Journal of Educational Evaluation for Health Professions

Most-download articles are from the articles published in 2022 during the last three month.

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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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 ChatGPT has limitations, such as potential bias, dependence on outdated data, and revenue generation challenges.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.

Citations

Citations to this article as recorded by

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
A Developed Graphical User Interface-Based on Different Generative Pre-trained Transformers Models
Ekrem Küçük, İpek Balıkçı Çiçek, Zeynep Küçükakçalı, Cihan Yetiş, Cemil Çolak
ODÜ Tıp Dergisi.2024; 11(1): 18. CrossRef
Art or Artifact: Evaluating the Accuracy, Appeal, and Educational Value of AI-Generated Imagery in DALL·E 3 for Illustrating Congenital Heart Diseases
Mohamad-Hani Temsah, Abdullah N. Alhuzaimi, Mohammed Almansour, Fadi Aljamaan, Khalid Alhasan, Munirah A. Batarfi, Ibraheem Altamimi, Amani Alharbi, Adel Abdulaziz Alsuhaibani, Leena Alwakeel, Abdulrahman Abdulkhaliq Alzahrani, Khaled B. Alsulaim, Amr Jam
Journal of Medical Systems.2024;[Epub] CrossRef
Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration
Syeda Sadia Fatima, Nabeel Ashfaque Sheikh, Athar Osama
Postgraduate Medical Journal.2024;[Epub] CrossRef
Comparative performance analysis of large language models: ChatGPT-3.5, ChatGPT-4 and Google Gemini in glucocorticoid-induced osteoporosis
Linjian Tong, Chaoyang Zhang, Rui Liu, Jia Yang, Zhiming Sun
Journal of Orthopaedic Surgery and Research.2024;[Epub] CrossRef

Research articles

Comparison of real data and simulated data analysis of a stopping rule based on the standard error of measurement in computerized adaptive testing for medical examinations in Korea: a psychometric study: Dong Gi Seo, Jeongwook Choi, Jinha Kim; J Educ Eval Health Prof. 2024;21:18. Published online July 9, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.18

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Abstract PDF Supplementary Material: Purpose
This study aimed to compare and evaluate the efficiency and accuracy of computerized adaptive testing (CAT) under 2 stopping rules (standard error of measurement [SEM]=0.3 and 0.25) using both real and simulated data in medical examinations in Korea.
Methods
This study employed post-hoc simulation and real data analysis to explore the optimal stopping rule for CAT in medical examinations. The real data were obtained from the responses of 3rd-year medical students during examinations in 2020 at Hallym University College of Medicine. Simulated data were generated using estimated parameters from a real item bank in R. Outcome variables included the number of examinees’ passing or failing with SEM values of 0.25 and 0.30, the number of items administered, and the correlation. The consistency of real CAT result was evaluated by examining consistency of pass or fail based on a cut score of 0.0. The efficiency of all CAT designs was assessed by comparing the average number of items administered under both stopping rules.
Results
Both SEM 0.25 and SEM 0.30 provided a good balance between accuracy and efficiency in CAT. The real data showed minimal differences in pass/fail outcomes between the 2 SEM conditions, with a high correlation (r=0.99) between ability estimates. The simulation results confirmed these findings, indicating similar average item numbers between real and simulated data.
Conclusion
The findings suggest that both SEM 0.25 and 0.30 are effective termination criteria in the context of the Rasch model, balancing accuracy and efficiency in CAT.

Performance of GPT-3.5 and GPT-4 on standardized urology knowledge assessment items in the United States: a descriptive study: Max Samuel Yudovich, Elizaveta Makarova, Christian Michael Hague, Jay Dilip Raman; J Educ Eval Health Prof. 2024;21:17. Published online July 8, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.17

