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Research article
Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study  
Sylvain Boloré, Thomas Fassier, Nicolas Guirimand
J Educ Eval Health Prof. 2023;20:25.   Published online August 28, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.25
  • 1,154 View
  • 138 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.
Methods
The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.
Results
Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.
Conclusion
Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.
Case report
Successful pilot application of multi-attribute utility analysis concepts in evaluating academic-clinical partnerships in the United States: a case report  
Sara Elizabeth North, Amanda Nicole Sharp
J Educ Eval Health Prof. 2022;19:18.   Published online August 19, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.18
  • 1,418 View
  • 137 Download
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Strong partnerships between academic health professions programs and clinical practice settings, termed academic-clinical partnerships, are essential in providing quality clinical training experiences. However, the literature does not operationalize a model by which an academic program may identify priority attributes and evaluate its partnerships. This study aimed to develop a values-based academic-clinical partnership evaluation approach, rooted in methodologies from the field of evaluation and implemented in the context of an academic Doctor of Physical Therapy clinical education program. The authors developed a semi-quantitative evaluation approach incorporating concepts from multi-attribute utility analysis (MAUA) that enabled consistent, values-based partnership evaluation. Data-informed actions led to improved overall partnership effectiveness. Pilot outcomes support the feasibility and desirability of moving toward MAUA as a potential methodological framework. Further research may lead to the development of a standardized process for any academic health profession program to perform a values-based evaluation of their academic-clinical partnerships to guide decision-making.

Citations

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  • Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation
    Sara E. North
    American Journal of Evaluation.2024;[Epub]     CrossRef
Reviews
Is accreditation in medical education in Korea an opportunity or a burden?  
Hanna Jung, Woo Taek Jeon, Shinki An
J Educ Eval Health Prof. 2020;17:31.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.31
  • 4,807 View
  • 123 Download
  • 2 Web of Science
  • 8 Crossref
AbstractAbstract PDFSupplementary Material
The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, accreditation is a burden for medical schools if they view the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if medical schools acknowledge the positive value of the accreditation process, accreditation can be both an opportunity and a tool for developing medical education. The accreditation process has educational value by catalyzing improvements in the quality, equity, and efficiency of medical education and by increasing the available options. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an educational alliance working together towards common goals. Secondly, clear guidelines on accreditation standards should be periodically reviewed and shared. Finally, a formative self-evaluation process must be introduced for institutions to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

Citations

Citations to this article as recorded by  
  • To prove or improve? Examining how paradoxical tensions shape evaluation practices in accreditation contexts
    Betty Onyura, Abigail J. Fisher, Qian Wu, Shrutikaa Rajkumar, Sarick Chapagain, Judith Nassuna, David Rojas, Latika Nirula
    Medical Education.2024; 58(3): 354.     CrossRef
  • ASPIRE for excellence in curriculum development
    John Jenkins, Sharon Peters, Peter McCrorie
    Medical Teacher.2024; : 1.     CrossRef
  • Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • The Need for the Standards for Anatomy Labs in Medical School Evaluation and Accreditation
    Yu-Ran Heo, Jae-Ho Lee
    Anatomy & Biological Anthropology.2023; 36(3): 81.     CrossRef
  • Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
    Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
    Indian Journal of Medical Specialities.2023; 14(4): 249.     CrossRef
  • Internal evaluation in the faculties affiliated to zanjan university of medical sciences: Quality assurance of medical science education based on institutional accreditation
    Alireza Abdanipour, Farhad Ramezani‐Badr, Ali Norouzi, Mehdi Ghaemi
    Journal of Medical Education Development.2022; 15(46): 61.     CrossRef
  • Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis
    Sanghee Yeo, Seong Hun Choi, Su Jin Chae
    Journal of Korean Medicine.2021; 42(4): 176.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
How to execute Context, Input, Process, and Product evaluation model in medical health education  
So young Lee, Jwa-Seop Shin, Seung-Hee Lee
J Educ Eval Health Prof. 2019;16:40.   Published online December 28, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.40
  • 12,605 View
  • 537 Download
  • 7 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.

Citations

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  • Evaluation of the Maryland Next Gen Test Bank Project: Implications and Recommendations
    Desirée Hensel, Diane M. Billings, Rebecca Wiseman
    Nursing Education Perspectives.2024;[Epub]     CrossRef
  • Self-care educational guide for mothers with gestational diabetes mellitus: A systematic review on identifying self-care domains, approaches, and their effectiveness
    Zarina Haron, Rosnah Sutan, Roshaya Zakaria, Zaleha Abdullah Mahdy
    Belitung Nursing Journal.2023; 9(1): 6.     CrossRef
  • Evaluation of the Smart Indonesia Program as a Policy to Improve Equality in Education
    Patni Ninghardjanti, Wiedy Murtini, Aniek Hindrayani, Khresna B. Sangka
    Sustainability.2023; 15(6): 5114.     CrossRef
  • Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation
    Erica Ai Li, Claire A Wilson, Jacob Davidson, Aaron Kwong, Amrit Kirpalani, Peter Zhan Tao Wang
    Advances in Medical Education and Practice.2023; Volume 14: 381.     CrossRef
  • The Evaluation of China's Double Reduction Policy: A Case Study in Dongming County Mingde Primary School
    Danyang Li , Chaimongkhon Supromin, Supit Boonlab
    International Journal of Sociologies and Anthropologies Science Reviews.2023; 3(6): 437.     CrossRef
  • Exploring the Components of the Research Empowerment Program of the Faculty Members of Kermanshah University of Medical Sciences, Iran Based on the CIPP Model: A Qualitative Study
    Mostafa Jafari, Susan Laei, Elham Kavyani, Rostam Jalali
    Educational Research in Medical Sciences.2021;[Epub]     CrossRef
  • Adapting an Integrated Program Evaluation for Promoting Competency‐Based Medical Education
    Hyunjung Ju, Minkyung Oh, Jong-Tae Lee, Bo Young Yoon
    Korean Medical Education Review.2021; 23(1): 56.     CrossRef
  • Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019
    Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
    Journal of Educational Evaluation for Health Professions.2020; 17: 2.     CrossRef
  • Human Resources Development via Higher Education Scholarships: A Case Study of a Ministry of Public Works and Housing Scholarship Program
    Abdullatif SETİABUDİ, Muchlis. R. LUDDIN, Yuli RAHMAWATI
    International e-Journal of Educational Studies.2020; 4(8): 209.     CrossRef
  • Exploring Components, Barriers, and Solutions for Faculty Members’ Research Empowerment Programs Based on the CIPP Model: A Qualitative Study
    Mostafa Jafari, Soosan Laei, Elham Kavyani, Rostam Jalali
    Journal of Occupational Health and Epidemiology.2020; 9(4): 213.     CrossRef
Brief report
Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study  
Katharina Brandl, Soniya V. Rabadia, Alexander Chang, Jess Mandel
J Educ Eval Health Prof. 2018;15:25.   Published online October 16, 2018
DOI: https://doi.org/10.3352/jeehp.2018.15.25
  • 22,223 View
  • 342 Download
  • 3 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
In addition to online questionnaires, many medical schools use supplemental evaluation tools such as focus groups to evaluate their courses. Although some benefits of using focus groups in program evaluation have been described, it is unknown whether these inperson data collection methods provide sufficient additional information beyond online evaluations to justify them. In this study, we analyze recommendations gathered from student evaluation team (SET) focus group meetings and analyzed whether these items were captured in open-ended comments within the online evaluations. Our results indicate that online evaluations captured only 49% of the recommendations identified via SETs. Surveys to course directors identified that 74% of the recommendations exclusively identified via the SETs were implemented within their courses. Our results indicate that SET meetings provided information not easily captured in online evaluations and that these recommendations resulted in actual course changes.

Citations

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  • Grupos focais como ferramenta de pesquisa qualitativa na fisioterapia: implicações e expectativas
    Dartel Ferrari de Lima, Adelar Aparecido Sampaio
    Revista Pesquisa Qualitativa.2023; 11(27): 361.     CrossRef
  • Educational attainment for at-risk high school students: closing the gap
    Karen Miner-Romanoff
    SN Social Sciences.2023;[Epub]     CrossRef
  • Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools
    Constantina Constantinou, Marjo Wijnen-Meijer
    BMC Medical Education.2022;[Epub]     CrossRef
  • National Security Law Education in Hong Kong: Qualitative Evaluation Based on the Perspective of the Students
    Daniel T. L. Shek, Xiaoqin Zhu, Diya Dou, Xiang Li
    International Journal of Environmental Research and Public Health.2022; 20(1): 553.     CrossRef
  • Mentoring as a transformative experience
    Wendy A. Hall, Sarah Liva
    Mentoring & Tutoring: Partnership in Learning.2021; 29(1): 6.     CrossRef
Research article
Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model  
Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani
J Educ Eval Health Prof. 2017;14:16.   Published online July 26, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.16
  • 31,679 View
  • 310 Download
  • 2 Web of Science
  • 1 Crossref
AbstractAbstract PDF
Purpose
Evaluating educational programs can improve the quality of education. The present study evaluated the undergraduate occupational health program at the Semnan University of Medical Sciences in Semnan, Iran, with a focus on the associations between alumni perceptions of the learning environment and the outcomes of the occupational health program. Methods: A cross-sectional questionnaire survey was conducted among alumni of the undergraduate occupational health program. We asked alumni to rate their perceptions of the items using a 4-point Likert scale. The associations between alumni perceptions of the educational program and curriculum, faculty, institutional resources, and learning outcomes were modeled and described using structural equation modeling procedures. Results: A descriptive analysis of alumni perceptions indicated low evaluations for the administrative system, practical and research-based courses, and the number of faculty members. We found that a structural model of the evaluation variables of curriculum, faculty qualifications, and institutional resources significantly predicted undergraduate educational outcomes. The curriculum had direct and indirect effects on learning outcomes, mediated by faculty. Conclusion: The findings of our study highlight the usefulness of the structural equation modeling approach for examining links between variables related to the learning process and learning outcomes. Surveys of alumni can provide data for reassessing the learning environment in the light of the professional competencies needed for occupational health graduates.

Citations

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  • Integrated-Based Curriculum of Pharmaceutical Dosage Forms (ICPDF): What Factors Affect the Learning Outcome Attainment?
    Anis Yohana Chaerunisaa, Akhmad Habibi, Muhaimin Muhaimin, Mailizar Mailizar, Tommy Tanu Wijaya, Ahmad Samed Al-Adwan
    International Journal of Environmental Research and Public Health.2023; 20(5): 4272.     CrossRef
Research Articles
Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model  
Hyun Bae Yoon, Jwa-Seop Shin, Ketsomsouk Bouphavanh, Yu Min Kang
J Educ Eval Health Prof. 2016;13:21.   Published online May 31, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.21
  • 30,927 View
  • 323 Download
  • 21 Web of Science
  • 18 Crossref
AbstractAbstract PDF
Purpose
Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

Citations

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  • Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development
    Shine Wanna Aung, Than Than Aye
    Policy Futures in Education.2024;[Epub]     CrossRef
  • Evaluation of cost-effectiveness of single-credit traffic safety course based on Kirkpatrick model: a case study of Iran
    Mina Golestani, Homayoun Sadeghi-bazargani, Sepideh Harzand-Jadidi, Hamid Soori
    BMC Medical Education.2024;[Epub]     CrossRef
  • Transforming the “SEAD”: Evaluation of a Virtual Surgical Exploration and Discovery Program and its Effects on Career Decision-Making
    Kameela Miriam Alibhai, Patricia Burhunduli, Christopher Tarzi, Kush Patel, Christine Seabrook, Tim Brandys
    Journal of Surgical Education.2023; 80(2): 256.     CrossRef
  • Evaluation of the effectiveness of a training programme for nurses regarding augmentative and alternative communication with intubated patients using Kirkpatrick's model: A pilot study
    Marzieh Momennasab, Fatemeh Mohammadi, Fereshteh DehghanRad, Azita Jaberi
    Nursing Open.2023; 10(5): 2895.     CrossRef
  • Outcome Evaluation of a Transnational Postgraduate Capacity-Building Program Using the Objective Structured Clinical Examination
    Kye-Yeung Park, Hoon-Ki Park, Jwa-Seop Shin, Taejong Kim, Youngjoo Jung, Min Young Seo, Ketsomsouk Bouphavanh, Sourideth Sengchanh, Ketmany Inthachack
    Evaluation Review.2023; 47(4): 680.     CrossRef
  • Developing a capacity building training model for public health managers of low and middle income countries
    Kritika Upadhyay, Sonu Goel, Preethi John, Sara Rubinelli
    PLOS ONE.2023; 18(4): e0272793.     CrossRef
  • Implementation and evaluation of crowdsourcing in global health education
    Huanle Cai, Huiqiong Zheng, Jinghua Li, Chun Hao, Jing Gu, Jing Liao, Yuantao Hao
    Global Health Research and Policy.2022;[Epub]     CrossRef
  • An Evaluation of the Surgical Foundations Curriculum: A National Study
    Ekaterina Kouzmina, Stephen Mann, Timothy Chaplin, Boris Zevin
    Journal of Surgical Education.2021; 78(3): 914.     CrossRef
  • Surgical data strengthening in Ethiopia: results of a Kirkpatrick framework evaluation of a data quality intervention
    Sehrish Bari, Joseph Incorvia, Katherine R. Iverson, Abebe Bekele, Kaya Garringer, Olivia Ahearn, Laura Drown, Amanu Aragaw Emiru, Daniel Burssa, Samson Workineh, Ephrem Daniel Sheferaw, John G. Meara, Andualem Beyene
    Global Health Action.2021;[Epub]     CrossRef
  • Evaluation of a Neonatal Resuscitation Training Programme for Healthcare Professionals in Zanzibar, Tanzania: A Pre-post Intervention Study
    Xiang Ding, Li Wang, Mwinyi I. Msellem, Yaojia Hu, Jun Qiu, Shiying Liu, Mi Zhang, Lihui Zhu, Jos M. Latour
    Frontiers in Pediatrics.2021;[Epub]     CrossRef
  • Portfolios with Evidence of Reflective Practice Required by Regulatory Bodies: An Integrative Review
    Marco Zaccagnini, Patricia A. Miller
    Physiotherapy Canada.2021;[Epub]     CrossRef
  • Evaluation of a training program on primary eye care for an Accredited Social Health Activist (ASHA) in an urban district
    Pallavi Shukla, Praveen Vashist, SurajSingh Senjam, Vivek Gupta
    Indian Journal of Ophthalmology.2020; 68(2): 356.     CrossRef
  • Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty
    Najma Baseer, James Degnan, Mandy Moffat, Usman Mahboob
    BMC Medical Education.2020;[Epub]     CrossRef
  • Residents working with Médecins Sans Frontières: training and pilot evaluation
    Alba Ripoll-Gallardo, Luca Ragazzoni, Ettore Mazzanti, Grazia Meneghetti, Jeffrey Michael Franc, Alessandro Costa, Francesco della Corte
    Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine.2020;[Epub]     CrossRef
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    Timothy Alan Wittick, Ketsomsouk Bouphavanh, Vannyda Namvongsa, Amphay Khounthep, Amy Gray
    Medical Teacher.2019; 41(8): 877.     CrossRef
  • Evaluation of the effectiveness of a first aid health volunteers’ training programme using Kirkpatrick’s model: A pilot study
    Fatemeh Vizeshfar, Marzieh Momennasab, Shahrzad Yektatalab, Mohamad Taghi Iman
    Health Education Journal.2018; 77(2): 190.     CrossRef
  • Evaluation of a consulting training course for international development assistance for health
    Pan Gao, Hao Xiang, Suyang Liu, Yisi Liu, Shengjie Dong, Feifei Liu, Wenyuan Yu, Xiangyu Li, Li Guan, Yuanyuan Chu, Zongfu Mao, Shu Chen, Shenglan Tang
    BMC Medical Education.2018;[Epub]     CrossRef
  • Empowering the Filipino Physician through Continuing Professional Development in the Philippines: Gearing towards ASEAN Harmonization and Globalization
    Maria Minerva P Calimag
    Journal of Medicine, University of Santo Tomas.2018; 2(1): 121.     CrossRef
Smartphone-based evaluations of clinical placements—a useful complement to web-based evaluation tools  
Jesper Hessius, Jakob Johansson
J Educ Eval Health Prof. 2015;12:55.   Published online November 30, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.55
  • 26,866 View
  • 138 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDF
Purpose
Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluation systems.
Methods
An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden.
Results
At the time of the study, 49% of the students were judged to own iPhones. Over the course of the study, 3,340 evaluations were submitted, of which 22.8% were submitted using the app. The median of mean scores in the submitted evaluations was 4.50 for the app (with an interquartile range of 3.70-5.20) and 4.60 (3.70-5.20) for the web (P= 0.24). The proportion of evaluations that included a free-text comment was 50.5% for the app and 49.9% for the web (P= 0.80).
Conclusion
An app introduced as a complement to a web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations. web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations.

