Journal of Educational Evaluation for Health Professions

Soo Young Kim

2 Articles

Suggestion of more suitable study designs and the corresponding reporting guidelines in articles published in the Journal of Educational Evaluation for Health Professions from 2021 to September 2022: a descriptive study: Soo Young Kim; J Educ Eval Health Prof. 2022;19:36. Published online December 26, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.36

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Purpose
This study aimed to suggest a more suitable study design and the corresponding reporting guidelines in the papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022.
Methods
Among 59 papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022, research articles, review articles, and brief reports were selected. The followings were analyzed: first, the percentage of articles describing the study design in the title, abstracts, or methods; second, the portion of articles describing reporting guidelines; third, the types of study design and corresponding reporting guidelines; and fourth, the suggestion of a more suitable study design based on the study design algorithm for medical literature on interventions, systematic reviews & other review types, and epidemiological studies overview.
Results
Out of 45 articles, 44 described study designs (97.8%). Out of 44, 19 articles were suggested to be described with more suitable study designs, which mainly occurred in before-and-after studies, diagnostic research, and non-randomized trials. Of the 18 reporting guidelines mentioned, 8 (44.4%) were considered perfect. STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) was used for descriptive studies, before-and-after studies, and randomized controlled trials; however, its use should be reconsidered.
Conclusion
Some declarations of study design and reporting guidelines were suggested to be described with more suitable ones. Education and training on study design and reporting guidelines for researchers are needed, and reporting guideline policies for descriptive studies should also be implemented.

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Journal of Educational Evaluation for Health Professions.2023; 20: 5. CrossRef
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Korean Journal of Women Health Nursing.2023; 29(3): 147. CrossRef

Students' Evaluation of a Team-based Course on Research and Publication Ethics: Attitude Change in Medical School Graduate Students: Soo Young Kim; J Educ Eval Health Prof. 2008;5:3. Published online December 22, 2008; DOI: https://doi.org/10.3352/jeehp.2008.5.3

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Abstract PDF

In response to a growing need for students to appreciate ethical issues in medical research and publication, a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007. To gather information as a basis for improving the course, questionnaires were distributed to 19 students and the feedback was evaluated. The questionnaire consisted of four categories: general course content (7 items), changes in attitudes toward research and publication ethics (6 items), the TBL format (6 items), and an open-ended question about the class (1 item). The most positive response had to do with the importance of the material. Students reported that their knowledge about ethical issues increased, and they expressed satisfaction regarding the communication with their tutors within the TBL format. Most students showed positive responses to the subject as well as to TBL. Since this was the first trial offering of this material in the graduate program at this medical school, it may have been novel to the students. The attitude change and the knowledge acquisition reported by students reflect a very positive outcome of this class. After adjustments to improve weaknesses, such as the short time allocation and students??lack of prior background, the outcomes of this TBL course on research and publication ethics provide a good basis for its continuation.

Citations

Citations to this article as recorded by

Team-based Learning: Enhancing Academic Performance of Psychology Students
Nadia Rania, Stefania Rebora, Laura Migliorini
Procedia - Social and Behavioral Sciences.2015; 174: 946. CrossRef
Team-Based Learning Instruction for Responsible Conduct of Research Positively Impacts Ethical Decision-Making
Wayne T. McCormack, Cynthia W. Garvan
Accountability in Research.2014; 21(1): 34. CrossRef
Team-Based Learning in Pharmacy Education
William Ofstad, Lane J. Brunner
American Journal of Pharmaceutical Education.2013; 77(4): 70. CrossRef
Perspective
Paul Haidet, Ruth E. Levine, Dean X. Parmelee, Sheila Crow, Frances Kennedy, P. Adam Kelly, Linda Perkowski, Larry Michaelsen, Boyd F. Richards
Academic Medicine.2012; 87(3): 292. CrossRef
Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants
Young-Su Ju
Journal of Educational Evaluation for Health Professions.2010; 6: 5. CrossRef

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