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the performance of Chat Generative Pre-Trained Transformer (ChatGPT) with respect to standardized urology multiple-choice items in the United States.
Methods
In total, 700 multiple-choice urology board exam-style items were submitted to GPT-3.5 and GPT-4, and responses were recorded. Items were categorized based on topic and question complexity (recall, interpretation, and problem-solving). The accuracy of GPT-3.5 and GPT-4 was compared across item types in February 2024.
Results
GPT-4 answered 44.4% of items correctly compared to 30.9% for GPT-3.5 (P<0.00001). GPT-4 (vs. GPT-3.5) had higher accuracy with urologic oncology (43.8% vs. 33.9%, P=0.03), sexual medicine (44.3% vs. 27.8%, P=0.046), and pediatric urology (47.1% vs. 27.1%, P=0.012) items. Endourology (38.0% vs. 25.7%, P=0.15), reconstruction and trauma (29.0% vs. 21.0%, P=0.41), and neurourology (49.0% vs. 33.3%, P=0.11) items did not show significant differences in performance across versions. GPT-4 also outperformed GPT-3.5 with respect to recall (45.9% vs. 27.4%, P<0.00001), interpretation (45.6% vs. 31.5%, P=0.0005), and problem-solving (41.8% vs. 34.5%, P=0.56) type items. This difference was not significant for the higher-complexity items.
Conclusions
ChatGPT performs relatively poorly on standardized multiple-choice urology board exam-style items, with GPT-4 outperforming GPT-3.5. The accuracy was below the proposed minimum passing standards for the American Board of Urology’s Continuing Urologic Certification knowledge reinforcement activity (60%). As artificial intelligence progresses in complexity, ChatGPT may become more capable and accurate with respect to board examination items. For now, its responses should be scrutinized.

Citations

Citations to this article as recorded by

From GPT-3.5 to GPT-4.o: A Leap in AI’s Medical Exam Performance
Markus Kipp
Information.2024; 15(9): 543. CrossRef

Educational/Faculty development material

The 6 degrees of curriculum integration in medical education in the United States: Julie Youm, Jennifer Christner, Kevin Hittle, Paul Ko, Cinda Stone, Angela D. Blood, Samara Ginzburg; J Educ Eval Health Prof. 2024;21:15. Published online June 13, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.15

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Abstract PDF Supplementary Material: Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.

Research article

Redesigning a faculty development program for clinical teachers in Indonesia: a before-and-after study: Rita Mustika, Nadia Greviana, Dewi Anggraeni Kusumoningrum, Anyta Pinasthika; J Educ Eval Health Prof. 2024;21:14. Published online June 13, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.14

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Abstract PDF Supplementary Material: Purpose
Faculty development (FD) is important to support teaching, including for clinical teachers. Faculty of Medicine Universitas Indonesia (FMUI) has conducted a clinical teacher training program developed by the medical education department since 2008, both for FMUI teachers and for those at other centers in Indonesia. However, participation is often challenging due to clinical, administrative, and research obligations. The coronavirus disease 2019 pandemic amplified the urge to transform this program. This study aimed to redesign and evaluate an FD program for clinical teachers that focuses on their needs and current situation.
Methods
A 5-step design thinking framework (empathizing, defining, ideating, prototyping, and testing) was used with a pre/post-test design. Design thinking made it possible to develop a participant-focused program, while the pre/post-test design enabled an assessment of the program’s effectiveness.
Results
Seven medical educationalists and 4 senior and 4 junior clinical teachers participated in a group discussion in the empathize phase of design thinking. The research team formed a prototype of a 3-day blended learning course, with an asynchronous component using the Moodle learning management system and a synchronous component using the Zoom platform. Pre-post-testing was done in 2 rounds, with 107 and 330 participants, respectively. Evaluations of the first round provided feedback for improving the prototype for the second round.
Conclusion
Design thinking enabled an innovative-creative process of redesigning FD that emphasized participants’ needs. The pre/post-testing showed that the program was effective. Combining asynchronous and synchronous learning expands access and increases flexibility. This approach could also apply to other FD programs.

Reviews

Immersive simulation in nursing and midwifery education: a systematic review: Lahoucine Ben Yahya, Aziz Naciri, Mohamed Radid, Ghizlane Chemsi; J Educ Eval Health Prof. 2024;21:19. Published online August 8, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.19

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Abstract PDF Supplementary Material: Purpose
Immersive simulation is an innovative training approach in health education that enhances student learning. This study examined its impact on engagement, motivation, and academic performance in nursing and midwifery students.
Methods
A comprehensive systematic search was meticulously conducted in 4 reputable databases—Scopus, PubMed, Web of Science, and Science Direct—following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The research protocol was pre-registered in the PROSPERO registry, ensuring transparency and rigor. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument.
Results
Out of 90 identified studies, 11 were included in the present review, involving 1,090 participants. Four out of 5 studies observed high post-test engagement scores in the intervention groups. Additionally, 5 out of 6 studies that evaluated motivation found higher post-test motivational scores in the intervention groups than in control groups using traditional approaches. Furthermore, among the 8 out of 11 studies that evaluated academic performance during immersive simulation training, 5 reported significant differences (P<0.001) in favor of the students in the intervention groups.
Conclusion
Immersive simulation, as demonstrated by this study, has a significant potential to enhance student engagement, motivation, and academic performance, surpassing traditional teaching methods. This potential underscores the urgent need for future research in various contexts to better integrate this innovative educational approach into nursing and midwifery education curricula, inspiring hope for improved teaching methods.

How to review and assess a systematic review and meta-analysis article: a methodological study (secondary publication): Seung-Kwon Myung; J Educ Eval Health Prof. 2023;20:24. Published online August 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.24

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3 Crossref

Abstract PDF Supplementary Material

Systematic reviews and meta-analyses have become central in many research fields, particularly medicine. They offer the highest level of evidence in evidence-based medicine and support the development and revision of clinical practice guidelines, which offer recommendations for clinicians caring for patients with specific diseases and conditions. This review summarizes the concepts of systematic reviews and meta-analyses and provides guidance on reviewing and assessing such papers. A systematic review refers to a review of a research question that uses explicit and systematic methods to identify, select, and critically appraise relevant research. In contrast, a meta-analysis is a quantitative statistical analysis that combines individual results on the same research question to estimate the common or mean effect. Conducting a meta-analysis involves defining a research topic, selecting a study design, searching literature in electronic databases, selecting relevant studies, and conducting the analysis. One can assess the findings of a meta-analysis by interpreting a forest plot and a funnel plot and by examining heterogeneity. When reviewing systematic reviews and meta-analyses, several essential points must be considered, including the originality and significance of the work, the comprehensiveness of the database search, the selection of studies based on inclusion and exclusion criteria, subgroup analyses by various factors, and the interpretation of the results based on the levels of evidence. This review will provide readers with helpful guidance to help them read, understand, and evaluate these articles.

Citations

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The Role of BIM in Managing Risks in Sustainability of Bridge Projects: A Systematic Review with Meta-Analysis
Dema Munef Ahmad, László Gáspár, Zsolt Bencze, Rana Ahmad Maya
Sustainability.2024; 16(3): 1242. CrossRef
The association between long noncoding RNA ABHD11-AS1 and malignancy prognosis: a meta-analysis
Guangyao Lin, Tao Ye, Jing Wang
BMC Cancer.2024;[Epub] CrossRef
The impact of indoor carbon dioxide exposure on human brain activity: A systematic review and meta-analysis based on studies utilizing electroencephalogram signals
Nan Zhang, Chao Liu, Caixia Hou, Wenhao Wang, Qianhui Yuan, Weijun Gao
Building and Environment.2024; 259: 111687. CrossRef

Research articles

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis: Min-Kyeong Kim, Hae Won Kim; J Educ Eval Health Prof. 2024;21:20. Published online August 16, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.20

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Abstract PDF Supplementary Material: Purpose
This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading.
Methods
The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation.
Results
The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance.
Conclusion
Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Events related to medication errors and related factors involving nurses’ behavior to reduce medication errors in Japan: a Bayesian network modeling-based factor analysis and scenario analysis: Naotaka Sugimura, Katsuhiko Ogasawara; J Educ Eval Health Prof. 2024;21:12. Published online June 11, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.12

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Abstract PDF Supplementary Material: Purpose
This study aimed to identify the relationships between medication errors and the factors affecting nurses’ knowledge and behavior in Japan using Bayesian network modeling. It also aimed to identify important factors through scenario analysis with consideration of nursing students’ and nurses’ education regarding patient safety and medications.
Methods
We used mixed methods. First, error events related to medications and related factors were qualitatively extracted from 119 actual incident reports in 2022 from the database of the Japan Council for Quality Health Care. These events and factors were then quantitatively evaluated in a flow model using Bayesian network, and a scenario analysis was conducted to estimate the posterior probabilities of events when the prior probabilities of some factors were 0%.
Results
There were 10 types of events related to medication errors. A 5-layer flow model was created using Bayesian network analysis. The scenario analysis revealed that “failure to confirm the 5 rights,” “unfamiliarity with operations of medications,” “insufficient knowledge of medications,” and “assumptions and forgetfulness” were factors that were significantly associated with the occurrence of medical errors.
Conclusion
This study provided an estimate of the effects of mitigating nurses’ behavioral factors that trigger medication errors. The flow model itself can also be used as an educational tool to reflect on behavior when incidents occur. It is expected that patient safety education will be recognized as a major element of nursing education worldwide and that an integrated curriculum will be developed.

Development of examination objectives for the Korean paramedic and emergency medical technician examination: a survey study: Tai-hwan Uhm, Heakyung Choi, Seok Hwan Hong, Hyungsub Kim, Minju Kang, Keunyoung Kim, Hyejin Seo, Eunyoung Ki, Hyeryeong Lee, Heejeong Ahn, Uk-jin Choi, Sang Woong Park; J Educ Eval Health Prof. 2024;21:13. Published online June 12, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.13

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Abstract PDF Supplementary Material: Purpose
The duties of paramedics and emergency medical technicians (P&EMTs) are continuously changing due to developments in medical systems. This study presents evaluation goals for P&EMTs by analyzing their work, especially the tasks that new P&EMTs (with less than 3 years’ experience) find difficult, to foster the training of P&EMTs who could adapt to emergency situations after graduation.
Methods
A questionnaire was created based on prior job analyses of P&EMTs. The survey questions were reviewed through focus group interviews, from which 253 task elements were derived. A survey was conducted from July 10, 2023 to October 13, 2023 on the frequency, importance, and difficulty of the 6 occupations in which P&EMTs were employed.
Results
The P&EMTs’ most common tasks involved obtaining patients’ medical histories and measuring vital signs, whereas the most important task was cardiopulmonary resuscitation (CPR). The task elements that the P&EMTs found most difficult were newborn delivery and infant CPR. New paramedics reported that treating patients with fractures, poisoning, and childhood fever was difficult, while new EMTs reported that they had difficulty keeping diaries, managing ambulances, and controlling infection.
Conclusion
Communication was the most important item for P&EMTs, whereas CPR was the most important skill. It is important for P&EMTs to have knowledge of all tasks; however, they also need to master frequently performed tasks and those that pose difficulties in the field. By deriving goals for evaluating P&EMTs, changes could be made to their education, thereby making it possible to train more capable P&EMTs.

Review

Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review: Xiaojun Xu, Yixiao Chen, Jing Miao; J Educ Eval Health Prof. 2024;21:6. Published online March 15, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.6

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Abstract PDF Supplementary Material

Background
ChatGPT is a large language model (LLM) based on artificial intelligence (AI) capable of responding in multiple languages and generating nuanced and highly complex responses. While ChatGPT holds promising applications in medical education, its limitations and potential risks cannot be ignored.
Methods
A scoping review was conducted for English articles discussing ChatGPT in the context of medical education published after 2022. A literature search was performed using PubMed/MEDLINE, Embase, and Web of Science databases, and information was extracted from the relevant studies that were ultimately included.
Results
ChatGPT exhibits various potential applications in medical education, such as providing personalized learning plans and materials, creating clinical practice simulation scenarios, and assisting in writing articles. However, challenges associated with academic integrity, data accuracy, and potential harm to learning were also highlighted in the literature. The paper emphasizes certain recommendations for using ChatGPT, including the establishment of guidelines. Based on the review, 3 key research areas were proposed: cultivating the ability of medical students to use ChatGPT correctly, integrating ChatGPT into teaching activities and processes, and proposing standards for the use of AI by medical students.
Conclusion
ChatGPT has the potential to transform medical education, but careful consideration is required for its full integration. To harness the full potential of ChatGPT in medical education, attention should not only be given to the capabilities of AI but also to its impact on students and teachers.

Citations

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Chatbots in neurology and neuroscience: Interactions with students, patients and neurologists
Stefano Sandrone
Brain Disorders.2024; 15: 100145. CrossRef
ChatGPT in education: unveiling frontiers and future directions through systematic literature review and bibliometric analysis
Buddhini Amarathunga
Asian Education and Development Studies.2024;[Epub] CrossRef
Evaluating the performance of ChatGPT-3.5 and ChatGPT-4 on the Taiwan plastic surgery board examination
Ching-Hua Hsieh, Hsiao-Yun Hsieh, Hui-Ping Lin
Heliyon.2024; 10(14): e34851. CrossRef
Preparing for Artificial General Intelligence (AGI) in Health Professions Education: AMEE Guide No. 172
Ken Masters, Anne Herrmann-Werner, Teresa Festl-Wietek, David Taylor
Medical Teacher.2024; : 1. CrossRef
A Comparative Analysis of ChatGPT and Medical Faculty Graduates in Medical Specialization Exams: Uncovering the Potential of Artificial Intelligence in Medical Education
Gülcan Gencer, Kerem Gencer
Cureus.2024;[Epub] CrossRef
Research ethics and issues regarding the use of ChatGPT-like artificial intelligence platforms by authors and reviewers: a narrative review
Sang-Jun Kim
Science Editing.2024; 11(2): 96. CrossRef
Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers
Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva
Education Sciences.2024; 14(9): 946. CrossRef

