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Characteristics and 10 key components of interpersonal caring: a narrative review  
Susie Kim
J Educ Eval Health Prof. 2022;19:17.   Published online July 25, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.17
  • 1,800 View
  • 157 Download
AbstractAbstract PDFSupplementary Material
This paper aims to help people understand better the lives of people who are mentally ill by describing the general concept of the Interpersonal Caring Theory (ICT) and deducing 10 key components of interpersonal caring. The literature review described the definition of interpersonal caring, and its assumptions and characteristics. Furthermore, the authors’ experience with patient care suggested the critical components of interpersonal caring, which is the compassion-based therapeutic actions/behaviors through the collaborative partnership developed between nurse and client. Essential characteristics of interpersonal caring include the following: person-to-person interaction between nurse and patient, genuine love and concern toward the person, conveying trust and hope, transcending space, time, and culture, holistic approach expressed through a comprehensive and dynamic mode of communication, helping the patient focus on their self-worth, and providing culturally relevant and sensitive nursing. Ten key components of interpersonal caring in ICT include noticing, participating, sharing, active listening, companioning, complimenting, comforting, hoping, forgiving, and accepting. Interpersonal caring results from the blended understanding of the empirical, aesthetic, ethical, and intuitive aspects of a given clinical situation, and a nexus of pre-conditions, content, feelings, and sense of self-worth/self-esteem.
Prevalence of burnout and related factors in nursing faculty members: a systematic review  
Marziyeh Hosseini, Mitra Soltanian, Camellia Torabizadeh, Zahra Hadian Shirazi
J Educ Eval Health Prof. 2022;19:16.   Published online July 14, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.16
  • 1,350 View
  • 241 Download
AbstractAbstract PDFSupplementary Material
Purpose
The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature.
Methods
A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies.
Results
A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position.
Conclusion
Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support.
Educational applications of metaverse: possibilities and limitations  
Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, Soyoung Jo
J Educ Eval Health Prof. 2021;18:32.   Published online December 13, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.32
  • 16,982 View
  • 1,572 Download
  • 50 Citations
AbstractAbstract PDFSupplementary Material
This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

Citations

Citations to this article as recorded by  
  • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
  • The Metaverse—An Alternative Education Space
    Sharon Mistretta
    AI, Computer Science and Robotics Technology.2022; 2022: 1.     CrossRef
  • The Metaverse in Cardiovascular Medicine: Applications, Challenges, and the Role of Non-Fungible Tokens
    Ioannis Skalidis, Olivier Muller, Stephane Fournier
    Canadian Journal of Cardiology.2022; 38(9): 1467.     CrossRef
  • UTAUT in Metaverse: An “Ifland” Case
    Un-Kon Lee, Hyekyung Kim
    Journal of Theoretical and Applied Electronic Commerce Research.2022; 17(2): 613.     CrossRef
  • Sağlık Hizmetlerinin Geleceğinde Metaverse Ekosistemi ve Teknolojileri: Uygulamalar, Fırsatlar ve Zorluklar
    Faruk YILMAZ, Anı Hande METE, Buse FİDAN TÜRKÖN, Özgür İNCE
    Eurasian Journal of Health Technology Assessment.2022;[Epub]     CrossRef
  • Role of Technology in Medical Education: SWOC Analysis
    Shruti Jha
    SBV Journal of Basic, Clinical and Applied Health Science.2022; 5(1): 19.     CrossRef
  • CardioVerse: The cardiovascular medicine in the era of Metaverse
    Ioannis Skalidis, Olivier Muller, Stephane Fournier
    Trends in Cardiovascular Medicine.2022;[Epub]     CrossRef
  • Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective
    Gwo-Jen Hwang, Shu-Yun Chien
    Computers and Education: Artificial Intelligence.2022; 3: 100082.     CrossRef
  • METAVERSE IN THE CONTEXT OF EDUCATION
    Ahmet GÖÇEN
    Uluslararası Batı Karadeniz Sosyal ve Beşeri Bilimler Dergisi.2022;[Epub]     CrossRef
  • METAVERSE VE SAĞLIK HİZMETLERİ ÜZERİNE BİR DEĞERLENDİRME
    Ferhat Onur AĞAOĞLU, Lokman Onur EKİNCİ, Nurperihan TOSUN
    Erzincan Binali Yıldırım Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi.2022;[Epub]     CrossRef
  • Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis
    Ahmed Tlili, Ronghuai Huang, Boulus Shehata, Dejian Liu, Jialu Zhao, Ahmed Hosny Saleh Metwally, Huanhuan Wang, Mouna Denden, Aras Bozkurt, Lik-Hang Lee, Dogus Beyoglu, Fahriye Altinay, Ramesh C. Sharma, Zehra Altinay, Zhisheng Li, Jiahao Liu, Faizan Ahma
    Smart Learning Environments.2022;[Epub]     CrossRef
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    Antonio Sánchez-Puente, P. Ignacio Dorado-Díaz, Pedro L Sánchez
    Trends in Cardiovascular Medicine.2022;[Epub]     CrossRef
  • The Metaverse as a Virtual Form of Smart Cities: Opportunities and Challenges for Environmental, Economic, and Social Sustainability in Urban Futures
    Zaheer Allam, Ayyoob Sharifi, Simon Elias Bibri, David Sydney Jones, John Krogstie
    Smart Cities.2022; 5(3): 771.     CrossRef
  • Metaverse phenomenon and its impact on health: A scoping review
    Ali Garavand, Nasim Aslani
    Informatics in Medicine Unlocked.2022; 32: 101029.     CrossRef
  • A novel brain-controlled wheelchair combined with computer vision and augmented reality
    Kaixuan Liu, Yang Yu, Yadong Liu, Jingsheng Tang, Xinbin Liang, Xingxing Chu, Zongtan Zhou
    BioMedical Engineering OnLine.2022;[Epub]     CrossRef
  • A scoping review of metaverse in emergency medicine
    Tzu-Chi Wu, Chien-Ta Bruce Ho
    Australasian Emergency Care.2022;[Epub]     CrossRef
  • The Effectiveness of Serious Games in Improving Memory Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis
    Alaa Abd-alrazaq, Dari Alhuwail, Eiman Al-Jafar, Arfan Ahmed, Farag Shuweihdi, Shuja Mohd Reagu, Mowafa Househ
    JMIR Serious Games.2022; 10(3): e35202.     CrossRef
  • Evolution of Medical Conferences for Congenital Heart Disease Imagers in the Era of COVID-19: From Onsite to Virtual Meetings
    I-Chen Tsai, Hyun Woo Goo, Haifa Abdul Latiff, Seon Young Goo, Sang Joon Park
    Cardiovascular Imaging Asia.2022; 6(3): 82.     CrossRef
  • Future era of techno-economic analysis: Insights from review
    Slyvester Yew Wang Chai, Frederick Jit Fook Phang, Lip Siang Yeo, Lock Hei Ngu, Bing Shen How
    Frontiers in Sustainability.2022;[Epub]     CrossRef
  • Gastroenterology in the Metaverse: The dawn of a new era?
    Chi Zhang, Shuyan Feng, Ruonan He, Yi Fang, Shuo Zhang
    Frontiers in Medicine.2022;[Epub]     CrossRef
  • Into the Metaverse – Perspectives on a New Reality
    Tariq Rahaman
    Medical Reference Services Quarterly.2022; 41(3): 330.     CrossRef
  • A new universe in Dermatology: From metaverse to Dermoverse
    Miriam Fernández‐Parrado, Héctor Perandones‐González
    Journal of the European Academy of Dermatology and Venereology.2022;[Epub]     CrossRef
  • Factors Affecting Learners’ Adoption of an Educational Metaverse Platform: An Empirical Study Based on an Extended UTAUT Model
    Zhuoqi Teng, Yan Cai, Yu Gao, Xiying Zhang, Xinlong Li, Jungmin Shin
    Mobile Information Systems.2022; 2022: 1.     CrossRef
  • Virtual reality techniques for trauma education
    Micha Holla, Maarten van den Berg
    Injury.2022; 53: S64.     CrossRef
  • The Metaverse: A New Challenge for the Healthcare System: A Scoping Review
    Luca Petrigna, Giuseppe Musumeci
    Journal of Functional Morphology and Kinesiology.2022; 7(3): 63.     CrossRef
  • A Study on Analyzing Teachers' Perception and Needs of Using Metaverse in Elementary Online Learning Environment
    Hyeongjong Han, Sumin Hong
    Journal of Digital Contents Society.2022; 23(8): 1383.     CrossRef
  • Athlete experiences of communication strategies in applied sports nutrition and future considerations for mobile app supportive solutions
    David Mark Dunne, Carmen Lefevre-Lewis, Brian Cunniffe, Samuel George Impey, David Tod, Graeme Leonard Close, James P. Morton, Rebecca Murphy
    Frontiers in Sports and Active Living.2022;[Epub]     CrossRef
  • Use of The World of Metaverse in Education and Its Reflections on Accounting Education
    Işık ALTUNAL
    Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi.2022;[Epub]     CrossRef
  • Who really needs a Metaverse in anatomy education? A review with preliminary survey results
    Joe Iwanaga, Edward C. Muo, Yoko Tabira, Koichi Watanabe, Susan J. Tubbs, Anthony V. D'Antoni, Mathangi Rajaram‐Gilkes, Marios Loukas, Mohammed K. Khalil, R. Shane Tubbs
    Clinical Anatomy.2022;[Epub]     CrossRef
  • Social rather than physical crowding reduces the required interpersonal distance in virtual environments
    Ming Han, Xue‐Min Wang, Shu‐Guang Kuai
    PsyCh Journal.2022;[Epub]     CrossRef
  • Exploration of Educational Possibilities by Four Metaverse Types in Physical Education
    Ji-Eun Yu
    Technologies.2022; 10(5): 104.     CrossRef
  • Blockchain‐based asset storage and service mechanism to metaverse universe: Metarepo
    Mevlüt Ersoy, Remzi Gürfidan
    Transactions on Emerging Telecommunications Technologies.2022;[Epub]     CrossRef
  • The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics
    Xinli Zhang, Yuchen Chen, Lailin Hu, Youmei Wang
    Frontiers in Psychology.2022;[Epub]     CrossRef
  • The adoption of the metaverse concepts in Romania
    Cătălina Chinie, Marian Oancea, Steluta Todea
    Management & Marketing. Challenges for the Knowledge Society.2022; 17(3): 328.     CrossRef
  • Exploring the application scenarios and issues facing Metaverse technology in education
    Zhisheng Chen
    Interactive Learning Environments.2022; : 1.     CrossRef
  • Public interest in the digital transformation accelerated by the COVID-19 pandemic and perception of its future impact
    Joo-Young Park, Kangsun Lee, Doo Ryeon Chung
    The Korean Journal of Internal Medicine.2022; 37(6): 1223.     CrossRef
  • The Arrival of the Metaverse in Neurorehabilitation: Fact, Fake or Vision?
    Rocco Salvatore Calabrò, Antonio Cerasa, Irene Ciancarelli, Loris Pignolo, Paolo Tonin, Marco Iosa, Giovanni Morone
    Biomedicines.2022; 10(10): 2602.     CrossRef
  • The paradigm and future value of the metaverse for the intervention of cognitive decline
    Hao Zhou, Jian-Yi Gao, Ying Chen
    Frontiers in Public Health.2022;[Epub]     CrossRef
  • Novel pathway regarding good cosmetics brands by NFT in the metaverse world
    Jinkyung Lee, Ki Han Kwon
    Journal of Cosmetic Dermatology.2022;[Epub]     CrossRef
  • The significant transformation of life into health and beauty in metaverse era
    Jinkyung Lee, Ki Han Kwon
    Journal of Cosmetic Dermatology.2022;[Epub]     CrossRef
  • Advances in Metaverse Investigation: Streams of Research and Future Agenda
    Mariapina Trunfio, Simona Rossi
    Virtual Worlds.2022; 1(2): 103.     CrossRef
  • Dynamics of Metaverse and Medicine: A Review Article
    Mrudul A Kawarase, Ashish Anjankar
    Cureus.2022;[Epub]     CrossRef
  • METAVERSE SOCIETY: IDENTITY, SPACE AND NEW COMMUNITY
    Filiz GÜVEN, İlkim GÜVEN
    Erciyes Akademi.2022;[Epub]     CrossRef
  • Empirical Research on the Metaverse User Experience of Digital Natives
    Han Jin Lee, Hyun Hee Gu
    Sustainability.2022; 14(22): 14747.     CrossRef
  • When Digital Economy Meets Web3.0: Applications and Challenges
    Chuan Chen, Lei Zhang, Yihao Li, Tianchi Liao, Siran Zhao, Zibin Zheng, Huawei Huang, Jiajing Wu
    IEEE Open Journal of the Computer Society.2022; 3: 233.     CrossRef
  • Metaverse as Future Promising Platform Business Model: Case Study on Fashion Value Chain
    Saravanan Periyasami, Aravin Prince Periyasamy
    Businesses.2022; 2(4): 527.     CrossRef
  • Into the RetinaVerse: A New Frontier of Retina in the Metaverse
    Joshua Ong, Seenu M. Hariprasad, Jay Chhablani
    Ophthalmic Surgery, Lasers and Imaging Retina.2022; 53(11): 595.     CrossRef
  • Metaverse and education: the pioneering case of Minecraft in immersive digital learning
    Iván Sánchez-López, Rosabel Roig-Vila, Amor Pérez-Rodríguez
    El Profesional de la información.2022;[Epub]     CrossRef
  • Sustainable and Safe Consumer Experience NFTs and Raffles in the Cosmetics Market after COVID-19
    Jinkyung Lee, Ki Han Kwon
    Sustainability.2022; 14(23): 15718.     CrossRef
  • Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
    Huilyung Koo
    Journal of Educational Evaluation for Health Professions.2021; 18: 33.     CrossRef
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
  • 3,077 View
  • 174 Download
  • 1 Citations
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.2022;[Epub]     CrossRef
E-learning in health professions education during the COVID-19 pandemic: a systematic review  
Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi
J Educ Eval Health Prof. 2021;18:27.   Published online October 29, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.27
  • 4,719 View
  • 365 Download
  • 18 Citations
AbstractAbstract PDFSupplementary Material
As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Citations

Citations to this article as recorded by  
  • The effect of e-learning on point-of-care ultrasound education in novices
    Wan-Ching Lien, Phone Lin, Chih-Heng Chang, Meng-Che Wu, Cheng-Yi Wu
    Medical Education Online.2023;[Epub]     CrossRef
  • Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
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    Carla Pires
    Pharmacy.2022; 10(1): 31.     CrossRef
  • ‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
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  • The First Hybrid International Educational Comprehensive Cleft Care Workshop
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    Journal of Educational Evaluation for Health Professions.2022; 19: 12.     CrossRef
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    Lorenza Magliano
    Journal of Psychosocial Rehabilitation and Mental Health.2022;[Epub]     CrossRef
  • Students’ Experiences with Online Teaching and Learning in Norway: A Qualitative Study into Nutrition Education One Year after the COVID-19 Lockdown
    Christine Tørris, Eli Gjølstad, Marianne Morseth, Jonas Debesay, Kari Almendingen
    Education Sciences.2022; 12(10): 670.     CrossRef
  • Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam
    Thang Xuân Do, Huong Thi Lan Tran, Thuy Thu Le, Ogochukwu Chinedum Okoye
    PLOS ONE.2022; 17(12): e0278109.     CrossRef
Sample size determination and power analysis using the G*Power software  
Hyun Kang
J Educ Eval Health Prof. 2021;18:17.   Published online July 30, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.17
  • 24,925 View
  • 724 Download
  • 97 Citations
AbstractAbstract PDFSupplementary Material
Appropriate sample size calculation and power analysis have become major issues in research and publication processes. However, the complexity and difficulty of calculating sample size and power require broad statistical knowledge, there is a shortage of personnel with programming skills, and commercial programs are often too expensive to use in practice. The review article aimed to explain the basic concepts of sample size calculation and power analysis; the process of sample estimation; and how to calculate sample size using G*Power software (latest ver. 3.1.9.7; Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany) with 5 statistical examples. The null and alternative hypothesis, effect size, power, alpha, type I error, and type II error should be described when calculating the sample size or power. G*Power is recommended for sample size and power calculations for various statistical methods (F, t, χ2, Z, and exact tests), because it is easy to use and free. The process of sample estimation consists of establishing research goals and hypotheses, choosing appropriate statistical tests, choosing one of 5 possible power analysis methods, inputting the required variables for analysis, and selecting the “calculate” button. The G*Power software supports sample size and power calculation for various statistical methods (F, t, χ2, z, and exact tests). This software is helpful for researchers to estimate the sample size and to conduct power analysis.

