Journal of Educational Evaluation for Health Professions

Brief report

Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study: Sun Huh; J Educ Eval Health Prof. 2023;20:1. Published online January 11, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.1

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This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.

Citations

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Research articles

Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom: Andrew Martin Lunn, Ann Urmston, Steven Seymour, Andrea Manfrin; J Educ Eval Health Prof. 2020;17:15. Published online May 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.15

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom.
Methods
During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments.
Results
Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender (P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internal consistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement.
Conclusion
PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualized learning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.

Citations

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Education Research: Introduction of a Standardized Communication Card to Facilitate Patient-as-Teacher Training for Medical Students in the Neurology Clerkship
Carmen Priego-Pérez, Punthitra Arpornsuksant, Rachel Marie E. Salas, Charlene E. Gamaldo, Monica Lemmon, Roy E. Strowd, Doris G. Leung
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Juan M. Román-Belmonte, E. Carlos Rodríguez-Merchán, Hortensia De la Corte-Rodríguez
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Pharmacy Education.2021; 21: 642. CrossRef

Palestinian pharmacists’ knowledge of issues related to using psychotropic medications in older people: a cross-sectional study: Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame; J Educ Eval Health Prof. 2017;14:8. Published online April 24, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.8

34,440 View
325 Download
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Abstract PDF

Purpose
The purpose of this study was to assess the knowledge of pharmacists practicing in Palestine of issues related to using psychotropic medications in older people.
Methods
The study was conducted with a cross-sectional observational design using a questionnaire. A total of 400 pharmacists responded to a 19-statement knowledge test related to the use of psychotropic medications in older people. The study was conducted from July 2016 to February 2017. The reliability and internal consistency of the study tool was assessed using the test-retest method and the Cronbach alpha. Categorical groups were compared using the chi-square test and the Spearman rank correlation.
Results
On the 19-statement knowledge test, the median score was 55.3% with an interquartile range of 21.9%. In a comparison of the demographic and practice-related variables of the pharmacists who scored ≥ 50% on the 19-statement knowledge test with those who scored < 50%, age, gender, and having taken a course on psychotropic medications were found to be significantly associated with performance, as shown by the chi-square test and Spearman correlation.
Conclusion
Pharmacists practicing in Palestine possess less than optimal knowledge of issues related to the use of psychotropic medications in older people. Continuing educational interventions and/or training might be helpful in improving pharmacists’ knowledge of issues related to using psychotropic medications in older people.

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Epilepsy & Behavior.2021; 120: 107976. CrossRef
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Assessing knowledge and attitudes of Palestinian undergraduate nursing students toward epilepsy and patients with epilepsy: A cross-sectional study
Ramzi Shawahna, Mohammad Jaber
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Crossword puzzles improve learning of Palestinian nursing students about pharmacology of epilepsy: Results of a randomized controlled study
Ramzi Shawahna, Mohammad Jaber
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Agreement of Palestinian nursing students with recommendations to eliminate epilepsy stigma and change perception of the general public about epilepsy: A cross-sectional study
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Epilepsy & Behavior.2020; 111: 107215. CrossRef
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Technical Report

Relevance of the test content of the Korean Nursing Licensing Examination to nursing job: In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Kwang Sung Kim; J Educ Eval Health Prof. 2016;13:23. Published online June 2, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.23

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210 Download
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Abstract PDF

Purpose
This study aimed at identifying if there is a relevance of content of the Korean Nursing Licensing Examination (KNLE) revised in 2014 to nursing job. It will be able to provide the validity of revised content of the KNLE. Methods: From October 13 to November 13, 2015, print version of 8 duties with 49-tasks, 155-job item questionnaires were distributed to 1,305 hospital nurses and 202 nursing faculties in Korea. Results were treated by descriptive statistics and comparison analysis. There were responses from 946 nurses or professors (72.5%). Results: The relevance of test content of KNLE to nursing job was shown to be valid with over 3 points out of 4 point Likert scale in all items: from 3.23 at lowest to 3.64 at top. Conclusion: Above results showed that the revised version of KNLE in 2014 was valid to test the nursing students’ knowledge for job performance.

Citations

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Journal of Educational Evaluation for Health Professions.2023; 20: 18. CrossRef
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Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Nurse Media Journal of Nursing.2021; 11(3): 278. CrossRef
Item development process and analysis of 50 case-based items for implementation on the Korean Nursing Licensing Examination
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Brief Report

Proposal for a Modified Dreyfus and Miller Model with simplified competency level descriptions for performing self-rated surveys: Janghee Park; J Educ Eval Health Prof. 2015;12:54. Published online November 30, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.54

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Abstract PDF

In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one’s own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models—Dreyfus’ Five-stage Model and Miller’s Pyramid—and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one’s competency level in surveys.

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Original Article

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions: P. Ravi Shankar, Nisha Jha, Omi Bajracharya, Sukh B Gurung, Kundan K. Singh; J Educ Eval Health Prof. 2011;8:12. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.12

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Abstract PDF

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students??perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

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