Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Search

Page Path
HOME > Search
4 "Achievement"
Filter
Filter
Article category
Keywords
Publication year
Authors
Review
The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review  
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
J Educ Eval Health Prof. 2021;18:31.   Published online November 23, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.31
  • 5,331 View
  • 252 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

Citations

Citations to this article as recorded by  
  • Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills
    Julie Ronnebaum, Chunfa Jie, Kristina Salazar
    Journal of Acute Care Physical Therapy.2023; 14(1): 18.     CrossRef
  • Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors
    Jian Li, Eryong Xue, Chenchang Li, Yunshu He
    Behavioral Sciences.2023; 13(7): 555.     CrossRef
  • Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy
    Rasha Kadri Ibrahim, Aisha Namshan Aldawsari
    BMC Nursing.2023;[Epub]     CrossRef
  • Grouping of academic achievements’ predictors in Russian current psychological and pedagogical studies
    Roman A. Dormidontov
    Psychological-Pedagogical Journal GAUDEAMUS.2022; (4): 18.     CrossRef
Research Articles
How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory  
Cesar Orsini, Phillip Evans, Oscar Jerez
J Educ Eval Health Prof. 2015;12:8.   Published online April 8, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.8
  • 50,987 View
  • 533 Download
  • 66 Web of Science
  • 66 Crossref
AbstractAbstract PDF
Purpose
Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

Citations

Citations to this article as recorded by  
  • Goal Contents, State Empathy and Instructional Goals in a Physical Disability Vignette
    Eleni Iosifidou, Panagiotis Varsamis
    Health Communication.2024; 39(4): 717.     CrossRef
  • Exploring the COVID-19 Landscape and Our Path Forward Using a Formalized SWOT Analysis
    Martha Ndungu, Suzanne Galal, Allison Mac, Marrien Farhadian Badlabo, Tahmeeneh Ghobadi, Mariam Guirguis, Deepti Vyas
    American Journal of Pharmaceutical Education.2024; 88(1): 100611.     CrossRef
  • Enhancing tuberculosis treatment adherence and motivation through gamified real-time mobile app utilization: a single-arm intervention study
    Siti Aishah Abas, Nurhuda Ismail, Yuslina Zakaria, Siti Munira Yasin, Khalid Ibrahim, Ismassabah Ismail, Asmah Razali, Mas Ahmad Sherzkawi, Norliza Ahmad
    BMC Public Health.2024;[Epub]     CrossRef
  • The experiences and perceptions of nurse educators of culturally and linguistically diverse nursing students' competence development – Qualitative study
    Milka-Maaria Juntunen, Suleiman Kamau, Ashlee Oikarainen, Miro Koskenranta, Heli Kuivila, Paula Ropponen, Kristina Mikkonen
    Nurse Education Today.2024; 135: 106100.     CrossRef
  • What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study
    Tineke Kingma, Anneke Smits, Debbie Jaarsma, Joke Voogt
    International Journal of Educational Research Open.2024; 6: 100331.     CrossRef
  • Teaching critical thinking in nutritional sciences: a model course and assignments
    Tyler B. Becker, Vanessa N. Cardino, James Lucas, Jenifer I. Fenton
    Advances in Physiology Education.2024; 48(2): 320.     CrossRef
  • Mixed-methods assessment of an apparel edu-larp rooted in self-determination theory
    Sarah West Hixson, Rachel J. Eike
    International Journal of Fashion Design, Technology and Education.2024; : 1.     CrossRef
  • An Interprofessional Faculty Development Program for Workplace-Based Learning
    Eveline Booij, Marjel van Dam, Gersten Jonker, Lisette van Bruggen, Marije Lesterhuis, Marieke F. van der Schaaf, Reinier G. Hoff, Marije P. Hennus
    Perspectives on Medical Education.2024; 13(1): 266.     CrossRef
  • Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation
    Yasuhiro Kotera, Elaina Taylor, Dean Fido, Dan Williams, Freya Tsuda-McCaie
    Current Psychology.2023; 42(12): 10163.     CrossRef
  • Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study
    Kamran Ali, Alaa Daud, Raidan Ba Hattab, Nebu Philip, Manal Matoug‐Elwerfelli, Lamiya Anweigi, Jumma Al Khabuli, Xiangyun Du
    European Journal of Dental Education.2023; 27(2): 388.     CrossRef
  • Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture
    Kyungjin Ryong, Daeho Lee, Jae-gil Lee
    International Journal of Human–Computer Interaction.2023; : 1.     CrossRef
  • Academic Performance of Clerkship Students Working on a Longitudinal Inpatient Pediatrics Team
    Jonathan G. Sawicki, Austin McCuistion, Ivy Hansen, Jorie Colbert-Getz, Brian Good
    Hospital Pediatrics.2023; 13(2): 122.     CrossRef
  • Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study
    Valentina Faihs, Susanne Heininger, Stuart McLennan, Martin Gartmeier, Pascal O. Berberat, Marjo Wijnen-Meijer
    Medical Science Educator.2023; 33(2): 431.     CrossRef
  • Choosing a Nursing Career During a Global Health Event
    Rinat Avraham, Oren Wacht, Eli Yaffe, Orli Grinstein-Cohen
    Nurse Educator.2023; 48(4): E116.     CrossRef
  • The impact of adolescents’ health motivation on the relationship among mental stress, physical exercise, and stress symptoms during COVID-19: A dual moderation model
    Hu Lou, Jin Chen, Ping Liu
    Frontiers in Public Health.2023;[Epub]     CrossRef
  • The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study
    Dingmeng Fu, Yue Liu, Danhui Zhang
    Educational Psychology.2023; 43(2-3): 187.     CrossRef
  • Optimizing Health Professions Education through a Better Understanding of “School-Supported Clinical Learning”: A Conceptual Model
    Malou Stoffels, Saskia M. Peerdeman, Hester E. M. Daelmans, Stephanie M. E. van der Burgt, Rashmi A. Kusurkar
    Education Sciences.2023; 13(6): 595.     CrossRef
  • Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context
    Malou Stoffels, Andries S. Koster, Stephanie M. E. van der Burgt, Anique B. H. de Bruin, Hester E. M. Daelmans, Saskia M. Peerdeman, Rashmi A. Kusurkar
    Medical Teacher.2023; 45(12): 1364.     CrossRef
  • The Role of Self-Determined Motivation and the Potential for Pre-registration Student Learning: A Comparative Study within a Mental Health Clinical Placement
    Christopher Patterson, Michelle Roberts, Dana Perlman, Lorna Moxham
    Issues in Mental Health Nursing.2023; 44(7): 657.     CrossRef
  • Pharmacy preceptor training: addressing the challenges of clinical supervision in community practice
    Gillian J Knott, Martina F Mylrea, Beverley D Glass
    International Journal of Pharmacy Practice.2023; 31(5): 558.     CrossRef
  • Identification of the factors that affect clinical teaching and potential strategies to overcome them: A narrative review
    SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava
    Muller Journal of Medical Sciences and Research.2023; 14(1): 1.     CrossRef
  • How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University
    Gillian J. Knott, Martina F. Mylrea, Beverley D. Glass
    Pharmacy.2023; 11(5): 148.     CrossRef
  • Medical student motivation in specialised contexts
    Stacey M. Frumm, Sam Brondfield
    The Clinical Teacher.2023;[Epub]     CrossRef
  • Autonomy and developing physicians: Reimagining supervision using self‐determination theory
    Adam P. Sawatsky, Bridget C. O’Brien, Frederic W. Hafferty
    Medical Education.2022; 56(1): 56.     CrossRef
  • Why Games?
    Papia Bawa
    International Journal of Game-Based Learning.2022; 12(1): 1.     CrossRef
  • Assessment of Fear of Failure Among Medical Students at King Saud University
    Abeer Alabduljabbar, Lyan Almana, Alanoud Almansour, Aljoharah Alshunaifi, Nada Alobaid, Norah Alothaim, Shaffi Ahamed Shaik
    Frontiers in Psychology.2022;[Epub]     CrossRef
  • Familiarity with emergency preparedness and its predictors among nurses and physicians working at public hospitals in east Gojjam zone, northwest Ethiopia
    Temesgen Ayenew, Mihretie Gedfew, Abebe Dilie Afenigus, Haile Amha, Henok Mulugeta, Belayneh Mengist, Bekalu Bewket, Yidersal Hune Melese, Abraham Teym, Keralem Anteneh Bishaw, Meseret Yitayew
    SAGE Open Medicine.2022; 10: 205031212210965.     CrossRef
  • Interprofessional continuing professional development programs can foster lifelong learning in healthcare professionals: experiences from the Project ECHO model
    Sanjeev Sockalingam, Thiyake Rajaratnam, Amanda Gambin, Sophie Soklaridis, Eva Serhal, Allison Crawford
    BMC Medical Education.2022;[Epub]     CrossRef
  • Metamotivation in medical students: Explaining motivation regulation strategies in medical students
    Ali Norouzi, Maryam Alizadeh, Dean Parmelee, Saharnaz Nedjat, Saiideh Norouzi, Mohammad Shariati
    Journal of Education and Health Promotion.2022; 11(1): 157.     CrossRef
  • Motivation, satisfaction, and future career intentions of pharmacy students: A cross-sectional preliminary analysis
    Samar Younes, Dalal Hammoudi Halat, Mohamad Rahal, Mohamed Hendaus, Nisreen Mourad
    Currents in Pharmacy Teaching and Learning.2022; 14(11): 1365.     CrossRef
  • Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses
    Jeremy L. Hsu, Melissa Rowland-Goldsmith, Elaine Benaksas Schwartz, Grant Ean Gardner
    CBE—Life Sciences Education.2022;[Epub]     CrossRef
  • Comparing the Effects of Early Clinical Exposure on the Attitude and Motivation of First-year Medical Students from Ilam University of Medical Sciences Based on Video-based Education and Learning-in-Hospital Settings Methods
    Ali Sharifi, Masoumeh Shohani, Leili Abedi Gheshlaghi, Elhm Shafiei
    Shiraz E-Medical Journal.2022;[Epub]     CrossRef
  • How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions
    Justin J. Mowchun, Claire Hogue Davila
    Medical Science Educator.2022; 32(6): 1487.     CrossRef
  • Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study
    Chung-Hsien Chaou, Shiuan-Ruey Yu, Roy Yi Ling Ngerng, Lynn Valerie Monrouxe, Li-Chun Chang, Yu-Che Chang
    Emergency Medicine Journal.2021; 38(8): 624.     CrossRef
  • A self‐determination theory analysis of reflective debrief themes about dietetic student placement experiences in hospital: implications for education
    K. E. Markwell, L. J. Ross, L. J. Mitchell, L. T. Williams
    Journal of Human Nutrition and Dietetics.2021; 34(1): 115.     CrossRef
  • Gender differences in dentistry: A qualitative study on students’ intrinsic and extrinsic motivations for entering dentistry at higher education
    Jens Laurs Brøndum Kærsgaard, Mette Krogh Christensen, Pernille Yde Søndergaard, Johanna Naukkarinen
    European Journal of Dental Education.2021; 25(3): 495.     CrossRef
  • Motivation: An Integral Component of Resident Well-Being
    Amber Deptola
    Journal of Graduate Medical Education.2021; 13(1): 11.     CrossRef
  • Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis
    Denise L. Hope, Gary D. Rogers, Gary D. Grant, Michelle A. King
    Pharmacy.2021; 9(2): 81.     CrossRef
  • The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide
    Tanja Fens, Denise L. Hope, Sarah Crawshaw, Eline Tommelein, Claudia Dantuma-Wering, Bertha Maria Verdel, Indrė Trečiokienė, Vibhu Solanki, Eugène P. van Puijenbroek, Katja Taxis
    Pharmacy.2021; 9(3): 125.     CrossRef
  • A Mixed-Methods Exploration of the Developmental Trajectory of Autonomous Motivation in Graduate Medical Learners
    Susan E. Hansen, Nicole Defenbaugh, Susan Snyder Mathieu, Linda Contillo Garufi, Julie A. Dostal
    Medical Science Educator.2021; 31(6): 2017.     CrossRef
  • Effectiveness of Early Clinical Exposure as a Motivational Tool to Improve Students’ Learning in MBBS Phase 1
    Vijayetha P Patil, Vidya S Patil, Deepak R Kanabur, Pravinchandra R Kangokar
    Indian Journal of Medical Biochemistry.2021; 25(2): 51.     CrossRef
  • Integration of an extended, immersive, gamified pharmacy simulation as a capstone event
    Denise L Hope, Gary D Grant, Gary D Rogers, Michelle A King
    Pharmacy Education.2021; 21: 656.     CrossRef
  • Ophthalmic Microsurgery Lab for Medical Students: Enhancing Learner Intrinsic Motivation and Comfort with Microsurgery
    Joshua Cole, Tiffany A. Chen, Tessnim Ahmad, Neeti Parikh
    Journal of Academic Ophthalmology.2021; 13(02): e234.     CrossRef
  • Motivation, Temperament, Personality and Well-Being as Predicting Propensity Factors for Mathematical Abilities of Adults
    Elke Baten, Annemie Desoete
    European Journal of Psychology and Educational Research.2021; 4(1): 1.     CrossRef
  • Occupational Therapy Curriculum Design Framework

    The American Journal of Occupational Therapy.2021;[Epub]     CrossRef
  • Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach
    Joydeep Dutta Chaudhuri
    Anatomical Sciences Education.2020; 13(2): 250.     CrossRef
  • Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session
    Bjoern Zante, Wolf E. Hautz, Joerg C. Schefold, Federico Bilotta
    PLOS ONE.2020; 15(1): e0228257.     CrossRef
  • Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study
    Anne-Sophie Sarkis, Souheil Hallit, Aline Hajj, Anthony Kechichian, Dolla Karam Sarkis, Antoine Sarkis, Eliane Nasser Ayoub
    BMC Medical Education.2020;[Epub]     CrossRef
  • Exploring the process of ethical leadership on organisational commitment: The mediating role of career calling
    Leigang Zhang, Huaibin Jiang
    Journal of Psychology in Africa.2020; 30(3): 231.     CrossRef
  • Making the case for pass‐fail grading in dental education
    Vidya Ramaswamy, Brandon Veremis, Romesh P. Nalliah
    European Journal of Dental Education.2020; 24(3): 601.     CrossRef
  • The relationship between intrinsic motivation and learning outcomes in problem-based learning
    Hye-Ryoung Kim
    The Journal of Korean Academic Society of Nursing Education.2020; 26(3): 238.     CrossRef
  • Enseignement médical en ligne solidaire durant la pandémie de COVID-19
    Rim Charfi, Sarra Cheikhrouhou, Iheb Labbene, Mohamed Jouini
    Pédagogie Médicale.2020; 21(4): 241.     CrossRef
  • Hvordan lærer sykepleierstudenter medlave opptakskarakterer anatomi, fysiologi og biokjemi (AFB)?
    Hege Skavern, Sevald Høye, Liv Skomakerstuen Ødbehr
    Uniped.2020; 43(1): 33.     CrossRef
  • How medical students learn in primary care
    Katherine Davis, Emily Doole, Colleen Cheek, Lizzi Shires
    The Clinical Teacher.2019; 16(5): 474.     CrossRef
  • Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children
    Annemie Desoete, Elke Baten, Vera Vercaemst, Ann De Busschere, Myriam Baudonck, Jennis Vanhaeke
    ZDM.2019; 51(4): 667.     CrossRef
  • Barriers and facilitators to writing quality items for medical school assessments – a scoping review
    Sowmiya Karthikeyan, Elizabeth O’Connor, Wendy Hu
    BMC Medical Education.2019;[Epub]     CrossRef
  • Factors and Behaviors Related to the Promotion of Pediatric Hospital Medicine Fellow Autonomy: A Qualitative Study of Faculty
    Jennifer Maniscalco, Elizabeth Davis, Anna Card Gay, Victoria Ward, Jayne Truckenbrod, Sarah F. Denniston, Caroline E. Rassbach
    Academic Pediatrics.2019; 19(6): 703.     CrossRef
  • Design and Evaluation of a Professional Identity Development Program for Pharmacy Students
    Martina F. Mylrea, Tarun Sen Gupta, Beverley D. Glass
    American Journal of Pharmaceutical Education.2019; 83(6): 6842.     CrossRef
  • Motivation is a game: Massively multiplayer online games as agents of motivation in higher education
    Papia Bawa, Sunnie Lee Watson, William Watson
    Computers & Education.2018; 123: 174.     CrossRef
  • Identifying Motivational Factors for Enrolling in a Doctor of Nursing Practice Program
    Meigan Robb, Diane F. Hunker
    Journal of Nursing Education.2018; 57(11): 680.     CrossRef
  • Comparison of students’ motivation at different phases of medical school
    Gabriel Mendes Corrêa da Silva, Amanda Ribeiro Borges, Oscarina da Silva Ezequiel, Alessandra Lamas Granero Lucchetti, Giancarlo Lucchetti
    Revista da Associação Médica Brasileira.2018; 64(10): 902.     CrossRef
  • Learner-Driven Synthesis of Assessment Data: Engaging and Motivating Residents in Their Milestone-Based Assessments
    Daniel J. Sklansky, John G. Frohna, Daniel J. Schumacher
    Medical Science Educator.2017; 27(2): 417.     CrossRef
  • Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling
    Shigeo Yamamura, Rieko Takehira
    Journal of Educational Evaluation for Health Professions.2017; 14: 2.     CrossRef
  • Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory
    Cesar Orsini, Vivian I. Binnie, Sarah L. Wilson
    Journal of Educational Evaluation for Health Professions.2016; 13: 19.     CrossRef
  • The Relationship Between Academic Motivation and Lifelong Learning During Residency: A Study of Psychiatry Residents
    Sanjeev Sockalingam, David Wiljer, Shira Yufe, Matthew K. Knox, Mark Fefergrad, Ivan Silver, Ilene Harris, Ara Tekian
    Academic Medicine.2016; 91(10): 1423.     CrossRef
  • The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program
    S. Beth Bierer, Elaine F. Dannefer
    Academic Medicine.2016; 91(11): S44.     CrossRef
Learning style preferences of nursing students at two universities in Iran and Malaysia  
Abdolghani Abdollahimohammad, Rogayah Ja’afar
J Educ Eval Health Prof. 2014;11:30.   Published online November 24, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.30
  • 27,441 View
  • 188 Download
  • 5 Web of Science
  • 4 Crossref
AbstractAbstract PDF
Purpose
Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Citations

Citations to this article as recorded by  
  • Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
    Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
    Nursing Forum.2022; 57(1): 94.     CrossRef
  • Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses
    Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
    International Journal of Environmental Research and Public Health.2021; 18(11): 5891.     CrossRef
  • Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
    Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
    Nurse Education Today.2021; 107: 105141.     CrossRef
  • Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
    Abdolghani Abdollahimohammad, Rogayah Ja’afar
    Journal of Educational Evaluation for Health Professions.2015; 12: 42.     CrossRef
Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana  
Victor Mogre, Anthony Amalba, Mark Saaka, Kwabena Kyei-Aboagye
J Educ Eval Health Prof. 2014;11:10.   Published online May 8, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.10
  • 31,252 View
  • 149 Download
  • 5 Web of Science
  • 10 Crossref
AbstractAbstract PDF
Purpose
Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.
Methods
In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.
Results
The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.
Conclusion
The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

Citations

Citations to this article as recorded by  
  • Transforming medical education in Liberia through an international community of inquiry
    Kristina Talbert-Slagle, Ibrahim Ajami, Braden Currey, Rachel Galvao, Jerusalem Hadush, Serene Silin Li, Javaughn T. Flowers, Moses Ziah, Desmond Amuh, Mikaela Rabb, Olayinka Stephen Ilesanmi, Nikole Allen, Marie Martin, Mary Miller, Attila Yaman, Tej Nut
    PLOS Global Public Health.2023; 3(3): e0001610.     CrossRef
  • Preparedness of medical students to provide nutrition care following a nutrition education intervention
    Bright Yammaha Amoore, Patience Kanyiri Gaa, Shamsu-Deen Ziblim, Victor Mogre
    BMC Research Notes.2023;[Epub]     CrossRef
  • The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis
    Qi-Ming Zheng, Yuan-Yuan Li, Qing Yin, Na Zhang, Ye-Peng Wang, Guo-Xiang Li, Zhi-Gang Sun
    BMC Medical Education.2023;[Epub]     CrossRef
  • Evaluating the Academic Performance of Mustansiriyah Medical College Teaching Staff vs. Final-Year Students Failure Rates
    Wassan Nori, Wisam Akram , Saad Mubarak Rasheed, Nabeeha Najatee Akram, Taqi Mohammed Jwad Taher, Mustafa Ali Kassim Kassim, Alexandru Cosmin Pantazi
    Al-Rafidain Journal of Medical Sciences ( ISSN 2789-3219 ).2023; 5(1S): S151.     CrossRef
  • Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China
    Wen Li, Chang Liu, Shenjun Liu, Xin Zhang, Rong-gen Shi, Hailan Jiang, Yi Ling, Hong Sun
    BMC Medical Education.2020;[Epub]     CrossRef
  • Nutrition in Medicine: Medical Students׳ Satisfaction, Perceived Relevance and Preparedness for Practice
    Victor Mogre, Fred Stevens, Paul A. Aryee, Albert J.J.A. Scherpbier
    Health Professions Education.2018; 4(1): 31.     CrossRef
  • Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum
    Abass Alhassan, Saeed Majeed
    Anatomy Research International.2018; 2018: 1.     CrossRef
  • Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid–PBL curriculum in biochemistry
    Qiu Yan, Li Ma, Lina Zhu, Wenli Zhang
    Biochemistry and Molecular Biology Education.2017; 45(4): 336.     CrossRef
  • Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey
    Victor Mogre, Paul A. Aryee, Fred C. J. Stevens, Albert J. J. A Scherpbier
    Medical Science Educator.2017; 27(3): 481.     CrossRef
  • Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students
    Victor Mogre, Anthony Amalba
    Journal of Educational Evaluation for Health Professions.2014; 11: 19.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions