Journal of Educational Evaluation for Health Professions

Technical report

Item difficulty index, discrimination index, and reliability of the 26 health professions licensing examinations in 2022, Korea: a psychometric study: Yoon Hee Kim, Bo Hyun Kim, Joonki Kim, Bokyoung Jung, Sangyoung Bae; J Educ Eval Health Prof. 2023;20:31. Published online November 22, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.31

2,157 View
142 Download

Abstract PDF Supplementary Material: Purpose
This study presents item analysis results of the 26 health personnel licensing examinations managed by the Korea Health Personnel Licensing Examination Institute (KHPLEI) in 2022.
Methods
The item difficulty index, item discrimination index, and reliability were calculated. The item discrimination index was calculated using a discrimination index based on the upper and lower 27% rule and the item-total correlation.
Results
Out of 468,352 total examinees, 418,887 (89.4%) passed. The pass rates ranged from 27.3% for health educators level 1 to 97.1% for oriental medical doctors. Most examinations had a high average difficulty index, albeit to varying degrees, ranging from 61.3% for prosthetists and orthotists to 83.9% for care workers. The average discrimination index based on the upper and lower 27% rule ranged from 0.17 for oriental medical doctors to 0.38 for radiological technologists. The average item-total correlation ranged from 0.20 for oriental medical doctors to 0.38 for radiological technologists. The Cronbach α, as a measure of reliability, ranged from 0.872 for health educators-level 3 to 0.978 for medical technologists. The correlation coefficient between the average difficulty index and average discrimination index was -0.2452 (P=0.1557), that between the average difficulty index and the average item-total correlation was 0.3502 (P=0.0392), and that between the average discrimination index and the average item-total correlation was 0.7944 (P<0.0001).
Conclusion
This technical report presents the item analysis results and reliability of the recent examinations by the KHPLEI, demonstrating an acceptable range of difficulty index and discrimination index values, as well as good reliability.

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

2,307 View
146 Download
2 Web of Science
3 Crossref

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

Citations to this article as recorded by

Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation
Sara E. North
American Journal of Evaluation.2024; 45(4): 562. CrossRef
Multi-attribute monitoring applications in biopharmaceutical analysis
Anurag S. Rathore, Deepika Sarin, Sanghati Bhattacharya, Sunil Kumar
Journal of Chromatography Open.2024; 6: 100166. CrossRef
Advancing Value-Based Academic–Clinical Partnership Evaluation in Physical Therapy Education: Multiattribute Utility Analysis as a Contextual Methodological Approach
Sara North
Journal of Physical Therapy Education.2024;[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

5,633 View
278 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary 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

Citations to this article as recorded by

A community-engaged interprofessional project led by medical students, school of social work students, and resident physicians: lessons learned and recommendations for success
Sabrina Orta, Daniela Santos Cantu, Giuiseppe Allan Fonseca, Luis Torres-Hostos, Chelsea Chang
Journal of Interprofessional Care.2024; 38(6): 1008. CrossRef
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

Educational/Faculty development material

Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation: Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh; J Educ Eval Health Prof. 2022;19:5. Published online February 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.5

5,931 View
492 Download
8 Web of Science
11 Crossref

Abstract PDF Supplementary Material

Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by

A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
Radiography.2024; 30(2): 474. CrossRef
Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
Eileen Alexander, Ashley White, Ashley Varol, Kacey Appel, Cristian Lieneck
Education Sciences.2024; 14(5): 515. CrossRef
Evaluating a Virtual Flipped Classroom Approach to Nurse Practitioner Telehealth Competency Development
Laurie Posey, Sherrie Wallington, Neal Sikka, Arlene Pericak, Qiuping Zhou, Christine Pintz
Journal of Nursing Education.2024; 63(8): 546. CrossRef
Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming
Ruslan Ruslan, Lu’mu Lu’mu, M. Miftach Fakhri, Ansari Saleh Ahmar, Della Fadhilatunisa
Education Sciences.2024; 14(9): 1021. CrossRef
A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation
Gede Suwardika, Agus Tatang Sopandi, I. Putu Oktap Indrawan, Kadek Masakazu
Asian Association of Open Universities Journal.2024; 19(2): 135. CrossRef
Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention
Elaina B. K. Brendel, Ala Alzubi, Shrujan Rai, Christine Mariathasan, Laelie A. Snook, Jennifer M. Monk
FEBS Open Bio.2024;[Epub] CrossRef
Analysis of differential interests: A quantitative approach to learning method preferences between religious-nonreligious and institutes-universities
Dzikril Ikhsan, Ahmad Jamin, Albertos Damni
INSANIA : Jurnal Pemikiran Alternatif Kependidikan.2024; 29(1): 74. CrossRef
Inculcating Critical Thinking Skills in Medical Students: Ways and Means
Mandeep Kaur, Rajiv Mahajan
International Journal of Applied & Basic Medical Research.2023; 13(2): 57. CrossRef
Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub] CrossRef
Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
Educación Médica.2022; 23(5): 100758. CrossRef
Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
BMC Medical Education.2022;[Epub] 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

13,583 View
655 Download
87 Web of Science
107 Crossref

Abstract PDF Supplementary Material

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Citations

Citations to this article as recorded by

Disparidades en el acceso y conocimiento de Tecnologías de la Información y Comunicación (TIC) entre estudiantes de Ciencias de la Salud en Perú: Encuesta Nacional de Hogares sobre Condiciones de Vida y Pobreza (ENAHO) 2022
Katiuska Muñoz-Espinoza, Alfonso Gutiérrez-Aguado, Anabell Caballero-Montes, Mariuccia Angeles-Donayre
Educación Médica.2025; 26(1): 100976. CrossRef
International Partnerships in Health Education: Adapting E-Learning Models for Conflict-Affected Myanmar
Clelia D’Apice, Massimo Guasconi
Healthcare.2025; 13(3): 285. CrossRef
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161
Heather MacNeill, Ken Masters, Kataryna Nemethy, Raquel Correia
Medical Teacher.2024; 46(1): 4. CrossRef
Research trends in e-learning practices for postgraduate medical education: A systematic review
Sinan Hopcan, Elif Polat, Ebru Albayrak
Education and Information Technologies.2024; 29(5): 5921. CrossRef
How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews
Boulus Shehata, Ahmed Tlili, Ronghuai Huang, Michael Agyemang Adarkwah, Mengyu Liu, Tingwen Chang
Education and Information Technologies.2024; 29(7): 7813. CrossRef
Systematic review of distributed practice and retrieval practice in health professions education
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
Dorota Lubanska, Sami Alrashed, Lia Oschanney, Alan Cieslukowski, Ali Nadi, Philip Habashy, Adam Renaud, Antonio Roye‐Azar, Mohamed Soliman, Kadila Adili, Allison Baker, Maliha Baseet, Amy Llancari, Aiden Mitrevski, Sahar Mouawad, Kim Nguyen, Alexandra So
Biochemistry and Molecular Biology Education.2024; 52(1): 93. CrossRef
Preparing Hematology/Oncology Fellows for Success: Implementing an Annual Career Development and Research Retreat
Akeem R. Lewis, Grace M. Choong, Elizabeth Cathcart-Rake, Narjust Florez, Urshila Durani, Siddhartha Yadav, Harry Fuentes, Karl Sorensen, Daniel S. Childs, Antoine Saliba, Jonas Paludo, Timothy J. Hobday
Journal of Cancer Education.2024; 39(1): 58. CrossRef
Development and Validation of an Active Educational Resource to Address Quality Gaps Regarding Clinical Documentation
Cailee E. Welch Bacon, Sara L. Nottingham, Tricia M. Kasamatsu
Athletic Training Education Journal.2024; 19(1): 1. CrossRef
Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development – A report of students' perceptions and learning experience in two international campuses
Suzanne Mary Caliph, Chooi Yeng Lee
Currents in Pharmacy Teaching and Learning.2024; 16(2): 119. CrossRef
RETRACTED: Innovative practice in the training of future doctors
Ekaterina Bondarenko, Lyubov Khoronko, M.-T. Liong, I.V. Tkacheva
BIO Web of Conferences.2024; 84: 03030. CrossRef
Student satisfaction in clinical area subjects during the COVID-19 pandemic in a medical school
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
Examining online international health professions education: a mixed methods review of barriers, facilitators, and early outcomes
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
Artemisa Gogollari, Sharon Mitchell, Sissel Guttormsen
BMC Medical Education.2024;[Epub] CrossRef
Multi-disciplinary staff perspectives and consensus on e-Learning and mHealth for Health Sciences curricula
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
Western Journal of Nursing Research.2024; 46(5): 381. CrossRef
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
Perspectives of educators and students on the efficacy of online teaching and learning strategies employed during COVID-19 in a health sciences institution
Keith Geraghty, Nicole Heng, Juliette Duff, Jacinta Burke, A. D. K. Hill, John Jenkins, Gozie Offiah
Irish Journal of Medical Science (1971 -).2024; 193(6): 3045. 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
Online Training or Face-to-Face Training from the Perspective of Ear, Nose, and Throat and Head and Neck Surgeons?
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, Jin 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
Nurse Education in Practice.2024; 78: 104026. CrossRef
Medical education during the coronavirus disease 2019 pandemic: an umbrella review
Seyed Aria Nejadghaderi, Zohreh Khoshgoftar, Asra Fazlollahi, Mohammad Javad Nasiri
Frontiers in Medicine.2024;[Epub] CrossRef
Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study
Kanako Ichikura, Kazuhiro Watanabe, Rika Moriya, Hiroki Chiba, Akiomi Inoue, Yumi Arai, Akihito Shimazu, Yuko Fukase, Hirokuni Tagaya, Akizumi Tsutsumi
BMC Medical Education.2024;[Epub] CrossRef
E-learning within the European cystic fibrosis society - A multidisciplinary cross-sectional survey
C. Smith, H.K. Chadwick, K. Hill, D.G. Peckham
Journal of Cystic Fibrosis.2024; 23(5): 1020. CrossRef
Perception of Virtual Education Learning among Dental Residents and Faculty during the COVID-19 Pandemic: A Cross-Sectional Study
Shasha Cui, Kumari Saswati Kar, Shruti Vasani, Nisreen Al Jallad, Mechelle R. Sanders, Rita Cacciato, Tong Tong Wu, Jin Xiao, Hans Malmstrom
Dentistry Journal.2024; 12(8): 231. CrossRef
Impact and perceptions of distance learning among undergraduate nursing students: An exploratory cross-sectional study in Saudi Arabia
Sarah Alamri, Asmaa Ghareeb Mohamed, Lobna Khamis Ibrahim
International Journal of ADVANCED AND APPLIED SCIENCES.2024; 11(7): 208. CrossRef
Process evaluation of an mHealth-based school education program to reduce salt intake scaling up in China (EduSaltS): a mixed methods study using the RE-AIM framework
Haijun Guo, Yuan Li, Li Li, Rong Luo, Lanlan Wang, Guangming Yi, Gang Zhang, Feng J. He, Changqiong Wang, Naibo Wang, Lihuang Li, Tao Mao, Jiajin Lin, Yinghua Li, Puhong Zhang
BMC Public Health.2024;[Epub] CrossRef
Training approaches for the dissemination of clinical guidelines for NSSI: a quasi-experimental trial
Elisa Koenig, Ulrike Hoffmann, Jörg M. Fegert, Ferdinand Keller, Maurizio Sicorello, Jennifer Spohrs, Laura Kraus, Sandra Nickel, Christian Schmahl, Birgit Abler, Tina In-Albon, Julian Koenig, Dennis Ougrin, Michael Kaess, Paul L. Plener, Elisa Sittenberg
Child and Adolescent Psychiatry and Mental Health.2024;[Epub] CrossRef
DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW
Mustafa Ertuğrul Yaşa, Tuba Maden, Özge Özkutlu, Necmiye Ün Yıldırım, Kezban Bayramlar, Yavuz Yakut
Türk Fizyoterapi ve Rehabilitasyon Dergisi.2024; 35(2): 246. CrossRef
Smartphone apps hold promise for neonatal emergency care in low‐resource settings
Ida Madeline Hoffmann, Amalie Middelboe Andersen, Stine Lund, Ulrikka Nygaard, Daniel Joshua, Anja Poulsen
Acta Paediatrica.2024; 113(12): 2526. CrossRef
Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments
Carmen Graciela Arbulú Pérez Vargas, Juan Pablo Moreno Muro, José Williams Pérez Delgado, Danicsa Karina Espino Carrasco, Amado Fernández Cueva, Benicio Gonzalo Acosta-Enriquez
BMC Psychology.2024;[Epub] CrossRef
Blended form of education as an innovative approach in the training of medical students: The experience of Ukraine
Natalia M. Kalyniuk, Valentyn V. Franchuk, Petro R. Selskyy, Nadiia V. Humenna, Olena I. Hladii
Educación Médica.2024; 25(6): 100965. CrossRef
Distanced Large Group Simulations as a Learning Method for Interprofessional Collaboration
Marja Silén-Lipponen, Eija Piippo-Savolainen, Mina Azimirad, Terhi Saaranen
Nursing Reports.2024; 14(4): 2640. CrossRef
Sugestões de uma equipe de saúde hospitalar à formação e ao preparo profissional para pandemias
Henrique Ribeiro de Souza Barros, Suely Grosseman
Revista Brasileira de Educação Médica.2024;[Epub] CrossRef
Suggestions from a hospital health team for professional training and preparation for pandemics
Henrique Ribeiro de Souza Barros, Suely Grosseman
Revista Brasileira de Educação Médica.2024;[Epub] CrossRef
The Virtual Clinic application – a new solution for modern medical education
Mateusz Winder, Tomasz Chmiela, Agnieszka Jarosińska, Katarzyna Karczmarczyk, Adam Właszczuk, Dariusz Wierzba, Marcin Żółtkowski, Andrzej Cacko, Tomasz Francuz
Annales Academiae Medicae Silesiensis.2024; 78: 287. CrossRef
Percepciones sobre educación interprofesional en estudiantes y docentes de primer año en carreras de Ciencias de la Salud a través de Aprendizaje-Servicio en contexto de COVID-19: un análisis mixto
Nayadet Lucero-González, Daniela Avello-Sáez, Eduardo Fuentes-López, Fernanda Calvo-Sánchez, Alejandra Espinosa-Repenning, Paz Jeldes-Díaz, Javiera Fuentes-Cimma, Ignacio Villagrán, Arnoldo Riquelme-Pérez
Revista Médica Clínica Las Condes.2024; 35(5-6): 400. CrossRef
The Use of Peer Teaching in the Online Clinical PBL: The Medical Students’ Perspectives
Gustavo Romão, Sheyla Rocha, Milton Faria Junior, Marina Durand, Reinaldo Bestetti
Advances in Medical Education and Practice.2024; Volume 15: 1141. CrossRef
The development and effects of a social constructivist approach in an interprofessional discomfort care online education program
Young-Rim Choi, Ye-NA Lee, Dai Young Kwon, Dayeong Kim, Won Hee Park, Sung Ok Chang
BMC Medical Education.2024;[Epub] CrossRef
A Scoping Review of E-Learning in Occupational Therapy
Takuya Hirose, Hiromichi Hagihara, Shiho Naga, Kensuke Hara, Keita Shimizu, Yuho Okita
Asian Journal of Occupational Therapy.2024; 20(1): 120. CrossRef
The First Hybrid International Educational Comprehensive Cleft Care Workshop
Rami S. Kantar, Elçin Esenlik, Omar S. Al Abyad, Antonio Melhem, Robert A. Younan, Mario Haddad, Kristen Keith, Serena Kassam, Beyhan Annan, Charanya Vijayakumar, Arnaud Picard, Bonnie L. Padwa, Brian Sommerlad, Cassio Eduardo Raposo-Amaral, Christopher R
The Cleft Palate Craniofacial Journal.2023; 60(10): 1189. CrossRef
Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group
Lorenza Magliano
Journal of Psychosocial Rehabilitation and Mental Health.2023; 10(3): 287. CrossRef
The effect of e-learning on point-of-care ultrasound education in novices
Wan-Ching Lien, Phone Lin, Chih-Heng Chang, Meng-Che Wu, Cheng-Yi Wu
Medical Education Online.2023;[Epub] CrossRef
Medical residents’ and teachers’ perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study
Rajna Knez, Samir El Alaoui, Josefin Ivarson, Lise-Lotte Risö Bergerlind, Sarantos Stasinakis, Anna-Maria Ahlgren, Martin Maripuu, Danielle Talaee Mofrad, Klara Bolander Laksov, Nitya Jayaram-Lindström, Karolina Sörman
BMC Medical Education.2023;[Epub] CrossRef
Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience
Khalid El Bairi, Maryam Fourtassi, Rachid El Fatimy, Nadia El Kadmiri
International Journal for Educational Integrity.2023;[Epub] CrossRef
Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person
Alexandra M. Cardoso Pinto, Sajan B. Patel, Morwenna Stephens, Payal Guha, Ana Baptista, Susan Smith
BMC Medical Education.2023;[Epub] CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco
Aziz Naciri, Mohamed Radid, Hasnaa Sine, Ahmed Kharbach, Ghizlane Chemsi
Korean Journal of Medical Education.2023; 35(1): 33. CrossRef
Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani
Korean Journal of Medical Education.2023; 35(1): 21. CrossRef
Piloting a Telehealth Interprofessional Diabetes Clinic During Covid 19: Continuing patient care and student learning
Joan Pittman, Heather Brennan Congdon, Gina C. Rowe, Barbara Nathanson, Phyllis McShane, Rhonique Shields
Social Work in Health Care.2023; 62(2-4): 59. CrossRef
Standards for evaluating the quality of undergraduate nursing e-learning programme in low- and middle-income countries: a modified Delphi study
Moses Mutua Mulu, Champion N. Nyoni
BMC Nursing.2023;[Epub] CrossRef
Adaptación de la educación en enfermería a la modalidad en línea e híbrida durante la pandemia de COVID-19
Jéssica Patricia Salazar Menéndez, Esther Justina Ramírez García
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades.2023;[Epub] CrossRef
Evaluation of an Advanced Care Planning Training Program Incorporating Online Skills in Shared Decision Making: A Preintervention and Postintervention Comparative Study
Yuko Goto, Hisayuki Miura
Healthcare.2023; 11(9): 1356. CrossRef
The effect of COVID-19 pandemic on respiratory therapy students’ clinical practice: a cross-sectional study
Aseel Jamal Baoum, Elaf Asaad Hadidi, Renad Fahad Alharbi, Muhammad Anwar Khan, Alqassem Y. Hakami
BMC Medical Education.2023;[Epub] CrossRef
A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review
Carla Pires
Pharmacy.2023; 11(3): 89. CrossRef
ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ ЗАСОБІВ НАВЧАННЯ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ
Т. Я. Стравський, І. Є. Герасимюк, О. Я. Галицька-Хархаліс
Медична освіта.2023; (1): 82. CrossRef
Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
Jenna M. Mills, Celeste N. VanAtta, Racheal S. Hendershot, Shantanu Rao
Pharmacy.2023; 11(3): 97. CrossRef
Learning Outcomes and Educational Effectiveness of E-Learning as a Continuing Professional Development Intervention for Practicing Surgeons and Proceduralists: A Systematic Review
Erin Williams, Rosephine Del Fernandes, Ken Choi, Laurie Fasola, Boris Zevin
Journal of Surgical Education.2023; 80(8): 1139. CrossRef
Influence of Stress and Emotions in the Learning Process: The Example of COVID-19 on University Students: A Narrative Review
Alfredo Córdova, Alberto Caballero-García, Franchek Drobnic, Enrique Roche, David C. Noriega
Healthcare.2023; 11(12): 1787. CrossRef
The impact of Covid-19 on Moroccan students’ learning habits, mental health, and physical health (ENSA Fez as a case study)
Khawla Khoumssi, Asmae Achahbar
Social Science Information.2023; 62(2): 217. CrossRef
Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review
Dalal Hammoudi Halat, Abderrezzaq Soltani, Roua Dalli, Lama Alsarraj, Ahmed Malki
Journal of Clinical Medicine.2023; 12(13): 4425. CrossRef
New innovations and educational process in undergraduate neurology education in blended learning
Siyu Mu, Jingman Hu, Fangxi Liu, Chuansheng Zhao, Yefei Sun
Postgraduate Medicine.2023; 135(6): 551. CrossRef
Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study
Alberto Cruz-Barrientos, Ines Carmona-Barrientos, Jose Manuel De-la-Fuente-Rodriguez, Veronica Perez-Cabezas, Gloria Gonzalez-Medina, Ana Maria Sainz-Otero
Healthcare.2023; 11(14): 1989. CrossRef
Understanding competency of nursing students in the course of case-based learning in Cambodia: a convergent mixed method study
Kyoko Koto-Shimada, Rogie Royce Carandang, Akira Shibanuma, Junko Kiriya, Ken Ing Cherng Ong, Sokneang Touch, Virya Koy, Masamine Jimba
BMC Nursing.2023;[Epub] CrossRef
Editorial: Public health promotion and medical education reform, volume II
Jing Tian, Jian Chen
Frontiers in Public Health.2023;[Epub] CrossRef
South African health sciences students’ perspectives on utilisation, constraints and future possibilities of mHealth and e-Learning
Noorbhai Habib, Sims Danica, Hartman Nadia
Discover Education.2023;[Epub] CrossRef
Impact of COVID-19 on Dental Practices in El Salvador and Mexico: A Comprehensive Survey Analysis
Nuria Patiño-Marín, Wendy Yesenia Escobar de González, Katleen Argentina Aguirre de Rodríguez, Miguel Angel Casillas Santana, Carlo Eduardo Medina-Solís, Guillermo Alfonso Aguirre Escobar, Gabriel Alejandro Martínez-Castañón, Marco Salas
Cureus.2023;[Epub] CrossRef
Remote training for strengthening capacity in sexual and reproductive health and rights research: a systematic review
Carla Perrotta, Vicky Downey, Darin Elabbasy, Carolyn Ingram, Chungwan Lo, Amara Naseer, Anna Thorson, Vanessa Brizuela
BMC Public Health.2023;[Epub] CrossRef
Practical Strategies for Improving Sustainability and Scale-up of Noncommunicable Disease-related Public Health Interventions: Lessons from the Better Health Program in Southeast Asia
Tilahun Haregu, Shiang Cheng Lim, Marcia Miranda, Cong Tuan Pham, Nam Nguyen, Inthira Suya, Rogelio Ilagan, Amphika Poowanasatien, Paul Kowal, Brian Oldenburg
WHO South-East Asia Journal of Public Health.2023; 12(1): 15. CrossRef
The Self-Perceived E-Learning Environment Scale: Development and Psychometric Properties in a Nursing Students Samples
Letizia Dal Santo, Marco Peña-Jimenez, Federica Canzan, Luisa Saiani, Adalgisa Battistelli
Nursing Education Perspectives.2023; 44(6): E39. CrossRef
The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study
Junfan Wei, Zhengcheng Yun, Yang Zhang, Xiaoxiao Mei, Li Ba, Huan Peng, Na Li, Meng Li, Zhu Liu, Hanjiao Liu
Frontiers in Psychiatry.2023;[Epub] CrossRef
The Learning Experience of Romanian Medical Students During the Online Teaching Imposed by the COVID-19 Pandemic
Dumitru Sutoi, Catalina Bazavan, Maria Sutoi, Alina Petrica, Adina Maria Marza, Cosmin Iosif Trebuian, Cosmin Librimir, Octavian Constantin Neagoe, Mihaela Ionica, Florina Buleu, Ovidiu Alexandru Mederle
Advances in Medical Education and Practice.2023; Volume 14: 1077. CrossRef
Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study
Mehmet PALANCI
International e-Journal of Educational Studies.2023; 7(15): 515. CrossRef
ПОЄДНАННЯ НОВІТНІХ ЦИФРОВИХ ТА КЛАСИЧНИХ МЕТОДІВ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ у медичному закладі ВИЩОЇ ОСВІТИ
А. В. Мізь, І. Є. Герасимюк, Б. Я. Ремінецький
Медична освіта.2023; (2): 97. CrossRef
WPA Working Group on Medical Students: new accomplishments and online resources
Howard Y. Liu, Muhammad Waqar Azeem, Nazish Imran, Bernardo Ng, Khalid Bazaid, Pronob K. Dalal, Sridevi Sira Mahalingappa, Mohan Isaac, Afzal Javed
World Psychiatry.2023; 22(3): 491. CrossRef
e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review
Awsan Bahattab, Michel Hanna, George Teo Voicescu, Ives Hubloue, Francesco Della Corte, Luca Ragazzoni
JMIR Research Protocols.2023; 12: e49955. CrossRef
Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations
Perla Boutros, Nour Kassem, Jessica Nieder, Catalina Jaramillo, Jakob von Petersdorff, Fiona J. Walsh, Till Bärnighausen, Sandra Barteit
Healthcare.2023; 11(21): 2902. CrossRef
The Lancet Commission on medicine, Nazism, and the Holocaust: historical evidence, implications for today, teaching for tomorrow
Herwig Czech, Sabine Hildebrandt, Shmuel P Reis, Tessa Chelouche, Matthew Fox, Esteban González-López, Etienne Lepicard, Astrid Ley, Miriam Offer, Avi Ohry, Maike Rotzoll, Carola Sachse, Sari J Siegel, Michal Šimůnek, Amir Teicher, Kamila Uzarczyk, Anna v
The Lancet.2023; 402(10415): 1867. CrossRef
Can you teach a hands-on skill online? A scoping review of e-learning for point-of-care ultrasound in medical education
Maya Harel-Sterling
Canadian Medical Education Journal.2023;[Epub] CrossRef
An Online Learning Experience Simulating Video Telehealth with Older Adults: Student Perceptions
Megan E. Gately, Scott A. Trudeau
Journal of Technology in Behavioral Science.2023; 9(1): 154. CrossRef
Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
Dan Wang, Junhai Zhou, Qiuhui Wu, Guannan Sheng, Xin Li, Huiling Lu, Jing Tian
Frontiers in Public Health.2022;[Epub] CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef
Polysomnograph-e : un outil pédagogique en ligne pour l’apprentissage de la lecture des polysomnographies
M. Boulais, J.C. Comte, E. Stauffer, F. Gormand, I. Lambert, N. Limousin, R. Lopez, A. Leotard, A. Guyon, A. Raoux, M.J. Challamel, P. Franco, L. Peter-Derex
Médecine du Sommeil.2022; 19(3): 156. CrossRef
Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef
E-Learning in Clinical Chemistry: Indian Scenario
Prasenjit Mitra, Praveen Sharma
Indian Journal of Clinical Biochemistry.2022; 37(3): 255. CrossRef
Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China
Weicai Peng, Shuchao Wang
Frontiers in Public Health.2022;[Epub] CrossRef
The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals
Maximilian Riedel, Niklas Amann, Florian Recker, André Hennigs, Sabine Heublein, Bastian Meyer, Anne Karge, Gabriel Eisenkolb, Jacqueline Lammert, Anna Graf, Evelyn Klein, Martin Weiss, Fabian Riedel, Mohammed Saqr
PLOS ONE.2022; 17(8): e0269562. CrossRef
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
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef
An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study
Isabel Antón-Solanas, Beatriz Rodríguez-Roca, Fernando Urcola-Pardo, Ana Anguas-Gracia, Pedro J. Satústegui-Dordá, Emmanuel Echániz-Serrano, Ana B. Subirón-Valera
Nurse Education Today.2022; 118: 105527. CrossRef
ProTransition – ein Online-Kurs für Fachkräfte zur Versorgungsoptimierung junger Menschen mit psychischen Störungen im Übergang zwischen Jugend- und Erwachsenenalter
Elisa König, Christina Stahl, Sandra Reetz, Ulrike M. E. Schulze, Jörg M. Fegert, Ulrike Hoffmann
Nervenheilkunde.2022; 41(09): 551. CrossRef
At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study
Lina Vogt, Michael Schauwinhold, Rolf Rossaint, Henning Schenkat, Martin Klasen, Saša Sopka
Frontiers in Medicine.2022;[Epub] CrossRef
Flexibel, zeit- und ortsunabhängig
Alexander Kraus, Patrick Mülleder, Verena Leinemann, Daniel Hausmann, Valentin Fischill-Neudeck, Peter Kaufmann, Patrizia Ebner, Jürgen Osterbrink
ProCare.2022; 27(6-7): 52. CrossRef
Students’ Experiences with Online Teaching and Learning in Norway: A Qualitative Study into Nutrition Education One Year after the COVID-19 Lockdown
Christine Tørris, Eli Gjølstad, Marianne Morseth, Jonas Debesay, Kari Almendingen
Education Sciences.2022; 12(10): 670. CrossRef
Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam
Thang Xuân Do, Huong Thi Lan Tran, Thuy Thu Le, Ogochukwu Chinedum Okoye
PLOS ONE.2022; 17(12): e0278109. 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
Journal of Educational Evaluation for Health Professions.2022; 19: 28. CrossRef

Educational/faculty development material

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021: Cesar Orsini, Veena Rodrigues, Jorge Tricio; J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.21

6,519 View
313 Download
1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Citations

Citations to this article as recorded by

Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef

Research article

Development and validation of the Hocus Focus Magic Performance Evaluation Scale for health professions personnel in the United States: Kevin Spencer, Hon Keung Yuen, Max Darwin, Gavin Jenkins, Kimberly Kirklin; J Educ Eval Health Prof. 2019;16:8. Published online April 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.8

19,131 View
239 Download
4 Web of Science
4 Crossref

Abstract PDF Supplementary Material

Purpose
This study was conducted to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES), which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality.
Methods
A 2-phase validation process was used. Phase I (content validation) involved 16 magician judges who independently rated the relevance of each of the 5 items in the HFMPES and established the veracity of its content. Phase II evaluated the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating 3 magic tricks.
Results
The HFMPES achieved an excellent scale-content validity index of 0.99. Exploratory factor analysis of the HFMPES scores revealed 1 distinct factor with alpha coefficients ≥0.8 across the 3 magic tricks. The construct validity of the HFMPES scores was further supported by evidence from a known-groups analysis, in which the Mann–Whitney U-test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the 3 magic tricks. The inter-rater reliability coefficients were ≥0.75 across the 3 magic tricks, indicating that the competency of health professions personnel in delivering the 3 magic tricks could be evaluated precisely.
Conclusion
Preliminary evidence supported the content and construct validity of the HFMPES, which was found to have good internal consistency and inter-rater reliability in evaluating health professions personnel’s competency in delivering magic tricks.

Citations

Citations to this article as recorded by

A Magic Trick Training Program to Improve Social Skills and Self-Esteem in Adolescents With Autism Spectrum Disorder
Hon K. Yuen, Kevin Spencer, Lauren Edwards, Kimberly Kirklin, Gavin R. Jenkins
The American Journal of Occupational Therapy.2023;[Epub] CrossRef
MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings
Saray Bonete, Ángela Osuna, Clara Molinero, Inmaculada García-Font
Frontiers in Psychology.2021;[Epub] CrossRef
Contribution of a virtual magic camp to enhancing self-esteem in children with ADHD: A pilot study
Hon K. Yuen, Kevin Spencer, Kimberly Kirklin, Lauren Edwards, Gavin R. Jenkins
Health Psychology Research.2021;[Epub] CrossRef
Evaluation of a Magic Camp for Children with Hemiparesis: A Pilot Study
Kevin Spencer, Hon K. Yuen, Gavin R. Jenkins, Kimberly Kirklin, Angla R. Griffin, Laura K. Vogtle, Drew Davis
Occupational Therapy In Health Care.2020; 34(2): 155. CrossRef

Educational/Faculty Development Material

Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative: Lisa J. Barnes, Robin Parish; J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.4

34,483 View
364 Download
10 Web of Science
9 Crossref

Abstract PDF

Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

Citations

Citations to this article as recorded by

Elevating Academic Advising: Natural Language Processing of Student Reviews
Omiros Iatrellis, Nicholas Samaras, Konstantinos Kokkinos, Apostolis Xenakis
Applied System Innovation.2024; 7(1): 12. CrossRef
Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022
Rofayda Mansour Ahmed Mohamad, Huda Mohamed Haroun, Inshirah Mustafa Abubaker Osman
Cureus.2024;[Epub] CrossRef
Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
Occupational Therapy In Health Care.2023; 37(1): 164. CrossRef
Making a Case for Faculty Advisor–Advisee Concordant Pairs
Joyce Addo-Atuah, Heidi Fuchs, Jaclyn Tetenbaum-Novatt, Abraham M. Jeger
American Journal of Pharmaceutical Education.2023; 87(12): 100138. CrossRef
The Use of Quality Improvement in the Physical Therapy Literature: A Scoping Review
James P. Crick, Timothy J. Rethorn, Tyler A. Beauregard, Riley Summers, Zachary D. Rethorn, Catherine C. Quatman-Yates
Journal for Healthcare Quality.2023; 45(5): 280. CrossRef
Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
International Journal of Pharmacy Practice.2022; 30(2): 184. CrossRef
The Effect of Problematic Internet Use and Social-Appearance Anxiety on the Smartphone Addiction of Adolescents
Özlem Şensoy, Dijle Ayar
Cyprus Journal of Medical Sciences.2022; 7(3): 354. CrossRef
Academic advising in undergraduate education: A systematic review
Zenobia C.Y. Chan, Ho Yan Chan, Hang Chak Jason Chow, Sze Nga Choy, Ka Yan Ng, Koon Yiu Wong, Pui Kan Yu
Nurse Education Today.2019; 75: 58. CrossRef
Scoping review of mentoring research in the occupational therapy literature, 2002–2018
Nancy W. Doyle, Liat Gafni Lachter, Karen Jacobs
Australian Occupational Therapy Journal.2019; 66(5): 541. CrossRef

Research article

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:3. Published online February 28, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.3

43,534 View
452 Download
8 Web of Science
7 Crossref

Abstract PDF

Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

Citations

Citations to this article as recorded by

Implementing Team-Based Learning in a First-Year, Doctor of Physical Therapy Clinical Medicine Course
Jeff Hartman, Evan O. Nelson
Journal of Physical Therapy Education.2025;[Epub] CrossRef
Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
Xin Gao, Di Yan, Ya Zhang, Xiang Ruan, Tingyu Kang, Ruotong Wang, Qi Zheng, Siju Chen, Jinxia Zhai
Nurse Education in Practice.2024; 76: 103945. CrossRef
Team-Based Learning Among Health Care Professionals: A Systematic Review
Tilak Joshi, Pravash Budhathoki, Anurag Adhikari, Ayusha Poudel, Sumit Raut, Dhan B Shrestha
Cureus.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
Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist
Melissa A. Carroll, Mary Tracy-Bee, Alison McKenzie
Medical Science Educator.2021; 31(3): 1193. CrossRef
Collaborative student-faculty research to support PhD research education
Mary J. Dyck, Nancy L. Novotny, John Blakeman, Crystal Bricker, Ashley Farrow, Janet LoVerde, Sandra D. Nielsen, Brenda Johnson
Journal of Professional Nursing.2020; 36(3): 106. CrossRef
A flexible, group-based assessment strategy for Historically Black College and University pharmacy students
Munder Zagaar, Linh D. Nguyen, JaRyce Echols, Hanan Loubani
Currents in Pharmacy Teaching and Learning.2020; 12(9): 1129. CrossRef

First
Prev
Page of 1
Next
Last

Search