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Research articles
Negative effects on medical students’ scores for clinical performance during the COVID-19 pandemic in Taiwan: a comparative study  
Eunice Jia-Shiow Yuan, Shiau-Shian Huang, Chia-An Hsu, Jiing-Feng Lirng, Tzu-Hao Li, Chia-Chang Huang, Ying-Ying Yang, Chung-Pin Li, Chen-Huan Chen
J Educ Eval Health Prof. 2023;20:37.   Published online December 26, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.37
  • 1,295 View
  • 84 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Coronavirus disease 2019 (COVID-19) has heavily impacted medical clinical education in Taiwan. Medical curricula have been altered to minimize exposure and limit transmission. This study investigated the effect of COVID-19 on Taiwanese medical students’ clinical performance using online standardized evaluation systems and explored the factors influencing medical education during the pandemic.
Methods
Medical students were scored from 0 to 100 based on their clinical performance from 1/1/2018 to 6/31/2021. The students were placed into pre-COVID-19 (before 2/1/2020) and midst-COVID-19 (on and after 2/1/2020) groups. Each group was further categorized into COVID-19-affected specialties (pulmonary, infectious, and emergency medicine) and other specialties. Generalized estimating equations (GEEs) were used to compare and examine the effects of relevant variables on student performance.
Results
In total, 16,944 clinical scores were obtained for COVID-19-affected specialties and other specialties. For the COVID-19-affected specialties, the midst-COVID-19 score (88.513.52) was significantly lower than the pre-COVID-19 score (90.143.55) (P<0.0001). For the other specialties, the midst-COVID-19 score (88.323.68) was also significantly lower than the pre-COVID-19 score (90.063.58) (P<0.0001). There were 1,322 students (837 males and 485 females). Male students had significantly lower scores than female students (89.333.68 vs. 89.993.66, P=0.0017). GEE analysis revealed that the COVID-19 pandemic (unstandardized beta coefficient=-1.99, standard error [SE]=0.13, P<0.0001), COVID-19-affected specialties (B=0.26, SE=0.11, P=0.0184), female students (B=1.10, SE=0.20, P<0.0001), and female attending physicians (B=-0.19, SE=0.08, P=0.0145) were independently associated with students’ scores.
Conclusion
COVID-19 negatively impacted medical students' clinical performance, regardless of their specialty. Female students outperformed male students, irrespective of the pandemic.

Citations

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  • The emergence of generative artificial intelligence platforms in 2023, journal metrics, appreciation to reviewers and volunteers, and obituary
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2024; 21: 9.     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
  • 1,832 View
  • 156 Download
  • 3 Web of Science
  • 3 Crossref
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.

Citations

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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
Review
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
  • 2,851 View
  • 225 Download
  • 7 Web of Science
  • 6 Crossref
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.

Citations

Citations to this article as recorded by  
  • Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey
    Özlem Serpil Çakmakkaya, Elif Güzel Meydanlı, Ali Metin Kafadar, Mehmet Selman Demirci, Öner Süzer, Muhlis Cem Ar, Muhittin Onur Yaman, Kaan Can Demirbaş, Mustafa Sait Gönen
    BMC Medical Education.2024;[Epub]     CrossRef
  • A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments
    Jing Shen, Hongyan Qi, Ruhuan Mei, Cencen Sun
    BMC Medical Education.2024;[Epub]     CrossRef
  • Pharmacy Students’ Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia
    Saud Alsahali, Salman Almutairi, Salem Almutairi, Saleh Almofadhi, Mohammed Anaam, Mohammed Alshammari, Suhaj Abdulsalim, Yasser Almogbel
    JMIR Formative Research.2024; 8: e54500.     CrossRef
  • Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study
    Lifang He, Jean Rizza Dela Cruz
    Risk Management and Healthcare Policy.2024; Volume 17: 559.     CrossRef
  • Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study
    Daniel L Anderson, Jeffrey L Alexander
    Cureus.2023;[Epub]     CrossRef
  • Mediating Role of PERMA Wellbeing in the Relationship between Insomnia and Psychological Distress among Nursing College Students
    Qian Sun, Xiangyu Zhao, Yiming Gao, Di Zhao, Meiling Qi
    Behavioral Sciences.2023; 13(9): 764.     CrossRef
Research articles
Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study  
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
J Educ Eval Health Prof. 2022;19:30.   Published online November 7, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.30
  • 1,922 View
  • 138 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
    Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
    Advances in Health Sciences Education.2024; 29(3): 949.     CrossRef
  • Should Virtual Objective Structured Clinical Examination (OSCE) Teaching Replace or Complement Face-to-Face Teaching in the Post-COVID-19 Educational Environment: An Evaluation of an Innovative National COVID-19 Teaching Programme
    Charles Gamble, Alice Oatham, Raj Parikh
    Cureus.2023;[Epub]     CrossRef
Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study  
Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi
J Educ Eval Health Prof. 2022;19:28.   Published online October 17, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.28
  • 2,848 View
  • 247 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

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  • Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis
    Tianyuan Xu, Ling Xue
    Frontiers in Psychology.2023;[Epub]     CrossRef
Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study  
Dan Bi Cho, Won Lee, So Yoon Kim, Sungkyoung Choi
J Educ Eval Health Prof. 2022;19:14.   Published online June 30, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.14
  • 3,562 View
  • 376 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method.
Methods
A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions.
Results
All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media.
Conclusion
This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.