Citations

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  • Potential Risk of Misjudgment in the Decision-making Process Based on the 2018 Tokyo Guidelines in Older Patients with Acute Cholecystitis
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Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review  
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
J Educ Eval Health Prof. 2021;18:11.   Published online June 1, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.11
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AbstractAbstract PDFSupplementary Material
The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.

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  • Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
    Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
    Advances in Medical Education and Practice.2022; Volume 13: 407.     CrossRef
  • Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
    Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
    Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116.     CrossRef
  • The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
    Kenny Chu, Shivanthi Sathanandan
    BJPsych Bulletin.2021; : 1.     CrossRef
  • Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
    Journal of Educational Evaluation for Health Professions.2021; 18: 23.     CrossRef
The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review  
Elio Arruzza, Minh Chau
J Educ Eval Health Prof. 2021;18:3.   Published online February 24, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.3
  • 5,633 View
  • 399 Download
  • 5 Citations
AbstractAbstract PDFSupplementary Material
Purpose
Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.
Methods
A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.
Results
Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.
Conclusion
Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

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  • Diversity training for health professionals: Preparedness to competently address intellectual disability in the Western Cape Province, South Africa
    Mario R Smith, Maryam Papadakis, Erica Munnik
    Journal of Intellectual Disabilities.2022; : 174462952110504.     CrossRef
  • Proceedings From the Advances in Surgery Channel Diversity, Equity, and Inclusion Series: Lessons Learned From Asian Academic Surgeons
    Tracy S. Wang, Eugene S. Kim, Quan-Yang Duh, Ankush Gosain, Lillian S. Kao, Anai N. Kothari, Susan Tsai, Jennifer F. Tseng, Allan Tsung, Kasper S. Wang, Steven D. Wexner
    Journal of Surgical Research.2022; 278: 14.     CrossRef
  • Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program
    Mohammad Mahdi Fadaeinia, Sakineh Miri, Mansooreh Azizzadeh Forouzi, Callista Roy, Jamileh Farokhzadian
    Journal of Transcultural Nursing.2022; 33(5): 642.     CrossRef
  • Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach
    Christoph Golz, Annie Oulevey Bachmann, Tiziana Sala Defilippis, Andrea Kobleder, Karin Anne Peter, René Schaffert, Xenia Schwarzenbach, Thomas Kampel, Sabine Hahn
    BMC Medical Education.2022;[Epub]     CrossRef
  • Cultural Competence in Healthcare and Healthcare Education
    Costas S. Constantinou, Panayiota Andreou, Monica Nikitara, Alexia Papageorgiou
    Societies.2022; 12(6): 178.     CrossRef
A proposal for the future of medical education accreditation in Korea  
Ki-Young Lim
J Educ Eval Health Prof. 2020;17:32.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.32
  • 3,347 View
  • 109 Download
  • 2 Citations
AbstractAbstract PDFSupplementary Material
For the past 20 years, the medical education accreditation program of the Korean Institute of Medical Education and Evaluation (KIMEE) has contributed significantly to the standardization and improvement of the quality of basic medical education in Korea. It should now contribute to establishing and promoting the future of medical education. The Accreditation Standards of KIMEE 2019 (ASK2019) have been adopted since 2019, with the goal of achieving world-class medical education by applying a learner-centered curriculum using a continuum framework for the 3 phases of formal medical education: basic medical education, postgraduate medical education, and continuing professional development. ASK2019 will also be able to promote medical education that meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, globalization, inter-professional education, health systems science, and regular self-assessment systems are emerging as essential topics for the future of medical education. It is time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

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  • Definition of character for medical education based on expert opinions in Korea
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2021; 18: 26.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Is accreditation in medical education in Korea an opportunity or a burden?  
Hanna Jung, Woo Taek Jeon, Shinki An
J Educ Eval Health Prof. 2020;17:31.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.31
  • 3,356 View
  • 98 Download
  • 3 Citations
AbstractAbstract PDFSupplementary Material
The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, accreditation is a burden for medical schools if they view the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if medical schools acknowledge the positive value of the accreditation process, accreditation can be both an opportunity and a tool for developing medical education. The accreditation process has educational value by catalyzing improvements in the quality, equity, and efficiency of medical education and by increasing the available options. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an educational alliance working together towards common goals. Secondly, clear guidelines on accreditation standards should be periodically reviewed and shared. Finally, a formative self-evaluation process must be introduced for institutions to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

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  • Internal evaluation in the faculties affiliated to zanjan university of medical sciences: Quality assurance of medical science education based on institutional accreditation
    Alireza Abdanipour, Farhad Ramezani‐Badr, Ali Norouzi, Mehdi Ghaemi
    Journal of Medical Education Development.2022; 15(46): 61.     CrossRef
  • Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis
    Sanghee Yeo, Seong Hun Choi, Su Jin Chae
    Journal of Korean Medicine.2021; 42(4): 176.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Current trend of accreditation within medical education  
Ducksun Ahn
J Educ Eval Health Prof. 2020;17:30.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.30
  • 3,788 View
  • 115 Download
  • 2 Citations
AbstractAbstract PDFSupplementary Material
Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.

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  • Public availability of information from officially accredited medical schools in China
    Shaowen Li, Kun Su, Peiwen Li, Yifei Sun, Ying Pan, Weimin Wang, Huixian Cui
    BMC Medical Education.2022;[Epub]     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
History of the medical education accreditation system in Korea: implementation and activities in the early stages  
Kwang-ho Meng
J Educ Eval Health Prof. 2020;17:29.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.29
  • 3,541 View
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  • 1 Citations
AbstractAbstract PDFSupplementary Material
Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.

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  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review  
Yongmi Lee, Younjae Oh
J Educ Eval Health Prof. 2020;17:26.   Published online September 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.26
  • 5,896 View
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  • 5 Citations
AbstractAbstract PDFSupplementary Material
The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors. The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

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  • Critical thinking among clinical nurses and related factors: A survey study in public hospitals
    Eylül Urhan, Esperanza Zuriguel‐Perez, Arzu Kader Harmancı Seren
    Journal of Clinical Nursing.2022; 31(21-22): 3155.     CrossRef
  • Impact of Nurse–Physician Collaboration, Moral Distress, and Professional Autonomy on Job Satisfaction among Nurses Acting as Physician Assistants
    Yunmi Kim, Younjae Oh, Eunhee Lee, Shin-Jeong Kim
    International Journal of Environmental Research and Public Health.2022; 19(2): 661.     CrossRef
  • Development and validation of a script concordance test to assess biosciences clinical reasoning skills: A cross-sectional study of 1st year undergraduate nursing students
    Catherine Redmond, Aiden Jayanth, Sarah Beresford, Lorraine Carroll, Amy N.B. Johnston
    Nurse Education Today.2022; 119: 105615.     CrossRef
  • The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study
    Esperanza Zuriguel-Pérez, María-Teresa Lluch-Canut, Montserrat Puig-Llobet, Luis Basco-Prado, Adrià Almazor-Sirvent, Ainoa Biurrun-Garrido, Mariela Patricia Aguayo-González, Olga Mestres-Soler, Juan Roldán-Merino
    Nurse Education in Practice.2022; 65: 103498.     CrossRef
  • Transition shock, preceptor support and nursing competency among newly graduated registered nurses: A cross-sectional study
    Feifei Chen, Yuan Liu, Xiaomin Wang, Hong Dong
    Nurse Education Today.2021; 102: 104891.     CrossRef
Nurse educators’ experiences with student incivility: a meta-synthesis of qualitative studies  
Eun-Jun Park, Hyunwook Kang
J Educ Eval Health Prof. 2020;17:23.   Published online August 11, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.23
  • 5,615 View
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  • 2 Citations
AbstractAbstract PDFSupplementary Material
This study aimed to synthesize the best available qualitative research evidence on nurse educators’ experiences with student incivility in undergraduate nursing classrooms. A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature published by March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Eleven studies that met the inclusion criteria were selected for review. From the pooled study findings, 26 descriptive themes were generated and categorized into the following 5 analytical themes: (1) factors contributing to student incivility, (2) management of student incivility, (3) impact: professional and personal damage, (4) impact: professional growth, and (5) initiatives for the future. Many nurse educators became confident in their role of providing accountability as both educators and gatekeepers and experienced professional growth. However, others experienced damage to their personal and professional life and lost their motivation to teach. Nurse educators recommended the following strategies for preventing or better managing student incivility: institutional efforts by the university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and better teaching and learning strategies for individual educators. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.

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  • Experiences of undergraduate nursing students with faculty incivility in nursing classrooms: A meta-aggregation of qualitative studies
    Eun-Jun Park, Hyunwook Kang
    Nurse Education in Practice.2021; 52: 103002.     CrossRef
  • Can nursing educators learn to trust the world’s most trusted profession?
    Philip Darbyshire, David R. Thompson
    Nursing Inquiry.2021;[Epub]     CrossRef
Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019  
Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
J Educ Eval Health Prof. 2020;17:2.   Published online April 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.2
  • 5,560 View
  • 164 Download
  • 5 Citations
AbstractAbstract PDFSupplementary Material
This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.

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    Janet Grant, Leonard Grant
    Medical Education.2022;[Epub]     CrossRef
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    Hiroko Mori, Masashi Izumiya, Mikio Hayashi, Masato Eto
    Medical Teacher.2022; : 1.     CrossRef
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    Ramzi Shawahna
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    Ayman Al-Eyadhy, Shuliweeh Alenezi
    BMC Medical Education.2021;[Epub]     CrossRef
  • Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education?
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    Journal of Family Medicine and Primary Care.2020; 9(8): 3820.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions