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From articles published in Journal of Educational Evaluation for Health Professions during the past two years (2022 ~ ).

Brief report
Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study  
Sun Huh
J Educ Eval Health Prof. 2023;20:1.   Published online January 11, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.1
  • 11,124 View
  • 1,014 Download
  • 118 Web of Science
  • 66 Crossref
AbstractAbstract PDFSupplementary Material
This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.

Citations

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Review
Can an artificial intelligence chatbot be the author of a scholarly article?  
Ju Yoen Lee
J Educ Eval Health Prof. 2023;20:6.   Published online February 27, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.6
  • 7,457 View
  • 633 Download
  • 34 Web of Science
  • 35 Crossref
AbstractAbstract PDFSupplementary Material
At the end of 2022, the appearance of ChatGPT, an artificial intelligence (AI) chatbot with amazing writing ability, caused a great sensation in academia. The chatbot turned out to be very capable, but also capable of deception, and the news broke that several researchers had listed the chatbot (including its earlier version) as co-authors of their academic papers. In response, Nature and Science expressed their position that this chatbot cannot be listed as an author in the papers they publish. Since an AI chatbot is not a human being, in the current legal system, the text automatically generated by an AI chatbot cannot be a copyrighted work; thus, an AI chatbot cannot be an author of a copyrighted work. Current AI chatbots such as ChatGPT are much more advanced than search engines in that they produce original text, but they still remain at the level of a search engine in that they cannot take responsibility for their writing. For this reason, they also cannot be authors from the perspective of research ethics.

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Editorials
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
J Educ Eval Health Prof. 2022;19:2.   Published online January 13, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.2
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PDFSupplementary Material

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  • 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
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Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
Sun Huh
J Educ Eval Health Prof. 2023;20:5.   Published online January 31, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.5
  • 2,777 View
  • 296 Download
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PDF

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Reviews
Prevalence of burnout and related factors in nursing faculty members: a systematic review  
Marziyeh Hosseini, Mitra Soltanian, Camellia Torabizadeh, Zahra Hadian Shirazi
J Educ Eval Health Prof. 2022;19:16.   Published online July 14, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.16
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AbstractAbstract PDFSupplementary Material
Purpose
The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature.
Methods
A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies.
Results
A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position.
Conclusion
Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support.

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Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review  
Mahbubeh Tabatabaeichehr, Samane Babaei, Mahdieh Dartomi, Peiman Alesheikh, Amir Tabatabaee, Hamed Mortazavi, Zohreh Khoshgoftar
J Educ Eval Health Prof. 2022;19:37.   Published online December 20, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.37
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  • 7 Web of Science
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AbstractAbstract PDFSupplementary Material
Purpose
This review investigated medical students’ satisfaction level with e-learning during the coronavirus disease 2019 (COVID-19) pandemic and its related factors.
Methods
A comprehensive systematic search was performed of international literature databases, including Scopus, PubMed, Web of Science, and Persian databases such as Iranmedex and Scientific Information Database using keywords extracted from Medical Subject Headings such as “Distance learning,” “Distance education,” “Online learning,” “Online education,” and “COVID-19” from the earliest date to July 10, 2022. The quality of the studies included in this review was evaluated using the appraisal tool for cross-sectional studies (AXIS tool).
Results
A total of 15,473 medical science students were enrolled in 24 studies. The level of satisfaction with e-learning during the COVID-19 pandemic among medical science students was 51.8%. Factors such as age, gender, clinical year, experience with e-learning before COVID-19, level of study, adaptation content of course materials, interactivity, understanding of the content, active participation of the instructor in the discussion, multimedia use in teaching sessions, adequate time dedicated to the e-learning, stress perception, and convenience had significant relationships with the satisfaction of medical students with e-learning during the COVID-19 pandemic.
Conclusion
Therefore, due to the inevitability of online education and e-learning, it is suggested that educational managers and policymakers choose the best online education method for medical students by examining various studies in this field to increase their satisfaction with e-learning.

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Educational/Faculty development material
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 4,433 View
  • 462 Download
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AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

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Research articles
Performance of ChatGPT, Bard, Claude, and Bing on the Peruvian National Licensing Medical Examination: a cross-sectional study  
Betzy Clariza Torres-Zegarra, Wagner Rios-Garcia, Alvaro Micael Ñaña-Cordova, Karen Fatima Arteaga-Cisneros, Xiomara Cristina Benavente Chalco, Marina Atena Bustamante Ordoñez, Carlos Jesus Gutierrez Rios, Carlos Alberto Ramos Godoy, Kristell Luisa Teresa Panta Quezada, Jesus Daniel Gutierrez-Arratia, Javier Alejandro Flores-Cohaila
J Educ Eval Health Prof. 2023;20:30.   Published online November 20, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.30
  • 1,173 View
  • 159 Download
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AbstractAbstract PDFSupplementary Material
Purpose
We aimed to describe the performance and evaluate the educational value of justifications provided by artificial intelligence chatbots, including GPT-3.5, GPT-4, Bard, Claude, and Bing, on the Peruvian National Medical Licensing Examination (P-NLME).
Methods
This was a cross-sectional analytical study. On July 25, 2023, each multiple-choice question (MCQ) from the P-NLME was entered into each chatbot (GPT-3, GPT-4, Bing, Bard, and Claude) 3 times. Then, 4 medical educators categorized the MCQs in terms of medical area, item type, and whether the MCQ required Peru-specific knowledge. They assessed the educational value of the justifications from the 2 top performers (GPT-4 and Bing).
Results
GPT-4 scored 86.7% and Bing scored 82.2%, followed by Bard and Claude, and the historical performance of Peruvian examinees was 55%. Among the factors associated with correct answers, only MCQs that required Peru-specific knowledge had lower odds (odds ratio, 0.23; 95% confidence interval, 0.09–0.61), whereas the remaining factors showed no associations. In assessing the educational value of justifications provided by GPT-4 and Bing, neither showed any significant differences in certainty, usefulness, or potential use in the classroom.
Conclusion
Among chatbots, GPT-4 and Bing were the top performers, with Bing performing better at Peru-specific MCQs. Moreover, the educational value of justifications provided by the GPT-4 and Bing could be deemed appropriate. However, it is essential to start addressing the educational value of these chatbots, rather than merely their performance on examinations.

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  • Performance of GPT-4V in Answering the Japanese Otolaryngology Board Certification Examination Questions: Evaluation Study
    Masao Noda, Takayoshi Ueno, Ryota Koshu, Yuji Takaso, Mari Dias Shimada, Chizu Saito, Hisashi Sugimoto, Hiroaki Fushiki, Makoto Ito, Akihiro Nomura, Tomokazu Yoshizaki
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  • Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
    Xiaojun Xu, Yixiao Chen, Jing Miao
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  • Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
    Hyunju Lee, Soobin Park
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Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study  
Janghee Park
J Educ Eval Health Prof. 2023;20:29.   Published online November 10, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.29
  • 1,310 View
  • 135 Download
  • 2 Web of Science
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AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to analyze patterns of using ChatGPT before and after group activities and to explore medical students’ perceptions of ChatGPT as a feedback tool in the classroom.
Methods
The study included 99 2nd-year pre-medical students who participated in a “Leadership and Communication” course from March to June 2023. Students engaged in both individual and group activities related to negotiation strategies. ChatGPT was used to provide feedback on their solutions. A survey was administered to assess students’ perceptions of ChatGPT’s feedback, its use in the classroom, and the strengths and challenges of ChatGPT from May 17 to 19, 2023.
Results
The students responded by indicating that ChatGPT’s feedback was helpful, and revised and resubmitted their group answers in various ways after receiving feedback. The majority of respondents expressed agreement with the use of ChatGPT during class. The most common response concerning the appropriate context of using ChatGPT’s feedback was “after the first round of discussion, for revisions.” There was a significant difference in satisfaction with ChatGPT’s feedback, including correctness, usefulness, and ethics, depending on whether or not ChatGPT was used during class, but there was no significant difference according to gender or whether students had previous experience with ChatGPT. The strongest advantages were “providing answers to questions” and “summarizing information,” and the worst disadvantage was “producing information without supporting evidence.”
Conclusion
The students were aware of the advantages and disadvantages of ChatGPT, and they had a positive attitude toward using ChatGPT in the classroom.

Citations

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  • Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
    Xiaojun Xu, Yixiao Chen, Jing Miao
    Journal of Educational Evaluation for Health Professions.2024; 21: 6.     CrossRef
  • Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students
    Yijun Wu, Yue Zheng, Baijie Feng, Yuqi Yang, Kai Kang, Ailin Zhao
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  • ChatGPT and Clinical Training: Perception, Concerns, and Practice of Pharm-D Students
    Mohammed Zawiah, Fahmi Al-Ashwal, Lobna Gharaibeh, Rana Abu Farha, Karem Alzoubi, Khawla Abu Hammour, Qutaiba A Qasim, Fahd Abrah
    Journal of Multidisciplinary Healthcare.2023; Volume 16: 4099.     CrossRef
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    Hyunju Lee, Soobin Park
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Improvement of the clinical skills of nurse anesthesia students using mini-clinical evaluation exercises in Iran: a randomized controlled study  
Ali Khalafi, Yasamin Sharbatdar, Nasrin Khajeali, Mohammad Hosein Haghighizadeh, Mahshid Vaziri
J Educ Eval Health Prof. 2023;20:12.   Published online April 6, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.12
  • 1,942 View
  • 115 Download
  • 1 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The present study aimed to investigate the effect of a mini-clinical evaluation exercise (CEX) assessment on improving the clinical skills of nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Methods
This study started on November 1, 2022, and ended on December 1, 2022. It was conducted among 50 nurse anesthesia students divided into intervention and control groups. The intervention group’s clinical skills were evaluated 4 times using the mini-CEX method. In contrast, the same skills were evaluated in the control group based on the conventional method—that is, general supervision by the instructor during the internship and a summative evaluation based on a checklist at the end of the course. The intervention group students also filled out a questionnaire to measure their satisfaction with the mini-CEX method.
Results
The mean score of the students in both the control and intervention groups increased significantly on the post-test (P<0.0001), but the improvement in the scores of the intervention group was significantly greater compared with the control group (P<0.0001). The overall mean score for satisfaction in the intervention group was 76.3 out of a maximum of 95.
Conclusion
The findings of this study showed that using mini-CEX as a formative evaluation method to evaluate clinical skills had a significant effect on the improvement of nurse anesthesia students’ clinical skills, and they had a very favorable opinion about this evaluation method.

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  • Psychometric testing of anesthesia nursing competence scale (AnestComp)
    Samira Mahmoudi, Akram Yazdani, Fatemeh Hasanshiri
    Perioperative Care and Operating Room Management.2024; 34: 100368.     CrossRef
  • Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents
    Juan Zhang, Hong Chen, Xie Wang, Xiaofeng Huang, Daojun Xie
    BMC Medical Education.2024;[Epub]     CrossRef
  • Comparing Satisfaction of Undergraduate Nursing Students`: Mini-CEX vs CIM in Assessing Clinical Competence
    Somia Saghir, Anny Ashiq Ali, Kashif Khan, Uzma Bibi, Shafaat Ullah, Rafi Ullah, Zaifullah Khan, Tahir Khan
    Pakistan Journal of Health Sciences.2023; : 134.     CrossRef
  • Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
    Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani
    Journal of Educational Evaluation for Health Professions.2023; 20: 19.     CrossRef
Factors influencing the learning transfer of nursing students in a non-face-to-face educational environment during the COVID-19 pandemic in Korea: a cross-sectional study using structural equation modeling  
Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim
J Educ Eval Health Prof. 2023;20:14.   Published online April 27, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.14
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AbstractAbstract PDFSupplementary Material
Purpose
The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning.
Methods
In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0.
Results
The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%.
Conclusion
The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students’ learning environment in non-face-to-face conditions.

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  • Flow in Relation to Academic Achievement in Online-Learning: A Meta-Analysis Study
    Da Xing, Yunjung Lee, Gyun Heo
    Measurement: Interdisciplinary Research and Perspectives.2024; : 1.     CrossRef
  • The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education
    Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu, Bajpai Ankita
    Sustainability.2023; 15(17): 13195.     CrossRef
  • Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience
    Helena Roig-Ester, Paulina Elizabeth Robalino Guerra, Carla Quesada-Pallarès, Andreas Gegenfurtner
    Education Sciences.2023; 14(1): 52.     CrossRef
Suggestion of more suitable study designs and the corresponding reporting guidelines in articles published in the Journal of Educational Evaluation for Health Professions from 2021 to September 2022: a descriptive study  
Soo Young Kim
J Educ Eval Health Prof. 2022;19:36.   Published online December 26, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.36
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AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to suggest a more suitable study design and the corresponding reporting guidelines in the papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022.
Methods
Among 59 papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022, research articles, review articles, and brief reports were selected. The followings were analyzed: first, the percentage of articles describing the study design in the title, abstracts, or methods; second, the portion of articles describing reporting guidelines; third, the types of study design and corresponding reporting guidelines; and fourth, the suggestion of a more suitable study design based on the study design algorithm for medical literature on interventions, systematic reviews & other review types, and epidemiological studies overview.
Results
Out of 45 articles, 44 described study designs (97.8%). Out of 44, 19 articles were suggested to be described with more suitable study designs, which mainly occurred in before-and-after studies, diagnostic research, and non-randomized trials. Of the 18 reporting guidelines mentioned, 8 (44.4%) were considered perfect. STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) was used for descriptive studies, before-and-after studies, and randomized controlled trials; however, its use should be reconsidered.
Conclusion
Some declarations of study design and reporting guidelines were suggested to be described with more suitable ones. Education and training on study design and reporting guidelines for researchers are needed, and reporting guideline policies for descriptive studies should also be implemented.

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    Sun Huh
    Journal of Educational Evaluation for Health Professions.2023; 20: 5.     CrossRef
  • A comprehensive perspective on the interaction between gut microbiota and COVID-19 vaccines
    Ming Hong, Tin Lan, Qiuxia Li, Binfei Li, Yong Yuan, Feng Xu, Weijia Wang
    Gut Microbes.2023;[Epub]     CrossRef
  • Why do editors of local nursing society journals strive to have their journals included in MEDLINE? A case study of the Korean Journal of Women Health Nursing
    Sun Huh
    Korean Journal of Women Health Nursing.2023; 29(3): 147.     CrossRef
Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design  
Fabian Bizama, Mansoor Alameri, Kristy Jean Demers, Derrick Ferguson Campbell
J Educ Eval Health Prof. 2022;19:34.   Published online December 19, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.34
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AbstractAbstract PDFSupplementary Material
Purpose
It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States.
Methods
Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022.
Results
Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience.
Conclusion
The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.

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    Gianluca Bertoni, Valentina Conti, Marco Testa, Ilaria Coppola, Stefania Costi, Simone Battista
    Physiotherapy Research International.2024;[Epub]     CrossRef
  • Simulación clínica mediada por tecnología: un escenario didáctico a partir de recursos para la formación de los profesionales en rehabilitación
    Cyndi Yacira Meneses Castaño, Isabel Jimenez Becerra, Paola Teresa Penagos Gomez
    Educación Médica.2023; 24(4): 100810.     CrossRef
  • Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective
    Derrick F. Campbell, Jean-Michel Brismee, Brad Allen, Troy Hooper, Manuel A. Domenech, Kathleen J. Manella
    Philippine Journal of Physical Therapy.2023; 2(2): 12.     CrossRef
Technical report
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
J Educ Eval Health Prof. 2022;19:19.   Published online August 22, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.19
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AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to develop the examination objectives based on nursing competency of the Korean Nursing Licensing Examination.
Methods
This is a validity study to develop the examination objectives based on nursing competency. Data were collected in December 2021. We reviewed the literature related to changing nurse roles and on the learning objectives for the Korea Medical Licensing Examination and other health personnel licensing examinations. Thereafter, we created a draft of the nursing problems list for examination objectives based on the literature review, and the content validity was evaluated by experts. A final draft of the examination objectives is presented and discussed.
Results
A total of 4 domains, 12 classes, and 85 nursing problems for the Korean Nursing Liscensing Examination were developed. They included the essentials of objectives, related factors, evaluation goals, related activity statements, related clients, related settings, and specific outcomes.
Conclusion
This study developed a draft of the examination objectives based on clinical competency that were related to the clinical situations of nurses and comprised appropriate test items for the licensing examination. Above results may be able to provide fundamental data for item development that reflects future nursing practices.

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  • A validity study of COMLEX-USA Level 3 with the new test design
    Xia Mao, John R. Boulet, Jeanne M. Sandella, Michael F. Oliverio, Larissa Smith
    Journal of Osteopathic Medicine.2024;[Epub]     CrossRef
  • A Survey on Perceptions of the Direction of Korean Medicine Education and National Licensing Examination
    Han-Byul Cho, Won-Suk Sung, Jiseong Hong, Yeonseok Kang, Eun-Jung Kim
    Healthcare.2023; 11(12): 1685.     CrossRef
  • Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study
    Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
    Journal of Educational Evaluation for Health Professions.2023; 20: 18.     CrossRef
Review
Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review
Tae Won Kim
J Educ Eval Health Prof. 2023;20:38.   Published online December 27, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.38
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AbstractAbstract PDFSupplementary Material
This study aims to explore ChatGPT’s (GPT-3.5 version) functionalities, including reinforcement learning, diverse applications, and limitations. ChatGPT is an artificial intelligence (AI) chatbot powered by OpenAI’s Generative Pre-trained Transformer (GPT) model. The chatbot’s applications span education, programming, content generation, and more, demonstrating its versatility. ChatGPT can improve education by creating assignments and offering personalized feedback, as shown by its notable performance in medical exams and the United States Medical Licensing Exam. However, concerns include plagiarism, reliability, and educational disparities. It aids in various research tasks, from design to writing, and has shown proficiency in summarizing and suggesting titles. Its use in scientific writing and language translation is promising, but professional oversight is needed for accuracy and originality. It assists in programming tasks like writing code, debugging, and guiding installation and updates. It offers diverse applications, from cheering up individuals to generating creative content like essays, news articles, and business plans. Unlike search engines, ChatGPT provides interactive, generative responses and understands context, making it more akin to human conversation, in contrast to conventional search engines’ keyword-based, non-interactive nature. ChatGPT has limitations, such as potential bias, dependence on outdated data, and revenue generation challenges. Nonetheless, ChatGPT is considered to be a transformative AI tool poised to redefine the future of generative technology. In conclusion, advancements in AI, such as ChatGPT, are altering how knowledge is acquired and applied, marking a shift from search engines to creativity engines. This transformation highlights the increasing importance of AI literacy and the ability to effectively utilize AI in various domains of life.

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  • Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
    Xiaojun Xu, Yixiao Chen, Jing Miao
    Journal of Educational Evaluation for Health Professions.2024; 21: 6.     CrossRef
  • Artificial Intelligence: Fundamentals and Breakthrough Applications in Epilepsy
    Wesley Kerr, Sandra Acosta, Patrick Kwan, Gregory Worrell, Mohamad A. Mikati
    Epilepsy Currents.2024;[Epub]     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions