Most-download articles are from the articles published in 2021 during the last three month.
Reviews
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Educational applications of metaverse: possibilities and limitations
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Bokyung Kye
, Nara Han
, Eunji Kim
, Yeonjeong Park
, Soyoung Jo
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J Educ Eval Health Prof. 2021;18:32. Published online December 13, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.32
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18,774
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1,729
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72
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Abstract
PDF
Supplementary Material
- This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.
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Citations
Citations to this article as recorded by

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Sample size determination and power analysis using the G*Power software
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Hyun Kang
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J Educ Eval Health Prof. 2021;18:17. Published online July 30, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.17
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28,115
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Abstract
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Supplementary Material
- Appropriate sample size calculation and power analysis have become major issues in research and publication processes. However, the complexity and difficulty of calculating sample size and power require broad statistical knowledge, there is a shortage of personnel with programming skills, and commercial programs are often too expensive to use in practice. The review article aimed to explain the basic concepts of sample size calculation and power analysis; the process of sample estimation; and how to calculate sample size using G*Power software (latest ver. 3.1.9.7; Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany) with 5 statistical examples. The null and alternative hypothesis, effect size, power, alpha, type I error, and type II error should be described when calculating the sample size or power. G*Power is recommended for sample size and power calculations for various statistical methods (F, t, χ2, Z, and exact tests), because it is easy to use and free. The process of sample estimation consists of establishing research goals and hypotheses, choosing appropriate statistical tests, choosing one of 5 possible power analysis methods, inputting the required variables for analysis, and selecting the “calculate” button. The G*Power software supports sample size and power calculation for various statistical methods (F, t, χ2, z, and exact tests). This software is helpful for researchers to estimate the sample size and to conduct power analysis.
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BMC Emergency Medicine.2022;[Epub] CrossRef - Comparison of Jacobson’s Progressive Relaxation Technique and Laura Mitchell’s Relaxation Technique on quality of life and sleep in COPD Patients.
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Scientific Reports.2022;[Epub] CrossRef - Patient Satisfaction with Services in a University Oral and Maxillofacial Surgery Clinic during the First Wave of COVID-19 Pandemic
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Tourism Management Perspectives.2022; 44: 101023. CrossRef - MicroRNA let-7f-5p regulates PI3K/AKT/COX2 signaling pathway in bacteria-induced pulmonary fibrosis via targeting of PIK3CA in forest musk deer
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BMC Public Health.2022;[Epub] CrossRef - Education-Enhanced Conventional Care versus Conventional Care Alone for Temporomandibular Disorders: A Randomized Controlled Trial
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Holistic sleep improvement strategies for frontline nurses served during a public health emergency (
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Nursing Open.2022;[Epub] CrossRef - FTO Common Obesity SNPs Interact with Actionable Environmental Factors: Physical Activity, Sugar-Sweetened Beverages and Wine Consumption
Danyel Chermon, Ruth Birk
Nutrients.2022; 14(19): 4202. CrossRef - The impact of reminders on implementation intention: A randomized controlled trial
Léonie Messmer, Fabien Fenouillet, Eve Legrand
Applied Cognitive Psychology.2022; 36(6): 1251. CrossRef - Willingness of Older Adults with Chronic Diseases to Receive a Booster Dose of Inactivated Coronavirus Disease 2019 Vaccine: A Cross-Sectional Study in Taizhou, China
Xiao-Qing Lin, A-Li Li, Mei-Xian Zhang, Li Lv, Yan Chen, He-Dan Chen, Tao-Hsin Tung, Jian-Sheng Zhu
Vaccines.2022; 10(10): 1665. CrossRef - Rifaximin protects against circadian rhythm disruption–induced cognitive impairment through preventing gut barrier damage and neuroinflammation
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Journal of Neurochemistry.2022; 163(5): 406. CrossRef - A randomized controlled trial of an mHealth application with nursing interaction to promote quality of life among community-dwelling older adults
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Frontiers in Psychiatry.2022;[Epub] CrossRef - Gait Characteristics of Dynapenia, Sarcopenia, and Presarcopenia in Community-Dwelling Japanese Older Women: A Cross-Sectional Study
Kohei Mori, Shin Murata, Akio Goda, Yuki Kikuchi, Kayoko Shiraiwa, Jun Horie, Hideki Nakano
Healthcare.2022; 10(10): 1905. CrossRef - Development of a Human Motion Analysis System Based on Sensorized Insoles and Machine Learning Algorithms for Gait Evaluation
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Inventions.2022; 7(4): 98. CrossRef - Entrepreneurial Competencies and SMEs’ Performance in a Developing Economy
Md. Nazmus Sakib, Mustafa Raza Rabbani, Iqbal Thonse Hawaldar, Mohammad Abdul Jabber, Jubait Hossain, Mohammad Sahabuddin
Sustainability.2022; 14(20): 13643. CrossRef - Kick proficiency and skill adaptability increase from an Australian football small-sided game intervention
Nathan Bonney, Paul Larkin, Kevin Ball
Frontiers in Sports and Active Living.2022;[Epub] CrossRef - The Effect of Combined Training on Older Men’s Walking and Turning Kinetics
Mehdi Ghaderian, Gholam Ali Ghasemi, Shahram Lenjannejadian, Ebrahim Sadeghi Demneh
Physical & Occupational Therapy In Geriatrics.2022; : 1. CrossRef - Estimation of Functional Reserve in Patients with Hospital-Associated Deconditioning
Minhee Kim, Nackhwan Kim, Yuho Jeon, Seung-Jong Kim
International Journal of Environmental Research and Public Health.2022; 19(21): 14140. CrossRef - Does Inclusive Leadership Improve the Sustainability of Employee Relations? Test of Justice Theory and Employee Perceived Insider Status
Hassan Jalil Shah, Jenho Peter Ou, Saman Attiq, Muhammad Umer, Wing-Keung Wong
Sustainability.2022; 14(21): 14257. CrossRef - Feasibility and efficacy of spinal microtubular technique for resection of lumbar dumbbell-shaped tumors
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Frontiers in Oncology.2022;[Epub] CrossRef - Systemic Inflammatory Response in Spontaneous Subarachnoid Hemorrhage from Aneurysmal Rupture versus Subarachnoid Hemorrhage of Unknown Origin
Susanna Bacigaluppi, Nicola L Bragazzi, Federico Ivaldi, Federica Benvenuto, Antonio Uccelli, Gianluigi Zona
Journal of Inflammation Research.2022; Volume 15: 6329. CrossRef - Effects of Insole with Toe-Grip Bar on Barefoot Balance and Walking Function in Patients with Parkinson’s Disease: A Randomized Controlled Trial
Hideki Nakano, Shin Murata, Hideyuki Nakae, Masayuki Soma, Haruhisa Isida, Yuumi Maruyama, Hitoshi Nagara, Yuko Nagara
Geriatrics.2022; 7(6): 128. CrossRef - Evaluation of interleukins 37 and 38 and vitamin D status in the serum of women with Graves' disease
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Faisal Asiri, Ravi Shankar Reddy, Bayapa Reddy Narapureddy, Abdullah Raizah
International Journal of Environmental Research and Public Health.2022; 19(23): 15514. CrossRef - Interaction with Nature Indoor: Psychological Impacts of Houseplants Care Behaviour on Mental Well-Being and Mindfulness in Chinese Adults
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Research article
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Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study
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Aziz Naciri
, Mohamed Radid
, Abderrahmane Achbani
, Mohamed Amine Baba
, Ahmed Kharbach
, Ghizlane Chemsi
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J Educ Eval Health Prof. 2022;19:28. Published online October 17, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.28
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Abstract
PDF
Supplementary Material
- Purpose
Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.
Methods
An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.
Results
A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning.
Conclusion
This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.
Educational/faculty development materials
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Common models and approaches for the clinical educator to plan effective feedback encounters
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Cesar Orsini
, Veena Rodrigues
, Jorge Tricio
, Margarita Rosel
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J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.35
-
-
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.