Research article

Revised evaluation objectives of the Korean Dentist Clinical Skill Test: a survey study and focus group interviews: Jae-Hoon Kim, Young J Kim, Deuk-Sang Ma, Se-Hee Park, Ahran Pae, June-Sung Shim, Il-Hyung Yang, Ui-Won Jung, Byung-Joon Choi, Yang-Hyun Chun; J Educ Eval Health Prof. 2024;21:11. Published online May 30, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.11

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Abstract PDF Supplementary Material: Purpose
This study aimed to propose a revision of the evaluation objectives of the Korean Dentist Clinical Skill Test by analyzing the opinions of those involved in the examination after a review of those objectives.
Methods
The clinical skill test objectives were reviewed based on the national-level dental practitioner competencies, dental school educational competencies, and the third dental practitioner job analysis. Current and former examinees were surveyed about their perceptions of the evaluation objectives. The validity of 22 evaluation objectives and overlapping perceptions based on area of specialty were surveyed on a 5-point Likert scale by professors who participated in the clinical skill test and dental school faculty members. Additionally, focus group interviews were conducted with experts on the examination.
Results
It was necessary to consider including competency assessments for “emergency rescue skills” and “planning and performing prosthetic treatment.” There were no significant differences between current and former examinees in their perceptions of the clinical skill test’s objectives. The professors who participated in the examination and dental school faculty members recognized that most of the objectives were valid. However, some responses stated that “oromaxillofacial cranial nerve examination,” “temporomandibular disorder palpation test,” and “space management for primary and mixed dentition” were unfeasible evaluation objectives and overlapped with dental specialty areas.
Conclusion
When revising the Korean Dentist Clinical Skill Test’s objectives, it is advisable to consider incorporating competency assessments related to “emergency rescue skills” and “planning and performing prosthetic treatment.”

Review

Attraction and achievement as 2 attributes of gamification in healthcare: an evolutionary concept analysis: Hyun Kyoung Kim; J Educ Eval Health Prof. 2024;21:10. Published online April 11, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.10

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Abstract PDF Supplementary Material: This study conducted a conceptual analysis of gamification in healthcare utilizing Rogers’ evolutionary concept analysis methodology to identify its attributes and provide a method for its applications in the healthcare field. Gamification has recently been used as a health intervention and education method, but the concept is used inconsistently and confusingly. A literature review was conducted to derive definitions, surrogate terms, antecedents, influencing factors, attributes (characteristics with dimensions and features), related concepts, consequences, implications, and hypotheses from various academic fields. A total of 56 journal articles in English and Korean, published between August 2 and August 7, 2023, were extracted from databases such as PubMed Central, the Institute of Electrical and Electronics Engineers, the Association for Computing Machinery Digital Library, the Research Information Sharing Service, and the Korean Studies Information Service System, using the keywords “gamification” and “healthcare.” These articles were then analyzed. Gamification in healthcare is defined as the application of game elements in health-related contexts to improve health outcomes. The attributes of this concept were categorized into 2 main areas: attraction and achievement. These categories encompass various strategies for synchronization, enjoyable engagement, visual rewards, and goal-reinforcing frames. Through a multidisciplinary analysis of the concept’s attributes and influencing factors, this paper provides practical strategies for implementing gamification in health interventions. When developing a gamification strategy, healthcare providers can reference this analysis to ensure the game elements are used both appropriately and effectively.

Research article

Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study: Yoonjung Lee, Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee; J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.8

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1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.

Citations

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The new placement of 2,000 entrants at Korean medical schools in 2025: is the government’s policy evidence-based?
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef

Educational/Faculty development material

Common models and approaches for the clinical educator to plan effective feedback encounters: Cesar Orsini, Veena Rodrigues, Jorge Tricio, Margarita Rosel; J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.35

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Abstract PDF Supplementary Material

Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.

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Shane Tolleson, Mabel Truong, Natalie Rosario
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Feedback in Medical Education—Its Importance and How to Do It
Tarik Babar, Omer A. Awan
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Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial
Azam Hosseinpour, Morteza Nasiri, Fatemeh Keshmiri, Tayebeh Arabzadeh, Hossein Sharafi
BMC Medical Education.2024;[Epub] CrossRef
Feedback conversations: First things first?
Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese, Jane L. Miller
Patient Education and Counseling.2023; 115: 107849. CrossRef

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