Citations

Citations to this article as recorded by  
  • Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis
    Songxian Jin, Jung-Hee Kim
    Nurse Education in Practice.2024; 78: 104029.     CrossRef
  • Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study
    Hui Li, Wenzhong Zhao, Bo Li, Yanhong Li
    International Journal of Nursing Sciences.2023; 10(4): 555.     CrossRef
Brief report
Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study  
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
J Educ Eval Health Prof. 2022;19:12.   Published online June 20, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.12
  • 3,005 View
  • 240 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.

Citations

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  • Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum
    Melissa Chang, Andrew Cuyegkeng, Joseph A. Breuer, Arina Alexeeva, Abigail R. Archibald, Javier J. Lepe, Milton L. Greenberg
    BMC Medical Education.2022;[Epub]     CrossRef
Educational/Faculty training material
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 4,936 View
  • 265 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

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  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Review
E-learning in health professions education during the COVID-19 pandemic: a systematic review  
Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi
J Educ Eval Health Prof. 2021;18:27.   Published online October 29, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.27
  • 11,310 View
  • 607 Download
  • 67 Web of Science
  • 87 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

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    Medical Teacher.2024; 46(1): 4.     CrossRef
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    Emma Trumble, Jason Lodge, Allison Mandrusiak, Roma Forbes
    Advances in Health Sciences Education.2024; 29(2): 689.     CrossRef
  • E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study
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    Athletic Training Education Journal.2024; 19(1): 1.     CrossRef
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    Anibal Diaz-Lazo, Aldo Alvarez-Risco, Carlo Córdova Rosales, Sandra Cori Rosales, Mely Ruiz-Aquino, Shyla Del-Aguila-Arcentales, Neal M. Davies, Christian R. Mejia, Jaime A. Yáñez
    Frontiers in Education.2024;[Epub]     CrossRef
  • Satisfaction and use of the didactic simulator for learning the nursing process: an observational study
    Alberto Cruz-Barrientos, Eva Manuela Cotobal-Calvo, Ana María Sainz-Otero, José Manuel De-La-Fuente-Rodríguez, Daniel Román-Sánchez, Inés Carmona-Barrientos
    BMC Nursing.2024;[Epub]     CrossRef
  • Learning Environments in Undergraduate Nursing Education During COVID-19
    Anna Lee, Sinhye Kim, Wonjung Noh
    Nurse Educator.2024; 49(3): E136.     CrossRef
  • Novel teaching–learning and assessment tools to complement competency-based medical education in postgraduate training
    Mohit K. Joshi
    Indian Journal of Anaesthesia.2024; 68(1): 11.     CrossRef
  • Assessment of parenteral dosage forms course objectives including objective structured practical examination by E-learning method ‎
    Faten Hamed, Tarek Jinani, Nisreen Mourad, Dalal Hammoudi Halat, Mohammad Rahal
    Journal of Advanced Pharmacy Education and Research.2024; 14(1): 13.     CrossRef
  • Dropout in online higher education: a systematic literature review
    Amir Mohammad Rahmani, Wim Groot, Hamed Rahmani
    International Journal of Educational Technology in Higher Education.2024;[Epub]     CrossRef
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    Laura Dell’Aiera, David Fitzgerald, David Fisher, Norman W. Gill
    The Journal of ExtraCorporeal Technology.2024; 56(1): 2.     CrossRef
  • Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences
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    BMC Medical Education.2024;[Epub]     CrossRef
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    Habib Noorbhai, Danica Sims, Nadia Hartman
    Higher Education Research & Development.2024; 43(3): 620.     CrossRef
  • Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study
    Antonios Christodoulakis, George Kritsotakis, Manolis Linardakis, Panayota Sourtzi, Ioanna Tsiligianni
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  • The Relationship between Academic Self-Efficacy and Motivation in the Online Nursing Education Process: The Mediator Role of Anxiety
    Çiğdem Torun Kılıç, Bahar Candaş Altınbaş, Didem Sarımehmet, İlknur Buçan Kıkrbir
    Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi.2024; 13(1): 119.     CrossRef
  • Health sciences students' perspectives on online teaching and learning: Extending the implications beyond the COVID‐19 pandemic
    Milena Kovačević, Nevena Ivanović, Ana Protić, Danijela Milenković, Zoran Mandinić, Dragana Puzović, Miloš Bajčetić, Dušan Popadić, Jelena Parojčić, Anđelija Malenović
    European Journal of Education.2024;[Epub]     CrossRef
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    Elif Kaya Çelik, Sümeyra Doluoğlu, Hatice Güzelküçük Akay, Emel Çadalli Tatar, Mehmet Hakan Korkmaz
    Journal of Voice.2024;[Epub]     CrossRef
  • The emergence of generative artificial intelligence platforms in 2023, journal metrics, appreciation to reviewers and volunteers, and obituary
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2024; 21: 9.     CrossRef
  • E-learning readiness among dental students and faculty: a comparative study before and after the COVID-19 pandemic
    Talal M. Zahid, Shoroog Agou
    Frontiers in Medicine.2024;[Epub]     CrossRef
  • Global Landscape of the Attack of Predatory Journals in Oncology
    Khalid El Bairi, Dario Trapani, Sara Jamil Nidhamalddin, Shah Zeb Khan, Arman Reza Chowdhury, Csongor György Lengyel, Sadaqat Hussain, Baker Shalal Habeeb, Angelica Petrillo, Nabil Elhadi Omar, Sara Altuna, Fahmi Usman Seid, Essam Elfaham, Andreas Seeber,
    JCO Global Oncology.2024;[Epub]     CrossRef
  • Japanese nurses’ confidence in their understanding of telenursing via e-learning: A mixed-methods study
    Tomoko Kamei, Aki Kawada, Hisako Kakai, Yuko Yamamoto, Yuki Nakayama, Haruhiko Mitsunaga, Naoki Nishimura
    DIGITAL HEALTH.2024;[Epub]     CrossRef
  • Improving the diagnostic performance of inexperienced readers for thyroid nodules through digital self-learning and artificial intelligence assistance
    Si Eun Lee, Hye Jung Kim, Hae Kyoung Jung, Jing Hyang Jung, Jae-Han Jeon, Jin Hee Lee, Hanpyo Hong, Eun Jung Lee, Daham Kim, Jin Young Kwak
    Frontiers in Endocrinology.2024;[Epub]     CrossRef
  • Investigating the Role of e-Learning Skills in the Satisfaction and Academic Success of Medical Students During the COVID-19 Pandemic
    Abdolreza Gilavand, Fatemeh Shirali, Nasrin Khajeali
    Educational Research in Medical Sciences.2024;[Epub]     CrossRef
  • Exposure to disrespectful maternity care and perceptions of respectful maternity care among nursing and midwifery pre-registration students in China: A national cross-sectional study
    Jing Huang, Li Fu, Yu Fu, Debra K. Creedy, Jenny Gamble, Zhen Da, Jiasi Yao, Junying Li, Na Wang
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Research articles
Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea  
Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang
J Educ Eval Health Prof. 2021;18:24.   Published online September 23, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.24
  • 6,216 View
  • 317 Download
  • 11 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.

Citations

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Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs  
Sunu Budhi Raharjo, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, Celly Anantaria Atmadikoesoemah
J Educ Eval Health Prof. 2021;18:19.   Published online August 9, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.19
  • 5,132 View
  • 317 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.
Methods
This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.
Results
Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).
Conclusion
Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Citations

Citations to this article as recorded by  
  • Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
    Xue-lin Wang, Ming-xiu Liu, Shuai Peng, Lei Yang, Chen Lu, Shi-cong Shou, Jian-ru Wang, Jun-yi Sun, Jia-qi Wang, Yan Hu, Jun Zhao, Peng Duan
    BMC Medical Education.2022;[Epub]     CrossRef
Review
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review  
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
J Educ Eval Health Prof. 2021;18:11.   Published online June 1, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.11
  • 7,034 View
  • 401 Download
  • 11 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.

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Research articles
Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic  
Ngatoiatu Rohmani, Rosi Andriani
J Educ Eval Health Prof. 2021;18:9.   Published online May 11, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.9
  • 9,787 View
  • 587 Download
  • 20 Web of Science
  • 23 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

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Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic  
Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed
J Educ Eval Health Prof. 2021;18:6.   Published online April 12, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.6
  • 6,873 View
  • 326 Download
  • 13 Web of Science
  • 13 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

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Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom  
Jack Barton, Kathrine Sofia Rallis, Amber Elyse Corrigan, Ella Hubbard, Antonia Round, Greta Portone, Ashvin Kuri, Tien Tran, Yu Zhi Phuah, Katie Knight, Jonathan Round
J Educ Eval Health Prof. 2021;18:5.   Published online April 6, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.5
  • 7,717 View
  • 365 Download
  • 7 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.
Methods
An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.
Results
The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).
Conclusion
The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

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JEEHP : Journal of Educational Evaluation for Health Professions