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Husserlian phenomenology in Korean nursing research: analysis, problems, and suggestions  
Hye-Kyung Kim, Myunghee Jun, Stephanie Rhee, Michael Wreen
J Educ Eval Health Prof. 2020;17:13.   Published online April 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.13
  • 10,481 View
  • 202 Download
  • 13 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This paper is a critical review of the descriptive phenomenological methodology in Korean nursing research. We propose constructive suggestions for the improvement of descriptive phenomenological methodology in light of Husserl’s phenomenological approaches.
Methods
Using the keywords of ‘phenomenology,’ ‘experience,’ and ‘nursing,’ we identify and analyze 64 Korean empirical phenomenological studies (selected from 282 studies) published in 14 Korean nursing journals from 2005 to 2018. The PubMed and the Korea Citation Index were used to identify the studies.
Results
Our analysis shows that all the reviewed articles used Giorgi’s or Colaizzi’s scientific phenomenological methodology, without critical attention to Husserl’s philosophical phenomenological principles.
Conclusion
The use of scientific phenomenology in nursing research, which originated in North America, has become a global phenomenon, and Korean phenomenological nursing research has faithfully followed this scholarly trend. This paper argues that greater integration of Husserlian phenomenological principles into scientific phenomenological methodology in nursing research, such as participant-centered bracketing and eidetic reduction, is needed to ensure that scientific phenomenology lives up to its promise as a research methodology.

Citations

Citations to this article as recorded by  
  • Navigating the Path to Independent Dentist: A Qualitative Phenomenological Exploration
    Yoon Min Gil, Jungjoon Ihm
    International Dental Journal.2024;[Epub]     CrossRef
  • Facing symptoms and limitations: A qualitative study of women with carpal tunnel syndrome
    Paloma Moro-López-Menchero, Margarita Inés Cigarán-Méndez, Lidiane L. Florencio, Javier Güeita-Rodríguez, César Fernández-de-las-Peñas, Domingo Palacios-Ceña
    Scandinavian Journal of Occupational Therapy.2023; 30(5): 650.     CrossRef
  • Multidimensional analysis of sedentary behaviour and participation in Spanish stroke survivors (Part&Sed-Stroke): a protocol for a longitudinal multicentre study
    Cristina de Diego-Alonso, Jorge Alegre-Ayala, Almudena Buesa, Julia Blasco-Abadía, María Pilar López-Royo, Patricia Roldán-Pérez, Rafael Giner-Nicolás, Javier Güeita-Rodriguez, Natalie Ann Fini, Victor Domenech-Garcia, Pablo Bellosta-López
    BMJ Open.2023; 13(2): e065628.     CrossRef
  • Ethical Issues when Using Digital Platforms to Perform Interviews in Qualitative Health Research
    Isaac Maldonado-Castellanos, Liliana Mondragón Barrios
    International Journal of Qualitative Methods.2023; 22: 160940692311659.     CrossRef
  • Relationship Building between International Healthcare Volunteers and Local Healthcare Providers in Ethiopia: Real-Life Experiences in Low-Income Country
    Jiwon Kang, Purum Kang
    Healthcare.2023; 11(13): 1969.     CrossRef
  • Carpal tunnel syndrome in the workplace. Triggers, coping strategies, and economic impact: A qualitative study from the perspective of women manual workers
    Paloma Moro-López-Menchero, César Fernández-de-las-Peñas, Javier Güeita-Rodríguez, Stella Maris Gómez-Sanchez, