Journal of Educational Evaluation for Health Professions

Research article

Are we teaching health science students in the United States what they need to know about death and dying coping strategies?: Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel; J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.29

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Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

Citations

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Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef

Research Articles

Learning styles and academic achievement among undergraduate medical students in Thailand: Wichuda Jiraporncharoen, Chaisiri Angkurawaranon, Manoch Chockjamsai, Athavudh Deesomchok, Juntima Euathrongchit; J Educ Eval Health Prof. 2015;12:38. Published online July 8, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.38

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329 Download
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Abstract PDF

Purpose
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Citations

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ESTILOS DE APRENDIZAGEM DE ESTUDANTES DE GRADUAÇÃO EM MEDICINA: COMPARAÇÃO ENTRE DUAS ESCOLAS COM DIFERENTES METODOLOGIAS DE ENSINO DA CIDADE DE MOSSORÓ-RN
Rilva Lopes de Sousa Muñoz, Ligiane Medeiros Diógenes
REVISTA FOCO.2023; 16(4): e1538. CrossRef
Learning styles in science education at university level: A systematic review
Albina R. Shaidullina, Natalia A. Orekhovskaya, Evgeny G. Panov, Marina N. Svintsova, Oksana N. Petyukova, Nataliya S. Zhuykova, Elena V. Grigoryeva
Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(7): em2293. CrossRef
Современные образовательные технологии и их использование при изучении физиологии в медицинском вузе
Б. Ю. Бадалян, А. Л. Торгомян
Biological Journal of Armenia.2023; : 180. CrossRef
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Kiran Kumar Ganji, Mohammad Khursheed Alam, Ravi Kumar Gudipaneni, Hmoud Algarni, Manay Srinivas Munisekhar, May Osman Hamza, Mohammed Assayed Mousa, Mohammed Ghazi Sghaireen
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Agustín Freiberg Hoffmann, Facundo Abal, Mercedes Fernández Liporace
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Acta Colombiana de Psicología.2020; 23(2): 328. CrossRef
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Medical Teacher.2019; 41(3): 318. CrossRef
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Ali H. Abusafia, Nurhanis Syazni Roslan, Dariah Mohd Yusoff, Mohd Zarawi Mat Nor
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Does learning style preferences influence academic performance among dental students in Isfahan, Iran?
Najmeh Akhlaghi, Hosein Mirkazemi, Mehdi Jafarzade, Narjes Akhlaghi
Journal of Educational Evaluation for Health Professions.2018; 15: 8. CrossRef
Learning styles preferences and e-learning experience of undergraduate dental students
Ana Cláudia DALMOLIN, Giselle Ariana Otto MACKEIVICZ, Márcia Thaís POCHAPSKI, Gibson Luiz PILATTI, Fábio André SANTOS
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A significant association between examination results and self-satisfaction with English language proficiency: preliminary findings among pre-clinical undergraduates
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BMC Research Notes.2018;[Epub] CrossRef
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Horyeh Sarbazvatan, Abolghasem Amini, Nayyereh Aminisani, SeyedMorteza Shamshirgaran, Saeideh Ghaffarifar
Research and Development in Medical Education.2018; 7(2): 77. CrossRef
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Serpil Yorganci
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Agustín Freiberg-Hoffmann, Juliana Beatriz Stover, Natalia Donis
Problems of Education in the 21st Century.2017; 75(1): 6. CrossRef
Learning styles, academic achievement, and mental health problems among medical students in Thailand
Salilthip Paiboonsithiwong, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, Tinakon Wongpakaran
Journal of Educational Evaluation for Health Professions.2016; 13: 38. 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

31,258 View
149 Download
5 Web of Science
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Abstract 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.

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Al-Rafidain Journal of Medical Sciences ( ISSN 2789-3219 ).2023; 5(1S): S151. CrossRef
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Health Professions Education.2018; 4(1): 31. CrossRef
Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum
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Anatomy Research International.2018; 2018: 1. CrossRef
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Qiu Yan, Li Ma, Lina Zhu, Wenli Zhang
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Medical Science Educator.2017; 27(3): 481. CrossRef
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Victor Mogre, Anthony Amalba
Journal of Educational Evaluation for Health Professions.2014; 11: 19. CrossRef

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