Journal of Educational Evaluation for Health Professions

Research articles

Development and content validation of updated job competencies for Korean occupational therapists: a modified Delphi and focus group consensus study: Byoung Gin Jeon, Seong-Youl Choi, Su-Yeon Park, Han-Som Kim, Jung-Jin Cha, Eun-Young Yoo, Hee-Jung Kim, Young-Geun Kim, Jeong-Sil Choi; J Educ Eval Health Prof. 2026;23:16. Published online June 16, 2026; DOI: https://doi.org/10.3352/jeehp.2026.23.16 [Epub ahead of print]

535 View
60 Download

Abstract PDF: Purpose
This study aimed to analyze recent trends in occupational therapy, derive updated job competencies for Korean occupational therapists that reflect recent clinical changes, and confirm their validity.
Methods
This 5-month expert consensus study, conducted from April to August 2024, used a 3-round online Delphi survey with 20 occupational therapy experts, followed by a focus group meeting with 10 experts, to refine and validate updated job competencies. Considering recent trends in occupational therapy, we adapted the U.S. National Board for Certification in Occupational Therapy practice analysis framework to the Korean context and collected expert feedback.
Results
The Delphi panel identified several competency items that required contextualization within the Korean legal scope of practice, particularly items related to physical agent modalities. After the concluding focus group discussion, the superficial thermal agents item (D3-T1-K4) was excluded, and the electrotherapeutic modality item for swallowing disorders (D3-T1-K5) was revised; the remaining competencies were finalized.
Conclusion
Updated job competencies for new occupational therapists were derived across 4 domains, 16 tasks, and 62 knowledge items. These competencies may support greater flexibility in international research and strengthen responses to the expansion of occupational therapists’ scope of practice in community settings. Therefore, the findings of this study are expected to be actively used in research, education, and practice.

Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study: Wei Jin Wong, Shaun Wen Huey Lee, Ronald Fook Seng Lee; J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.2

5,692 View
388 Download
1 Crossref

Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.

Citations

Citations to this article as recorded by

An Empirical Investigation of Zoom Fatigue and Academic Motivation in Maritime Education: A Structural Equation Modelling Approach
Burcu Çelik Maşalacı, Elif Arslan
Recep Tayyip Erdoğan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi.2026; 7(1): 241. CrossRef

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

6,063 View
278 Download
1 Crossref

Abstract PDF Supplementary Material

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

Citations

Citations to this article as recorded by

Establishment of a tooth preparation competency cohort at Dankook University Dental School
Hojin Moon
Journal of Korean Dental Association.2025; 63(2): 42. CrossRef

Experience of introducing an electronic health records station in an objective structured clinical examination to evaluate medical students’ communication skills in Canada: a descriptive study: Kuan-chin Jean Chen, Ilona Bartman, Debra Pugh, David Topps, Isabelle Desjardins, Melissa Forgie, Douglas Archibald; J Educ Eval Health Prof. 2023;20:22. Published online July 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.22

7,475 View
191 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
There is limited literature related to the assessment of electronic medical record (EMR)-related competencies. To address this gap, this study explored the feasibility of an EMR objective structured clinical examination (OSCE) station to evaluate medical students’ communication skills by psychometric analyses and standardized patients’ (SPs) perspectives on EMR use in an OSCE.
Methods
An OSCE station that incorporated the use of an EMR was developed and pilot-tested in March 2020. Students’ communication skills were assessed by SPs and physician examiners. Students’ scores were compared between the EMR station and 9 other stations. A psychometric analysis, including item total correlation, was done. SPs participated in a post-OSCE focus group to discuss their perception of EMRs’ effect on communication.
Results
Ninety-nine 3rd-year medical students participated in a 10-station OSCE that included the use of the EMR station. The EMR station had an acceptable item total correlation (0.217). Students who leveraged graphical displays in counseling received higher OSCE station scores from the SPs (P=0.041). The thematic analysis of SPs’ perceptions of students’ EMR use from the focus group revealed the following domains of themes: technology, communication, case design, ownership of health information, and timing of EMR usage.
Conclusion
This study demonstrated the feasibility of incorporating EMR in assessing learner communication skills in an OSCE. The EMR station had acceptable psychometric characteristics. Some medical students were able to efficiently use the EMRs as an aid in patient counseling. Teaching students how to be patient-centered even in the presence of technology may promote engagement.

Citations

Citations to this article as recorded by

Medical students’ perspectives on the role of OSPE and OSCE in the educational journey and contribution to career development: A cross-sectional study
Fahad Abdulaziz Alrashed, Tauseef Ahmad, Abdulrahman M. Alsubiheen, Saad A. Alhammad, Mishal M. Aldaihan, Alaa M. Albishi, Zafrul Hasan
Medicine.2026; 105(3): e47233. CrossRef
Usage and perception of electronic medical records (EMR) among medical students in southwestern Nigeria
A. A. Adeyeye, A. O. Ajose, O. M. Oduola, B. A. Akodu, A. Olufadeji
Discover Public Health.2024;[Epub] CrossRef

Perception survey on the introduction of clinical performance examination as part of the national nursing licensing examination in Korea: Su Jin Shin, Yeong Kyeong Kim, Soon-Rim Suh, Duk Yoo Jung, Yunju Kim, Mi Kyoung Yim; J Educ Eval Health Prof. 2017;14:26. Published online October 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.26

35,541 View
310 Download
2 Web of Science
5 Crossref

Abstract PDF

Purpose
The purpose of this study was to analyze opinions about the action plan for implementation of clinical performance exam as part of the national nursing licensing examination and presents the expected effects of the performance exam and aspects to consider regarding its implementation.
Methods
This study used a mixed-methods design. Quantitative data were collected by a questionnaire survey, while qualitative data were collected by focus group interviews with experts. The survey targeted 200 nursing professors and clinical nurses with more than 5 years of work experience, and the focus group interviews were conducted with 28 of professors, clinical instructors, and nurses at hospitals.
Results
First, nursing professors and clinical specialists agreed that the current written tests have limitations in evaluating examinees’ ability, and that the introduction of a clinical performance exam will yield positive results. Clinical performance exam is necessary to evaluate and improve nurses’ work ability, which means that the implementation of a performance exam is advisable if its credibility and validity can be verified. Second, most respondents chose direct performance exams using simulators or standardized patients as the most suitable format of the test.
Conclusion
In conclusion, the current national nursing licensing exam is somewhat limited in its ability to identify competent nurses. Thus, the time has come for us to seriously consider the introduction of a performance exam. The prerequisites for successfully implementing clinical performance exam as part of the national nursing licensing exam are a professional training process and forming a consortium to standardize practical training.

Citations

Citations to this article as recorded by

The Clinical Nursing Competency Assessment System of Ghana: Perspectives of Key Informants
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Sage Open.2022;[Epub] CrossRef
Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study
Sun Kyung Kim, Youngho Lee, Hyoseok Yoon, Jongmyung Choi
Journal of Medical Internet Research.2021; 23(3): e24313. CrossRef
Nursing Students’ Experiences on Clinical Competency Assessment in Ghana
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Nurse Media Journal of Nursing.2021; 11(3): 278. CrossRef
Clinical nursing competency assessment: a scoping review
Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Frontiers of Nursing.2021; 8(4): 341. CrossRef
Factors Influencing the Success of the National Nursing Competency Examination taken by the Nursing Diploma Students in Yogyakarta
Yulia Wardani
Jurnal Ners.2020; 14(2): 172. CrossRef

Technical Report

The job analysis of Korean nurses as a strategy to improve the Korean Nursing Licensing Examination: In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Il Sun Ko; J Educ Eval Health Prof. 2016;13:24. Published online June 7, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.24

36,512 View
301 Download
6 Web of Science
6 Crossref

Abstract PDF

Purpose
This study aimed at characterizing Korean nurses’ occupational responsibilities to apply the results for improvement of the Korean Nursing Licensing Examination. Methods: First, the contents of nursing job were defined based on a focus group interview of 15 nurses. Developing a Curriculum (DACOM) method was used to examine those results and produce the questionnaire by 13 experts. After that, the questionnaire survey to 5,065 hospital nurses was done. Results: The occupational responsibilities of nurses were characterized as involving 8 duties, 49 tasks, and 303 task elements. Those 8 duties are nursing management and professional development, safety and infection control, the management of potential risk factors, basic nursing and caring, the maintenance of physiological integrity, medication and parenteral treatments, socio-psychological integrity, and the maintenance and improvement of health. Conclusion: The content of Korean Nursing Licensing Examination should be improved based on 8 duties and 49 tasks of the occupational responsibilities of Korean nurses.

Citations

Citations to this article as recorded by

Are Art-Based Interventions Effective in Improving Psychological Well-Being Among Informal Caregivers of Cancer Patients? A Systematic Review
Mengqin Zhang, Xing Liu, Yan Huang
Journal of Integrative and Complementary Medicine.2025; 31(1): 11. CrossRef
Community of inquiry Framework Combined With Podcast Media in Nursing Education innovation During Covid-19 Pandemic: An Evaluative Study
Ah Yusuf, Ronal Surya Aditya, Daifallah M AlRazeeni, Reem Lafi AlMutairi, Fitriana Kurniasari Solikhah, Siti Kotijah, Wiwit Dwi Nurbadriyah
Advances in Medical Education and Practice.2023; Volume 14: 573. CrossRef
Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study
Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
Journal of Educational Evaluation for Health Professions.2023; 20: 18. CrossRef
Item development process and analysis of 50 case-based items for implementation on the Korean Nursing Licensing Examination
In Sook Park, Yeon Ok Suh, Hae Sook Park, So Young Kang, Kwang Sung Kim, Gyung Hee Kim, Yeon-Hee Choi, Hyun-Ju Kim
Journal of Educational Evaluation for Health Professions.2017; 14: 20. CrossRef
The Knowledge of Nurses on Standards of Job Description at the Intensive Care Units of Broujerd Hospitals, 2016
Kobrs Rashidi, Mahoush Kalhor, Mahdi Berjandi
Iranian Journal of Nursing Research.2017; 12(4): 32. CrossRef
Relevance of the test content of the Korean Nursing Licensing Examination to nursing job
In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Kwang Sung Kim
Journal of Educational Evaluation for Health Professions.2016; 13: 23. CrossRef

Brief Reports

Changing medical students’ perception of the evaluation culture: Is it possible?: Jorie M. Colbert-Getz, Steven Baumann; J Educ Eval Health Prof. 2016;13:8. Published online February 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.8

31,744 View
187 Download
1 Web of Science
2 Crossref

Abstract PDF

Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79% (254) for 2013 and 52% (179) for 2014. Students’ overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.

Citations

Citations to this article as recorded by

Investigating the impact of multimodal training on surgical informed consent in final year medical students: A quasi-experimental study
Ashok Ninan Oommen, Ronnie Thomas, Shyama Sasidharan, Srikanth Muraleedhar, Unnikishnan Uttumadathil Gopinathan, Rejana Rachel Joy, Yadu Krishnan Girish Babu
Journal of Medical Education Development.2024; 17(55): 10. CrossRef
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
Journal of Educational Evaluation for Health Professions.2018; 15: 25. CrossRef

Perceptions of dental undergraduates in India of a clinical induction program: Arati Panchbhai; J Educ Eval Health Prof. 2015;12:32. Published online June 21, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.32

25,757 View
160 Download

Abstract PDF: This study aimed to investigate undergraduate students’ perceptions of the clinical induction program for dental undergraduates conducted at the DMIMS Deemed University, Sawangi-Meghe, India. Seventy-four third-year dental students who entered the clinical phase of the dental program in 2012 and attended all sessions of the clinical induction program were enrolled in this study. The students’ perceptions of the clinical induction program were assessed through a Likert-scale questionnaire, focus group discussions, and individual interviews. Seventy-two students (97.3%) responded positively about the program, evaluating it as successful and making a few suggestions. Fifty-four students (73.0%) stated that the clinical tours and visits to the departments were the best feature of the program. Nine students (12.2%) suggested that the program should include interaction with their immediate seniors and that interactive activities should be included in the program. The induction program may help students become acclimated during the first few days of being introduced into the clinical phase of their education. It is crucial to ensure that students do not develop a negative attitude towards their educational program by facilitating their smooth transition to the clinical phase.

Research Article

Assessment of students’ satisfaction with a student-led team-based learning course: Justin W. Bouw, Vasudha Gupta, Ana L. Hincapie; J Educ Eval Health Prof. 2015;12:23. Published online June 11, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.23

46,495 View
227 Download
20 Web of Science
17 Crossref

Abstract PDF

Purpose
To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Citations

Citations to this article as recorded by

Application of lecture-and-team-based learning in stomatology: in-class and online
Biyao Wang, Shan Jin, Minghao Huang, Kaige Zhang, Qing Zhou, Xinwen Zhang, Xu Yan
BMC Medical Education.2024;[Epub] CrossRef
Student feedback on team-based learning in a preclinical oral surgery course: A pilot study
Salah Sakka
Journal of Taibah University Medical Sciences.2024; 19(4): 705. CrossRef
Enhancing Teamwork and Collaboration: A Systematic Review of Algorithm-Supported Pedagogical Methods
Xunan Wang, Ge Song, Rami Ghannam
Education Sciences.2024; 14(6): 675. CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Team‐Based Learning in Prosthodontics Courses: Students’ Satisfaction
Selma A Saadaldin, Elzahraa Eldwakhly, Sundus Naji Alaziz, Alhanoof Aldegheishem, Amal M El sawy, Maha M. Fahmy, Sahar M. Alsamady, Nozha M. Sawan, Mai Soliman, Boonlert Kukiattrakoon
International Journal of Dentistry.2022;[Epub] CrossRef
The effect of online and in-person team-based learning (TBL) on undergraduate endocrinology teaching during COVID-19 pandemic
Shafeena Anas, Ioannis Kyrou, Mariann Rand-Weaver, Emmanouil Karteris
BMC Medical Education.2022;[Epub] CrossRef
Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic
Ahmad A. Shahba, Zaid Alashban, Ibrahim Sales, Abdelrahman Y. Sherif, Osman Yusuf
International Journal of Environmental Research and Public Health.2022; 19(7): 3902. CrossRef
Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic
Yonghui Feng, Bin Zhao, Jun Zheng, Yajing Fu, Yongjun Jiang
BMC Medical Education.2022;[Epub] CrossRef
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef
The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom
Omar Altwijri, Elham Alsadoon, Ahmad Abdul-Wahhab Shahba, Walid Soufan, Saud Alkathiri
Sustainability.2022; 14(22): 14957. CrossRef
Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial
Cassian Cremerius, Gertraud Gradl-Dietsch, Frank J. P. Beeres, Björn -Christian Link, Lea Hitpaß, Sven Nebelung, Klemens Horst, Christian David Weber, Carl Neuerburg, Daphne Eschbach, Christopher Bliemel, Matthias Knobe
European Journal of Trauma and Emergency Surgery.2021; 47(4): 1189. CrossRef
Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process
Ahmad A. Shahba, Ibrahim Sales
Saudi Pharmaceutical Journal.2021; 29(11): 1323. CrossRef
Using Team-Based Learning to Promote Engineering Students’ Performance and Self-Efficacy in a Technical Writing Class
Shenghua Zha, Shenghua Wu, Julie M. Estis
IEEE Transactions on Professional Communication.2021; 64(4): 456. CrossRef
Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic
Yun Li, Nicholas A. Sears, Ian V. J. Murray, Kamlesh K. Yadav
AERA Open.2021;[Epub] CrossRef
Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation
Mariana Lucas da Rocha Cunha, Fernanda Amendola, Maria Mercedes Fernandez Samperiz, Andrea Gomes da Costa Mohallem
Nurse Education in Practice.2018; 33: 141. CrossRef
A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
Medical Teacher.2017; 39(12): 1227. CrossRef
Faculty perception of team-based learning over multiple semesters
Clark D. Kebodeaux, Golden L. Peters, Paul M. Stranges, Jamie L. Woodyard, Scott Martin Vouri
Currents in Pharmacy Teaching and Learning.2017; 9(6): 1010. CrossRef

First
Prev
Page of 1
Next
Last

Search