Research articles
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Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
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Rob Edwin Carpenter
, Leanne Coyne
, Dave Silberman
, Jody Kyoto Takemoto
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J Educ Eval Health Prof. 2022;19:29. Published online October 27, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.29
-
-
Abstract
PDF
Supplementary Material
- Purpose
The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.
Methods
Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.
Results
In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.
Conclusion
Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.
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Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
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Vashist Motkur
, Aniket Bharadwaj
, Nimalesh Yogarajah
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J Educ Eval Health Prof. 2022;19:30. Published online November 7, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.30
-
-
Abstract
PDF
Supplementary Material
- Purpose
Coronavirus disease 2019 (COVID-19) restrictions resulted in an increased emphasis on virtual communication in medical education. This study assessed the acceptability of virtual teaching in an online objective structured clinical examination (OSCE) series and its role in future education.
Methods
Six surgical OSCE stations were designed, covering common surgical topics, with specific tasks testing data interpretation, clinical knowledge, and communication skills. These were delivered via Zoom to students who participated in student/patient/examiner role-play. Feedback was collected by asking students to compare online teaching with previous experiences of in-person teaching. Descriptive statistics were used for Likert response data, and thematic analysis for free-text items.
Results
Sixty-two students provided feedback, with 81% of respondents finding online instructions preferable to paper equivalents. Furthermore, 65% and 68% found online teaching more efficient and accessible, respectively, than in-person teaching. Only 34% found communication with each other easier online; Forty percent preferred online OSCE teaching to in-person teaching. Students also expressed feedback in positive and negative free-text comments.
Conclusion
The data suggested that generally students were unwilling for online teaching to completely replace in-person teaching. The success of online teaching was dependent on the clinical skill being addressed; some were less amenable to a virtual setting. However, online OSCE teaching could play a role alongside in-person teaching.
Brief report
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Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
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Sun Kim
, A Ra Cho
, Chul Woon Chung
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J Educ Eval Health Prof. 2022;19:32. Published online November 28, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.32
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Abstract
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Supplementary Material
- This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.
Review
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Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review
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Mahbubeh Tabatabaeichehr
, Samane Babaei
, Mahdieh Dartomi
, Peiman Alesheikh
, Amir Tabatabaee
, Hamed Mortazavi
, Zohreh Khoshgoftar
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J Educ Eval Health Prof. 2022;19:37. Published online December 20, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.37
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188
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1
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Abstract
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Supplementary 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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Citations
Citations to this article as recorded by

- Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study
Daniel L Anderson, Jeffrey L Alexander
Cureus.2023;[Epub] CrossRef
Research article
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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
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Fabian Bizama
, Mansoor Alameri
, Kristy Jean Demers
, Derrick Ferguson Campbell
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J Educ Eval Health Prof. 2022;19:34. Published online December 19, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.34
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Abstract
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Supplementary 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.
Review
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E-learning in health professions education during the COVID-19 pandemic: a systematic review
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Aziz Naciri
, Mohamed Radid
, Ahmed Kharbach
, Ghizlane Chemsi
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J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.27
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5,180
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396
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22
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Abstract
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Supplementary Material
- As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Citations
Citations to this article as recorded by

- The effect of e-learning on point-of-care ultrasound education in novices
Wan-Ching Lien, Phone Lin, Chih-Heng Chang, Meng-Che Wu, Cheng-Yi Wu
Medical Education Online.2023;[Epub] CrossRef - Medical residents’ and teachers’ perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study
Rajna Knez, Samir El Alaoui, Josefin Ivarson, Lise-Lotte Risö Bergerlind, Sarantos Stasinakis, Anna-Maria Ahlgren, Martin Maripuu, Danielle Talaee Mofrad, Klara Bolander Laksov, Nitya Jayaram-Lindström, Karolina Sörman
BMC Medical Education.2023;[Epub] CrossRef - Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience
Khalid El Bairi, Maryam Fourtassi, Rachid El Fatimy, Nadia El Kadmiri
International Journal for Educational Integrity.2023;[Epub] CrossRef - Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person
Alexandra M. Cardoso Pinto, Sajan B. Patel, Morwenna Stephens, Payal Guha, Ana Baptista, Susan Smith
BMC Medical Education.2023;[Epub] CrossRef - Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
Dan Wang, Junhai Zhou, Qiuhui Wu, Guannan Sheng, Xin Li, Huiling Lu, Jing Tian
Frontiers in Public Health.2022;[Epub] CrossRef - Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef - ‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef - The First Hybrid International Educational Comprehensive Cleft Care Workshop
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M. Boulais, J.C. Comte, E. Stauffer, F. Gormand, I. Lambert, N. Limousin, R. Lopez, A. Leotard, A. Guyon, A. Raoux, M.J. Challamel, P. Franco, L. Peter-Derex
Médecine du Sommeil.2022; 19(3): 156. CrossRef - Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef - E-Learning in Clinical Chemistry: Indian Scenario
Prasenjit Mitra, Praveen Sharma
Indian Journal of Clinical Biochemistry.2022; 37(3): 255. CrossRef - Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China
Weicai Peng, Shuchao Wang
Frontiers in Public Health.2022;[Epub] CrossRef - The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals
Maximilian Riedel, Niklas Amann, Florian Recker, André Hennigs, Sabine Heublein, Bastian Meyer, Anne Karge, Gabriel Eisenkolb, Jacqueline Lammert, Anna Graf, Evelyn Klein, Martin Weiss, Fabian Riedel, Mohammed Saqr
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Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef - An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study
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Research articles
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Priorities in updating training paradigms in orthopedic manual therapy: an international Delphi study
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Damian Keter, David Griswold, Kenneth Learman, Chad Cook
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J Educ Eval Health Prof. 2023;20:4. Published online January 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.4
[Epub ahead of print]
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Abstract
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- Purpose
Orthopedic manual therapy (OMT) education demonstrates significant variability between philosophies and while literature has offered a more comprehensive understanding of the contextual, patient specific, and technique factors which interact to influence outcome, most OMT training paradigms continue to emphasize the mechanical basis for OMT application. The purpose of this study was to establish consensus on modifications & adaptions to training paradigms which need to occur within OMT education to align with current evidence.
Methods
A 3-round Delphi survey instrument designed to identify foundational knowledge to include and omit from OMT education was completed by 28 educators working within high level manual therapy education programs internationally. Round 1 consisted of open-ended questions to identify content in each area. Round 2 and Round 3 allowed participants to rank the themes identified in Round 1.
Results
Consensus was reached on 25 content areas to include within OMT education, 1 content area to omit from OMT education, and 34 knowledge components which should be present in those providing OMT. Support was seen for education promoting understanding the complex psychological, neurophysiological, and biomechanical systems as they relate to both evaluation and treatment effect. While some concepts were more consistently supported there was significant variability in responses which is largely expected to be related to previous training.
Conclusion
The results of this study indicate manual therapy educators understanding of evidence-based practice as support for all 3 tiers of evidence were represented. The results of this study should guide OMT training program development and modification.
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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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Do-Hwan Kim
, Ye Ji Kang
, Hoon-Ki Park
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J Educ Eval Health Prof. 2022;19:33. Published online December 12, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.33
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Abstract
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Supplementary Material
- Purpose
This study aims to apply the yes/no Angoff and Hofstee methods to actual Korean Medical Licensing Examination (KMLE) 2022 written examination data to estimate cut scores for the written KMLE.
Methods
Fourteen panelists gathered to derive the cut score of the 86th KMLE written examination data using the yes/no Angoff method. The panel reviewed the items individually before the meeting and shared their respective understanding of the minimum-competency physician. The standard setting process was conducted in 5 rounds over a total of 800 minutes. In addition, 2 rounds of the Hofstee method were conducted before starting the standard setting process and after the second round of yes/no Angoff.
Results
For yes/no Angoff, as each round progressed, the panel’s opinion gradually converged to a cut score of 198 points, and the final passing rate was 95.1%. The Hofstee cut score was 208 points out of a maximum 320 with a passing rate of 92.1% at the first round. It scored 204 points with a passing rate of 93.3% in the second round.
Conclusion
The difference between the cut scores obtained through yes/no Angoff and Hofstee methods did not exceed 2% points, and they were within the range of cut scores from previous studies. In both methods, the difference between the panelists decreased as rounds were repeated. Overall, our findings suggest the acceptability of cut scores and the possibility of independent use of both methods.
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Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study
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Boaz Shulruf
, Gary Mayer Velan
, Sean Edward Kennedy
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J Educ Eval Health Prof. 2022;19:31. Published online November 28, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.31
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Abstract
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Supplementary Material
- Purpose
The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.
Methods
Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.
Results
Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).
Conclusion
The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
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Effect of a forensic nursing virtual education course on knowledge and clinical decision-making of master’s nursing students in Iran: a non-equivalent control group pre- and post-test study
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Zeynab Firuzi
, Mitra Sedghi Sabet
, Fateme Jafaraghaee
, Hedayat Jafari
, Ehsan Kazemnezhad Leyli
, Samad Karkhah
, Mohammad Javad Ghazanfari
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J Educ Eval Health Prof. 2022;19:20. Published online August 25, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.20
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Abstract
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Supplementary Material
- Purpose
Forensic nursing is a specialty in the nursing profession based on legal procedures. This study aimed to assess the effect of a forensic nursing virtual education course on knowledge and clinical decision-making among master’s nursing students.
Methods
In a quasi-experimental study with a pre- and post-test, 106 master’s nursing students at Guilan (n=65) and Mazandaran (n=41) Universities of Medical Sciences, Iran were enrolled. Data were collected using census sampling from March to April 2021. Participants in the intervention group received a forensic nursing virtual education course in three 90-minute sessions for 2 days.
Results
A total of 88 out of 106 master’s nursing students were enrolled in this study. The mean post-education score for knowledge in the intervention group was significantly higher than in the control group (12.52 vs. 7.67, P<0.001). The mean post-education score for clinical decision-making in the intervention group was significantly higher than in the control group (16.96 vs. 13.64, P<0.001).
Conclusion
The level of knowledge and clinical decision-making of master’s nursing students regarding forensic evidence improved after the forensic nursing virtual education course in the intervention group compared to the control group. Nursing managers and policymakers can develop appropriate strategies to improve the knowledge and clinical decision-making of nursing students by using forensic nursing education courses in the curricula of nursing programs, especially in postgraduate education as an elective or mandatory course.
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Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
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Ying-Ying Yang
, Pin-Hsiang Huang
, Ling-Yu Yang
, Chia-Chang Huang
, Chih-Wei Liu
, Shiau-Shian Huang
, Chen-Huan Chen
, Fa-Yauh Lee
, Shou-Yen Kao
, Boaz Shulruf
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J Educ Eval Health Prof. 2022;19:27. Published online October 17, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.27
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Abstract
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Supplementary Material
- Purpose
Undertaking a standard-setting exercise is a common method for setting pass/fail cut scores for high-stakes examinations. The recently introduced equal Z standard-setting method (EZ method) has been found to be a valid and effective alternative for the commonly used Angoff and Hofstee methods and their variants. The current study aims to estimate the minimum number of panelists required for obtaining acceptable and reliable cut scores using the EZ method.
Methods
The primary data were extracted from 31 panelists who used the EZ method for setting cut scores for a 12-station of medical school’s final objective structured clinical examination (OSCE) in Taiwan. For this study, a new data set composed of 1,000 random samples of different panel sizes, ranging from 5 to 25 panelists, was established and analyzed. Analysis of variance was performed to measure the differences in the cut scores set by the sampled groups, across all sizes within each station.
Results
On average, a panel of 10 experts or more yielded cut scores with confidence more than or equal to 90% and 15 experts yielded cut scores with confidence more than or equal to 95%. No significant differences in cut scores associated with panel size were identified for panels of 5 or more experts.
Conclusion
The EZ method was found to be valid and feasible. Less than an hour was required for 12 panelists to assess 12 OSCE stations. Calculating the cut scores required only basic statistical skills.