp, Jennifer Stimec, Andrew Dixon, Benoit Carrière, Joshua E. Herman, Kathy Boutis
Teaching and Learning in Medicine.2022; 34(2): 167. CrossRef
Pediatric Musculoskeletal Radiographs: Anatomy and Fractures Prone to Diagnostic Error Among Emergency Physicians
Winny Li, Jennifer Stimec, Mark Camp, Martin Pusic, Joshua Herman, Kathy Boutis
The Journal of Emergency Medicine.2022; 62(4): 524. CrossRef
Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
Journal of Educational Evaluation for Health Professions.2022; 19: 33. CrossRef
Image interpretation: Learning analytics–informed education opportunities
Elana Thau, Manuela Perez, Martin V. Pusic, Martin Pecaric, David Rizzuti, Kathy Boutis
AEM Education and Training.2021;[Epub] CrossRef

Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs: Jason Lai, Benjamin Holden Schnapp, David Simon Tillman, Mary Westergaard, Jamie Hess, Aaron Kraut; J Educ Eval Health Prof. 2020;17:11. Published online April 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.11

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Purpose
The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.
Methods
We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.
Results
We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.
Conclusion
The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

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Guiding Fellows to Independent Practice
Maybelle Kou, Aline Baghdassarian, Kajal Khanna, Nazreen Jamal, Michele Carney, Daniel M. Fein, In Kim, Melissa L. Langhan, Jerri A. Rose, Noel S. Zuckerbraun, Cindy G. Roskind
Pediatric Emergency Care.2022; 38(10): 517. CrossRef

Editorial

How to train health personnel to protect themselves from SARS-CoV-2 (novel coronavirus) infection when caring for a patient or suspected case: Sun Huh; J Educ Eval Health Prof. 2020;17:10. Published online March 7, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.10

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113 Citations

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Analysis of Pre-clerkship Medical Students’ Perceptions and Performance During the COVID-19 Pandemic
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Cause-of-death statistics in 2020 in the Republic of Korea
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What happened during the period from senior medical students’ withdrawal of their applications to take the Korean Medical Licensing Examination in August 2020 to their taking the licensing examination in February 2021
Sun Huh
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Mohammed O. Qureshi, Abrar A. Chughtai, Holly Seale
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Research article

Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions: Damian James Ianno, Kelly Mirowska-Allen, Stephen Anthony Kunz, Richard O’Brien; J Educ Eval Health Prof. 2020;17:9. Published online February 26, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.9

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3 Citations

Abstract PDF Supplementary Material

Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.

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Using a journal club to navigate a maze of COVID-19 papers in a front-line hospital service
Rachel Wenke, Paulina Stehlik, John Gerrard, Sharon Mickan, David Henry
BMJ Evidence-Based Medicine.2023; 28(3): 210. CrossRef
Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria
D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
Radiología.2023;[Epub] CrossRef
Medical students’ attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study
Paul McHugh, Donal Brennan, Mary F. Higgins
Irish Journal of Medical Science (1971 -).2022; 191(1): 469. CrossRef

Brief report

Physical therapy students’ perceptions of the educational environment at physical therapy institutes in Pakistan: Muhammad Adeel, Asad Chaudhry; J Educ Eval Health Prof. 2020;17:7. Published online February 24, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.7

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Abstract PDF: This study assessed doctor of physical therapy (DPT) students’ perceptions of the educational environment at public and private physical therapy institutes in Pakistan. This cross-sectional study was conducted at 6 physical therapy institutions in Punjab, Pakistan from April 2018 to December 2019. In total, 500 Dundee Ready Educational Environment Measure (DREEM) questionnaires were distributed among DPT students identified through convenience sampling (response rate, 86.4%). The correlations between each item of the DREEM score were analyzed. The mean overall DREEM score was 128±19.63 for all 5 subscales (range, 33 to 166; standard error of the mean, 0.954). The correlations of atmosphere, learning, and self-perception with the overall educational environment were r=0.896, r=0.853, and r=0.846, respectively. Student-centered approaches were found to be more effective than teacher-centered approaches for promoting a positive educational environment.

Research article

Correlations between moral courage scores and social desirability scores among medical residents and fellows in Argentina: Raúl Alfredo Borracci, Graciana Ciambrone, José María Alvarez Gallesio; J Educ Eval Health Prof. 2020;17:6. Published online February 18, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.6

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Abstract PDF Supplementary Material

Purpose
Moral courage refers to the conviction to take action on one’s ethical beliefs despite the risk of adverse consequences. This study aimed to evaluate correlations between social desirability scores and moral courage scores among medical residents and fellows, and to explore gender- and specialty-based differences in moral courage scores.
Methods
In April 2018, the Moral Courage Scale for Physicians (MCSP), the Professional Moral Courage (PMC) scale and the Marlowe-Crowne scale to measure social desirability were administered to 87 medical residents from Hospital Alemán in Buenos Aires, Argentina.
Results
The Cronbach α coefficients were 0.78, 0.74, and 0.81 for the Marlowe-Crowne, MCSP, and PMC scales, respectively. Correlation analysis showed that moral courage scores were weakly correlated with social desirability scores, while both moral courage scales were strongly correlated with each other. Physicians who were training in a surgical specialty showed lower moral courage scores than nonsurgical specialty trainees, and men from any specialty tended to have lower moral courage scores than women. Specifically, individuals training in surgical specialties ranked lower on assessments of the “multiple values,” “endurance of threats,” and “going beyond compliance” dimensions of the PMC scale. Men tended to rank lower than women on the “multiple values,” “moral goals,” and “endurance of threats” dimensions.
Conclusion
There was a poor correlation between 2 validated moral courage scores and social desirability scores among medical residents and fellows in Argentina. Conversely, both moral courage tools showed a close correlation and concordance, suggesting that these scales are reasonably interchangeable.

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Travis Taniguchi, Heather Vovak, Gary Cordner, Karen Amendola, Yukun Yang, Katherine Hoogesteyn, Martin Bartness
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Brief Report

Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada: Dalia Limor Karol, Debra Pugh; J Educ Eval Health Prof. 2020;17:5. Published online February 18, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.5

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154 Download
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Abstract PDF Supplementary Material

Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedback evokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during an objective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. To do this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported were embarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequent OSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in students and potentially impact subsequent performance.

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Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams
Alexandra Makrides, Peter Yeates
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Research articles

Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure: Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua; J Educ Eval Health Prof. 2020;17:4. Published online January 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.4

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201 Download
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Abstract PDF Supplementary Material

Purpose
This study aimed to assess the educational environment of residents in Morocco and to compare residents’ perceptions depending on their specialty.
Methods
We applied the French version of the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the educational environment at 6 hospitals in Rabat from January to June 2017. The internal reliability of the questionnaire was assessed using Cronbach’s α coefficient. Principal component analysis was conducted to assess the construct validity of the 3 subscales of the PHEEM questionnaire. Analysis of variance was performed to compare the mean scores of the overall PHEEM, its subscales, and each item among the 6 specialties.
Results
Responses from 255 residents were included. The 40-item PHEEM questionnaire showed a high level of reliability, with a Cronbach’s α of 0.91. Principal component analysis of all 40 items suggested that 3 factors explained 48% of the variance, with better results for the teaching subscale. Moroccan residents perceived their educational environment as more positive than negative. There were significant differences in the overall and subscale scores among the 6 specialties.
Conclusion
The French version of the PHEEM was confirmed to be a valid and reliable instrument in Morocco. Moroccan residents perceived their educational environment as more positive than negative, but room for improvement remained, with challenges including the poor infrastructure, the suboptimal quality of supervision, and inadequate teaching and work regulations.

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Ambiente educacional y bienestar mental de los residentes de posgrados médicos y quirúrgicos en Medellín, Colombia
María Adelaida Posada Uribe, Verónica Vargas González, Clara Orrego Morales, Carolina Cataño, Elsa María Vásquez, Diana Restrepo
Revista Colombiana de Psiquiatría.2023; 52(1): 20. CrossRef
Educational environment and mental wellbeing of medical and surgical postgraduate residents in Medellin, Colombia
María Adelaida Posada Uribe, Verónica Vargas González, Clara Orrego Morales, Carolina Cataño, Elsa María Vásquez, Diana Restrepo
Revista Colombiana de Psiquiatría (English ed.).2023; 52(1): 20. CrossRef
Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya
Sayed Shah Nur Hussein Shah, Ahmed Laving, Violet Caroline Okech-Helu, Manasi Kumar
BMC Psychiatry.2021;[Epub] CrossRef

Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran: Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi; J Educ Eval Health Prof. 2020;17:3. Published online January 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.3

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Abstract PDF Supplementary Material

Purpose
Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the reflective capacity and empathy of medical students.
Methods
A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (using the paired-t test and the t-test; P≤0.05).
Results
The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but those of the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001).
Conclusion
Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

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Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial
Mengxin Xue, Huiping Sun, Jin Xue, Jingxin Zhou, Junchao Qu, Siqi Ji, Yuan Bu, Yongbing Liu
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Effectiveness of narrative pedagogy in developing nursing undergraduates’ humanistic care ability for hospitalized children: A mixed-method study
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Christian Lermen, Willi Wetzel, Vanessa Britz, Jasmina Sterz, Wolf O Bechstein, Teresa Schreckenbach
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Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
Educational Research in Medical Sciences.2022;[Epub] CrossRef
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Finding the Story in Medicine
Elizabeth Fenstermacher, Regina M. Longley, Hermioni L. Amonoo
Psychiatric Clinics of North America.2021; 44(2): 263. CrossRef
How does narrative medicine impact medical trainees’ learning of professionalism? A qualitative study
Chien-Da Huang, Chang-Chyi Jenq, Kuo-Chen Liao, Shu-Chung Lii, Chi-Hsien Huang, Tsai-Yu Wang
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Effects of virtual reality training on decreasing the rates of needlestick or sharp injury in new-coming medical and nursing interns in Taiwan: Szu-Hsien Wu, Chia-Chang Huang, Shiau-Shian Huang, Ying-Ying Yang, Chih-Wei Liu, Boaz Shulruf, Chen-Huan Chen; J Educ Eval Health Prof. 2020;17:1. Published online January 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.1

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22 Citations

Abstract PDF Supplementary Material

Purpose
Senior nursing and medical interns’ lack of familiarity and confidence with respect to practicing universal precaution for the prevention of occupational needlestick or sharp injuries may harm themselves. Trainees’ self-reported needlestick or sharp injury rate was known to be especially high during the first 2 months of internship in Taiwan. This prospective cohort study aimed to assess the effect of newly developed virtual reality (VR) game, which uses Gagne’s learning model to improve universal precaution for needlestick or sharp injury prevention and decrease the rates of needle stick or sharp injuries in new-coming medical and nursing interns in Taiwan.
Methods
From 2017 to 2019, the VR system was developed and applied in training of 59 new-coming nursing and 50 medical interns. Occupational needlestick or sharp injury prevention was sought to be achieved through a game of right and wrong choices for safe or unsafe universal precaution behaviors.
Results
In comparison with medical interns, a higher proportion of nursing interns had past experiences of deep occupational needlestick or sharp injury. Before VR training, the familiarity and confidence for needlestick or sharp injury prevention were higher among nursing interns than medical interns. Trainees with past experiences of deep needlestick or sharp injury exhibited better performance on the accuracy rate and time needed to complete 20 decisions than those without past experiences in VR practice. All trainees showed an improved performance after VR training. A high proportion of trainees reported that the VR-based training significantly decreased their anxiety about needlestick or sharp injury prevention.
Conclusion
This self-developed VR game system using Gagne’s flow improved universal precaution for needlestick or sharp injury prevention and reduced the needlestick or sharp injury rates in the first 2 months of nursing and medical internship.

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Effects of a cultural nursing course to enhance the cultural competence of nursing students in Korea: Hae Sook Park, Hee Jung Jang, Geum Hee Jeong; J Educ Eval Health Prof. 2019;16:39. Published online December 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.39

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5 Citations

Abstract PDF Supplementary Material

Purpose
With Korea’s recent rapid change into a multicultural society, cultural competence is being emphasized as a core nursing competency. This study investigated the effects of a cultural nursing course that aimed to enhance the cultural competence of nursing students in Korea.
Methods
This was a single-group pre- and post-comparison study. The subjects were 69 nursing students at Dongyang University who attended a cultural nursing course in 2015, of whom 62 students responded to the survey. The 13-week cultural nursing course was held for 2 hours a week. The methods of the course included small group activities, discussions and presentations, experiential learning, reflective activities, and lectures. Nursing students’ cultural competence was measured pre- and post-course with the Cultural Competence Scale for Korean Nurses, which contains 33 items scored on a 7-point Likert scale.
Results
After completing the cultural nursing course, students’ total cultural competence scores increased, as did their scores in each category (cultural awareness, cultural knowledge, cultural sensitivity, and cultural skills) (P<0.001). There was no significant difference in cultural competence by gender (P<0.001).
Conclusion
This cultural nursing course was found to be effective in enhancing the cultural competence of nursing students. Therefore, the educational program developed in this study can be extended to other university-level nursing programs in Korea.

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Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study
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Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam
Trang-Thi-Thuy Ho, Jina Oh
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Identifikacija merskih instrumentov za merjenje kulturnih kompetenc pri medicinskih sestrah in študentih zdravstvene nege
Liridon Avdylaj, Sabina Ličen
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Liane Schenk, Pia-Theresa Sonntag, Patricia Beck, Zohra Khan, Lisa Peppler, Meryam Schouler-Ocak
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Nursing students’ experience of learning cultural competence
Isabel Antón-Solanas, Elena Tambo-Lizalde, Nadia Hamam-Alcober, Valérie Vanceulebroeck, Shana Dehaes, Indrani Kalkan, Nuran Kömürcü, Margarida Coelho, Teresa Coelho, Antonio Casa Nova, Raul Cordeiro, Lucía Sagarra-Romero, Ana B. Subirón-Valera, Isabel Hué
PLOS ONE.2021; 16(12): e0259802. CrossRef

Evaluation of a portfolio-based course on self-development for pre-medical students in Korea: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2019;16:38. Published online December 11, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.38

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117 Download
2 Citations

Abstract PDF Supplementary Material

Purpose
We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.
Methods
The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.
Results
The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).
Conclusion
The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.

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Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
Journal of Medical Education and Curricular Development.2022; 9: 238212052210760. CrossRef
Development and validation of a portfolio assessment system for medical schools in Korea
Dong Mi Yoo, A Ra Cho, Sun Kim
Journal of Educational Evaluation for Health Professions.2020; 17: 39. CrossRef

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