Citations

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  • Practical tips for starting a successful national postgraduate course
    Magnus Sundbom
    MedEdPublish.2024; 13: 26.     CrossRef
  • Practical tips for starting a successful national postgraduate course
    Magnus Sundbom
    MedEdPublish.2023; 13: 26.     CrossRef
  • Practical tips for starting a successful national postgraduate course
    Magnus Sundbom
    MedEdPublish.2023; 13: 26.     CrossRef
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    Hilary Edgcombe, Chris Paton, Mike English
    Archives of Disease in Childhood.2016; 101(12): 1149.     CrossRef
Small group effectiveness in a Caribbean medical school’s problem-based learning sessions  
P Ravi Shankar, Atanu Nandy, Ramanan Balasubramanium, Soumitra Chakravarty
J Educ Eval Health Prof. 2014;11:5.   Published online March 24, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.5
  • 65,535 View
  • 189 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDF
Purpose
The tutorial group effectiveness instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the PBL process has not been previously studied in Xavier University School of Medicine. Hence the present study was carried out.
Methods
The study was conducted among the second and third semester undergraduate medical students during the last week of September 2013, in Xavier University School of Medicine, Aruba, Kingdom of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality and whether the respondent had been exposed to PBL before joining the institution were noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert type scale.
Results
Thirty four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and demotivational scores were 3.65 and 2.51 respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the demotivational score was 12 (maximum being 25). There was no significant difference in scores according to respondents’ demographic characteristics.
Conclusion
Student perception about small group effectiveness was positive. Since most medical schools all over the world already have or are introducing PBL as a learning modality, Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.

Citations

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  • Relationship of Prior Knowledge and Scenario Quality With the Effectiveness of Problem-based Learning Discussion among Medical Students of Universitas Malikussaleh, Aceh, Indonesia
    Mulyati Sri Rahayu, Sri Wahyuni, Yuziani Yuziani
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    Samuel Edelbring, Siw Alehagen, Evalotte Mörelius, AnnaKarin Johansson, Patrik Rytterström
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    P. Ravi Shankar
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    Luciana Brosina de Leon, Fernanda de Quadros Onófrio
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    Xiaojie Ding, Liping Zhao, Haiyan Chu, Na Tong, Chunhui Ni, Zhibin Hu, Zhengdong Zhang, Meilin Wang
    Scientific Reports.2014;[Epub]     CrossRef
Indian medical students’ perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all  
Nanda Bijli, Manjunatha Shankarappa
J Educ Eval Health Prof. 2013;10:11.   Published online December 31, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.11
  • 51,051 View
  • 212 Download
  • 12 Crossref
PDF

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    Jhiamluka Solano, Melba Zuniga Gutierrez, Esther Pinel-Guzmán, Génesis Henriquez
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    Yongxia Ding, Peili Zhang
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    THAKUR PREETI, DUTT SUNIL, CHAUHAN ABHISHEK
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Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King’s College London School of Medicine  
Hamaoui Karim, Sadideen Hazim, Saadeddin Munir, Onida Sarah, Hoey Andrew W, Rees John
J Educ Eval Health Prof. 2013;10:10.   Published online December 31, 2012
DOI: https://doi.org/10.3352/jeehp.2013.10.10
  • 34,180 View
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  • 19 Crossref
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Improved quality and quantity of written feedback is associated with a structured feedback proforma
Philip M. Newton, Melisa J. Wallace, Judy McKimm
J Educ Eval Health Prof. 2012;9:10.   Published online August 13, 2012
DOI: https://doi.org/10.3352/jeehp.2012.9.10
  • 43,443 View
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AbstractAbstract PDF
Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

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Brief Report
Potential advantage of student-run clinics for diversifying a medical school class
Chris N. Gu, Jane A. McElroy, Blake C. Corcoran
J Educ Eval Health Prof. 2012;9:8.   Published online May 25, 2012
DOI: https://doi.org/10.3352/jeehp.2012.9.8
  • 31,594 View
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  • 6 Crossref
AbstractAbstract PDF
The purpose of this study was to evaluate the influence of a student-run clinic on the diversification of a medical student class. We distributed a two-page, 20-item, paper survey to students of the University of Missouri School of Medicine (MU SOM) class of 2015 in July of 2011. The survey gathered information on general demographics, opinions on the importance of medical education opportunities, and opinions on the importance of medical school characteristics in applying to and attending MU SOM. A total of 104 students responded to the survey. A majority of the students identified the MedZou Community Health Clinic, a student-run, free health clinic affiliated with MU SOM, and simulated-patient encounters as important educational experiences (81% and 94%, respectively). More than half of the self-identified non-white??students reported MedZou as an important factor in their choice to apply to (60%; 95% confidence interval [CI], 32 to 88) and attend (71%; 95% CI, 44 to 98) MU SOM, over half of the females reported MedZou as important in their choice to apply (59%; 95% CI, 43 to 76) and attend (57%; 95% CI, 40 to 74), and over half of non-Missouri residents reported MedZou as important in their choice to apply (64%; 95% CI, 36 to 93) and attend (71%; 95% CI, 44 to 98). According to the above results, it can be said that students clearly value both MedZou and simulated-patient encounters as important educational experiences. Women, minorities, and non-Missouri residents value MedZou more highly than their peers who are First Year Medical Students who are Missouri residents, suggesting that MedZou may provide a promising opportunity to advance diversity within MU SOM. These results highlight the need for additional research to further explore MedZou?占퐏 potential to enhance the recruitment of a diverse medical student class.

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Research Article
Effect of portfolio assessment on student learning in prenatal training for midwives
Nourossadat Kariman, Farnoosh Moafi
J Educ Eval Health Prof. 2011;8:2.   Published online March 25, 2011
DOI: https://doi.org/10.3352/jeehp.2011.8.2
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AbstractAbstract PDF
The tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students??learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups??mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups??knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom?占퐏 taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups??clinical exam scores was significantly different. The portfolio group?占퐏 mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students??satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student?占퐏 participation in the learning process and helping them to apply theory in practice.

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  • Opiniones de alumnos y docentes en cuanto a la evaluación de competencias mediante el uso del portafolio en medicina
    Marcela Agostini, Laura París, Francisco Heit, Alejandro Sartorio, Roberto Cherjovsky
    Debate Universitario.2024; 4(7): 39.     CrossRef
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    Pei-Ti Hsu, Ya-Fang Ho, Jeu-Jung Chen
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    Seyedeh Negar Assadi
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    Ann Gaba
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Brief Report
Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants
Young-Su Ju
J Educ Eval Health Prof. 2009;6:5.   Published online December 20, 2010
DOI: https://doi.org/10.3352/jeehp.2009.6.5
  • 43,898 View
  • 162 Download
  • 2 Crossref
AbstractAbstract PDF
A team-based Learning (TBL) tutor training workshop on research and publication ethics was offered to 8 faculty members and 3 staff at Hallym University in 2009. To investigate the effect of the workshop and any attitude changes, a questionnaire survey was performed after the 8-hr course. Questions in four categories-general course content, change in attitudes toward research and publication ethics, the TBL format, and an open-ended question about the course--were included. Participants responded positively to all items on general course content. There was a positive change in attitude on research and publication ethics. Participants also responded positively to six items on team-based learning. The overall positive response to the workshop on research and publication ethics suggested the effectiveness of this kind of TBL tutor training course for university faculty and staff.

Citations

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  • Faculty Development Effectiveness: Insights from a Program Evaluation
    Anupma Wadhwa, Lopamudra Das, Savithiri Ratnapalan
    Journal of Biomedical Education.2014; 2014: 1.     CrossRef
  • Perspective
    Paul Haidet, Ruth E. Levine, Dean X. Parmelee, Sheila Crow, Frances Kennedy, P. Adam Kelly, Linda Perkowski, Larry Michaelsen, Boyd F. Richards
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JEEHP : Journal of Educational Evaluation for Health Professions