Journal of Educational Evaluation for Health Professions

Research articles

Assessing genetic and genomic literacy concepts among Albanian nursing and midwifery students: a cross-sectional study: Elona Gaxhja, Mitilda Gugu, Angelo Dante, Armelda Teta, Armela Kapaj, Liljana Ramasaco; J Educ Eval Health Prof. 2025;22:13. Published online April 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.13 [Epub ahead of print]

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Abstract PDF: Purpose
This study aimed to adapt and validate the Albanian version of the Genomic Nursing Concept Inventory and to assess the level of genomic literacy among nursing and midwifery students.
Methods
Data were collected via a monocentric online cross-sectional study using the Albanian version of the Genomic Nursing Concept Inventory. Participants included first-, second-, and third-year nursing and midwifery students. Demographic data such as age, sex, year level, and prior exposure to genetics were collected. The Kruskal-Wallis, Mann-Whitney U, and chi-square tests were used to compare demographic characteristics and GNCI scores between groups.
Results
Among the 715 participants, most were female (88.5%) with a median age of 19 years. Most respondents (65%) had not taken a genetics course, and 83.5% had not attended any related training. The mean score was 7.49, corresponding to a scale difficulty of 24.38% correct responses.
Conclusion
The findings reveal a low foundational knowledge of genetics/genomics among future nurses and midwives. It is essential to enhance learning strategies and update curricula to prepare a competent healthcare workforce in precision health.

Evaluation of a virtual objective structured clinical examination in the metaverse (Second Life) to assess the clinical skills in emergency radiology of medical students in Spain: a cross-sectional study: Alba Virtudes. Perez-Baena, Teodoro Rudolphi-Solero, Rocio Lorenzo-Alvarez, Dolores Dominguez-Pinos, Miguel Jose Ruiz-Gomez, Francisco Sendra-Portero; J Educ Eval Health Prof. 2025;22:12. Published online April 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.12 [Epub ahead of print]

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Abstract PDF: Purpose
The objective structured clinical examination (OSCE) is an effective but resource-intensive tool for assessing clinical competence. This study hypothesized that implementing a virtual OSCE in the Second Life (SL) platform in the metaverse as a cost-effective alternative will effectively assess and enhance clinical skills in emergency radiology while being feasible and well-received. The aim was to evaluate a virtual radiology OSCE in SL as a formative assessment, focusing on feasibility, educational impact, and students' perceptions.
Methods
Two virtual 6-station OSCE rooms dedicated to emergency radiology were developed in SL. Sixth-year medical students completed the OSCE during a 1-hour session in 2022-2023, followed by feedback including a correction checklist, individual scores, and group comparisons. Students completed a questionnaire with Likert-scale questions, a 10-point rating, and open-ended comments. Quantitative data were analyzed using the Student t-test and the Mann-Whitney U test, and qualitative data through thematic analysis.
Results
In total, 163 students participated, achieving mean scores of 5.1 ± 1.4 and 4.9 ± 1.3 (out of 10) in the two virtual OSCE rooms, respectively (P=0.287). One hundred seventeen students evaluated the OSCE, praising the teaching staff (9.3 ± 1.0), project organization (8.8 ± 1.2), OSCE environment (8.7 ± 1.5), training usefulness (8.6 ± 1.5), and formative self-assessment (8.5 ± 1.4). Likert-scale questions and students' open-ended comments highlighted the virtual environment's attractiveness, case selection, self-evaluation usefulness, project excellence, and training impact. Technical difficulties were reported by 13 students (8%).
Conclusion
This study demonstrated the feasibility of incorporating formative OSCEs in SL as a useful teaching tool for undergraduate radiology education, which was cost-effective and highly valued by students.

Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial: Nalini Yelahanka Channegowda, Dinker Ramanand Pai, Shivasakthy Manivasakan; J Educ Eval Health Prof. 2025;22:8. Published online February 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.8

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Abstract PDF Supplementary Material: Purpose
Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.
Methods
A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.
Results
The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.
Conclusion
This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.

Empathy and tolerance of ambiguity in medical students and doctors participating in art-based observational training at the Rijksmuseum in Amsterdam, the Netherlands: a before-and-after study: Stella Anna Bult, Thomas van Gulik; J Educ Eval Health Prof. 2025;22:3. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.3

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Abstract PDF Supplementary Material: Purpose
This research presents an experimental study using validated questionnaires to quantitatively assess the outcomes of art-based observational training in medical students, residents, and specialists. The study tested the hypothesis that art-based observational training would lead to measurable effects on judgement skills (tolerance of ambiguity) and empathy in medical students and doctors.
Methods
An experimental cohort study with pre- and post-intervention assessments was conducted using validated questionnaires and qualitative evaluation forms to examine the outcomes of art-based observational training in medical students and doctors. Between December 2023 and June 2024, 15 art courses were conducted in the Rijksmuseum in Amsterdam. Participants were assessed on empathy using the Jefferson Scale of Empathy (JSE) and tolerance of ambiguity using the Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) scale.
Results
In total, 91 participants were included; 29 participants completed the JSE and 62 completed the TAMSAD scales. The results showed statistically significant post-test increases for mean JSE and TAMSAD scores (3.71 points for the JSE, ranging from 20 to 140, and 1.86 points for the TAMSAD, ranging from 0 to 100). The qualitative findings were predominantly positive.
Conclusion
The results suggest that incorporating art-based observational training in medical education improves empathy and tolerance of ambiguity. This study highlights the importance of art-based observational training in medical education in the professional development of medical students and doctors.

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

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Abstract PDF Supplementary Material: 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.

Validation of the 21st Century Skills Assessment Scale for public health students in Thailand: a methodological study: Suphawadee Panthumas, Kaung Zaw, Wirin Kittipichai; J Educ Eval Health Prof. 2024;21:37. Published online December 10, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.37

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Abstract PDF Supplementary Material: Purpose
This study aimed to develop and validate the 21st Century Skills Assessment Scale (21CSAS) for Thai public health (PH) undergraduate students using the Partnership for 21st Century Skills framework.
Methods
A cross-sectional survey was conducted among 727 first- to fourth-year PH undergraduate students from 4 autonomous universities in Thailand. Data were collected using self-administered questionnaires between January and March 2023. Exploratory factor analysis (EFA) was used to explore the underlying dimensions of 21CSAS, while confirmatory factor analysis (CFA) was conducted to test the hypothesized factor structure using Mplus software (Muthén & Muthén). Reliability and item discrimination were assessed using Cronbach’s α and the corrected item-total correlation, respectively.
Results
EFA performed on a dataset of 300 students revealed a 20-item scale with a 6-factor structure: (1) creativity and innovation; (2) critical thinking and problem-solving; (3) information, media, and technology; (4) communication and collaboration; (5) initiative and self-direction; and (6) social and cross-cultural skills. The rotated eigenvalues ranged from 2.12 to 1.73. CFA performed on another dataset of 427 students confirmed a good model fit (χ2/degrees of freedom=2.67, comparative fit index=0.93, Tucker-Lewis index=0.91, root mean square error of approximation=0.06, standardized root mean square residual=0.06), explaining 34%–71% of variance in the items. Item loadings ranged from 0.58 to 0.84. The 21CSAS had a Cronbach’s α of 0.92.
Conclusion
The 21CSAS proved be a valid and reliable tool for assessing 21st century skills among Thai PH undergraduate students. These findings provide insights for educational system to inform policy, practice, and research regarding 21st-century skills among undergraduate students.

Development and validation of a measurement tool to assess student perceptions of using real patients in physical therapy education at the Rocky Mountain University, the United States: a methodological study: Stacia Hall Thompson, Hina Garg, Mary Shotwell, Michelle Webb; J Educ Eval Health Prof. 2024;21:30. Published online November 7, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.30

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Abstract PDF Supplementary Material: Purpose
This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education.
Methods
This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and content validity index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach’s α.
Results
Three main constructs were identified (value, satisfaction, and confidence), each having 4 subconstruct components (overall, cognitive, psychomotor, and affective learning). Expert review demonstrated adequate face and content validity (CVI=96%). The initial EFA of the 48-item survey revealed items with inconsistent loadings and low correlations, leading to the removal of 18 items. An EFA of the 30-item survey demonstrated 1-factor loadings of all survey constructs except satisfaction and the entire survey. All constructs had adequate internal consistency (Cronbach’s α >0.85).
Conclusion
The SPRP-PTE survey provides a reliable and valid way to assess student perceptions of real patient use. Future studies are encouraged to validate the SPRP-PTE survey further.

GPT-4o’s competency in answering the simulated written European Board of Interventional Radiology exam compared to a medical student and experts in Germany and its ability to generate exam items on interventional radiology: a descriptive study: Sebastian Ebel, Constantin Ehrengut, Timm Denecke, Holger Gößmann, Anne Bettina Beeskow; J Educ Eval Health Prof. 2024;21:21. Published online August 20, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.21

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Abstract PDF Supplementary Material

Purpose
This study aimed to determine whether ChatGPT-4o, a generative artificial intelligence (AI) platform, was able to pass a simulated written European Board of Interventional Radiology (EBIR) exam and whether GPT-4o can be used to train medical students and interventional radiologists of different levels of expertise by generating exam items on interventional radiology.
Methods
GPT-4o was asked to answer 370 simulated exam items of the Cardiovascular and Interventional Radiology Society of Europe (CIRSE) for EBIR preparation (CIRSE Prep). Subsequently, GPT-4o was requested to generate exam items on interventional radiology topics at levels of difficulty suitable for medical students and the EBIR exam. Those generated items were answered by 4 participants, including a medical student, a resident, a consultant, and an EBIR holder. The correctly answered items were counted. One investigator checked the answers and items generated by GPT-4o for correctness and relevance. This work was done from April to July 2024.
Results
GPT-4o correctly answered 248 of the 370 CIRSE Prep items (67.0%). For 50 CIRSE Prep items, the medical student answered 46.0%, the resident 42.0%, the consultant 50.0%, and the EBIR holder 74.0% correctly. All participants answered 82.0% to 92.0% of the 50 GPT-4o generated items at the student level correctly. For the 50 GPT-4o items at the EBIR level, the medical student answered 32.0%, the resident 44.0%, the consultant 48.0%, and the EBIR holder 66.0% correctly. All participants could pass the GPT-4o-generated items for the student level; while the EBIR holder could pass the GPT-4o-generated items for the EBIR level. Two items (0.3%) out of 150 generated by the GPT-4o were assessed as implausible.
Conclusion
GPT-4o could pass the simulated written EBIR exam and create exam items of varying difficulty to train medical students and interventional radiologists.

Citations

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Evaluating the performance of ChatGPT in patient consultation and image-based preliminary diagnosis in thyroid eye disease
Yue Wang, Shuo Yang, Chengcheng Zeng, Yingwei Xie, Ya Shen, Jian Li, Xiao Huang, Ruili Wei, Yuqing Chen
Frontiers in Medicine.2025;[Epub] CrossRef
Solving Complex Pediatric Surgical Case Studies: A Comparative Analysis of Copilot, ChatGPT-4, and Experienced Pediatric Surgeons' Performance
Richard Gnatzy, Martin Lacher, Michael Berger, Michael Boettcher, Oliver J. Deffaa, Joachim Kübler, Omid Madadi-Sanjani, Illya Martynov, Steffi Mayer, Mikko P. Pakarinen, Richard Wagner, Tomas Wester, Augusto Zani, Ophelia Aubert
European Journal of Pediatric Surgery.2025;[Epub] CrossRef
Preliminary assessment of large language models’ performance in answering questions on developmental dysplasia of the hip
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AI and Interventional Radiology: A Narrative Review of Reviews on Opportunities, Challenges, and Future Directions
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Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis: Min-Kyeong Kim, Hae Won Kim; J Educ Eval Health Prof. 2024;21:20. Published online August 16, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.20; Correction in: J Educ Eval Health Prof 2024;21(0):35

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Abstract PDF Supplementary Material

Purpose
This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading.
Methods
The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation.
Results
The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance.
Conclusion
Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Citations

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Erratum: Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis

Journal of Educational Evaluation for Health Professions.2024; 21: 35. CrossRef

Review

Immersive simulation in nursing and midwifery education: a systematic review: Lahoucine Ben Yahya, Aziz Naciri, Mohamed Radid, Ghizlane Chemsi; J Educ Eval Health Prof. 2024;21:19. Published online August 8, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.19

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Abstract PDF Supplementary Material

Purpose
Immersive simulation is an innovative training approach in health education that enhances student learning. This study examined its impact on engagement, motivation, and academic performance in nursing and midwifery students.
Methods
A comprehensive systematic search was meticulously conducted in 4 reputable databases—Scopus, PubMed, Web of Science, and Science Direct—following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The research protocol was pre-registered in the PROSPERO registry, ensuring transparency and rigor. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument.
Results
Out of 90 identified studies, 11 were included in the present review, involving 1,090 participants. Four out of 5 studies observed high post-test engagement scores in the intervention groups. Additionally, 5 out of 6 studies that evaluated motivation found higher post-test motivational scores in the intervention groups than in control groups using traditional approaches. Furthermore, among the 8 out of 11 studies that evaluated academic performance during immersive simulation training, 5 reported significant differences (P<0.001) in favor of the students in the intervention groups.
Conclusion
Immersive simulation, as demonstrated by this study, has a significant potential to enhance student engagement, motivation, and academic performance, surpassing traditional teaching methods. This potential underscores the urgent need for future research in various contexts to better integrate this innovative educational approach into nursing and midwifery education curricula, inspiring hope for improved teaching methods.

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Research article

Special article on the 20th anniversary of the journal

Comparison of real data and simulated data analysis of a stopping rule based on the standard error of measurement in computerized adaptive testing for medical examinations in Korea: a psychometric study: Dong Gi Seo, Jeongwook Choi, Jinha Kim; J Educ Eval Health Prof. 2024;21:18. Published online July 9, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.18

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Abstract PDF Supplementary Material: Purpose
This study aimed to compare and evaluate the efficiency and accuracy of computerized adaptive testing (CAT) under 2 stopping rules (standard error of measurement [SEM]=0.3 and 0.25) using both real and simulated data in medical examinations in Korea.
Methods
This study employed post-hoc simulation and real data analysis to explore the optimal stopping rule for CAT in medical examinations. The real data were obtained from the responses of 3rd-year medical students during examinations in 2020 at Hallym University College of Medicine. Simulated data were generated using estimated parameters from a real item bank in R. Outcome variables included the number of examinees’ passing or failing with SEM values of 0.25 and 0.30, the number of items administered, and the correlation. The consistency of real CAT result was evaluated by examining consistency of pass or fail based on a cut score of 0.0. The efficiency of all CAT designs was assessed by comparing the average number of items administered under both stopping rules.
Results
Both SEM 0.25 and SEM 0.30 provided a good balance between accuracy and efficiency in CAT. The real data showed minimal differences in pass/fail outcomes between the 2 SEM conditions, with a high correlation (r=0.99) between ability estimates. The simulation results confirmed these findings, indicating similar average item numbers between real and simulated data.
Conclusion
The findings suggest that both SEM 0.25 and 0.30 are effective termination criteria in the context of the Rasch model, balancing accuracy and efficiency in CAT.

Review

Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review: Xiaojun Xu, Yixiao Chen, Jing Miao; J Educ Eval Health Prof. 2024;21:6. Published online March 15, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.6

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Abstract PDF Supplementary Material

Background
ChatGPT is a large language model (LLM) based on artificial intelligence (AI) capable of responding in multiple languages and generating nuanced and highly complex responses. While ChatGPT holds promising applications in medical education, its limitations and potential risks cannot be ignored.
Methods
A scoping review was conducted for English articles discussing ChatGPT in the context of medical education published after 2022. A literature search was performed using PubMed/MEDLINE, Embase, and Web of Science databases, and information was extracted from the relevant studies that were ultimately included.
Results
ChatGPT exhibits various potential applications in medical education, such as providing personalized learning plans and materials, creating clinical practice simulation scenarios, and assisting in writing articles. However, challenges associated with academic integrity, data accuracy, and potential harm to learning were also highlighted in the literature. The paper emphasizes certain recommendations for using ChatGPT, including the establishment of guidelines. Based on the review, 3 key research areas were proposed: cultivating the ability of medical students to use ChatGPT correctly, integrating ChatGPT into teaching activities and processes, and proposing standards for the use of AI by medical students.
Conclusion
ChatGPT has the potential to transform medical education, but careful consideration is required for its full integration. To harness the full potential of ChatGPT in medical education, attention should not only be given to the capabilities of AI but also to its impact on students and teachers.

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Research articles

Discovering social learning ecosystems during clinical clerkship from United States medical students’ feedback encounters: a content analysis: Anna Therese Cianciolo, Heeyoung Han, Lydia Anne Howes, Debra Lee Klamen, Sophia Matos; J Educ Eval Health Prof. 2024;21:5. Published online February 28, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.5

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Abstract PDF Supplementary Material: Purpose
We examined United States medical students’ self-reported feedback encounters during clerkship training to better understand in situ feedback practices. Specifically, we asked: Who do students receive feedback from, about what, when, where, and how do they use it? We explored whether curricular expectations for preceptors’ written commentary aligned with feedback as it occurs naturalistically in the workplace.
Methods
This study occurred from July 2021 to February 2022 at Southern Illinois University School of Medicine. We used qualitative survey-based experience sampling to gather students’ accounts of their feedback encounters in 8 core specialties. We analyzed the who, what, when, where, and why of 267 feedback encounters reported by 11 clerkship students over 30 weeks. Code frequencies were mapped qualitatively to explore patterns in feedback encounters.
Results
Clerkship feedback occurs in patterns apparently related to the nature of clinical work in each specialty. These patterns may be attributable to each specialty’s “social learning ecosystem”—the distinctive learning environment shaped by the social and material aspects of a given specialty’s work, which determine who preceptors are, what students do with preceptors, and what skills or attributes matter enough to preceptors to comment on.
Conclusion
Comprehensive, standardized expectations for written feedback across specialties conflict with the reality of workplace-based learning. Preceptors may be better able—and more motivated—to document student performance that occurs as a natural part of everyday work. Nurturing social learning ecosystems could facilitate workplace-based learning such that, across specialties, students acquire a comprehensive clinical skillset appropriate for graduation.

Negative effects on medical students’ scores for clinical performance during the COVID-19 pandemic in Taiwan: a comparative study: Eunice Jia-Shiow Yuan, Shiau-Shian Huang, Chia-An Hsu, Jiing-Feng Lirng, Tzu-Hao Li, Chia-Chang Huang, Ying-Ying Yang, Chung-Pin Li, Chen-Huan Chen; J Educ Eval Health Prof. 2023;20:37. Published online December 26, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.37

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Abstract PDF Supplementary Material

Purpose
Coronavirus disease 2019 (COVID-19) has heavily impacted medical clinical education in Taiwan. Medical curricula have been altered to minimize exposure and limit transmission. This study investigated the effect of COVID-19 on Taiwanese medical students’ clinical performance using online standardized evaluation systems and explored the factors influencing medical education during the pandemic.
Methods
Medical students were scored from 0 to 100 based on their clinical performance from 1/1/2018 to 6/31/2021. The students were placed into pre-COVID-19 (before 2/1/2020) and midst-COVID-19 (on and after 2/1/2020) groups. Each group was further categorized into COVID-19-affected specialties (pulmonary, infectious, and emergency medicine) and other specialties. Generalized estimating equations (GEEs) were used to compare and examine the effects of relevant variables on student performance.
Results
In total, 16,944 clinical scores were obtained for COVID-19-affected specialties and other specialties. For the COVID-19-affected specialties, the midst-COVID-19 score (88.513.52) was significantly lower than the pre-COVID-19 score (90.143.55) (P<0.0001). For the other specialties, the midst-COVID-19 score (88.323.68) was also significantly lower than the pre-COVID-19 score (90.063.58) (P<0.0001). There were 1,322 students (837 males and 485 females). Male students had significantly lower scores than female students (89.333.68 vs. 89.993.66, P=0.0017). GEE analysis revealed that the COVID-19 pandemic (unstandardized beta coefficient=-1.99, standard error [SE]=0.13, P<0.0001), COVID-19-affected specialties (B=0.26, SE=0.11, P=0.0184), female students (B=1.10, SE=0.20, P<0.0001), and female attending physicians (B=-0.19, SE=0.08, P=0.0145) were independently associated with students’ scores.
Conclusion
COVID-19 negatively impacted medical students' clinical performance, regardless of their specialty. Female students outperformed male students, irrespective of the pandemic.

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The emergence of generative artificial intelligence platforms in 2023, journal metrics, appreciation to reviewers and volunteers, and obituary
Sun Huh
Journal of Educational Evaluation for Health Professions.2024; 21: 9. CrossRef

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study: Kyung Eui Bae, Geum Hee Jeong; J Educ Eval Health Prof. 2023;20:35. Published online December 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.35

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Abstract PDF Supplementary Material: Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

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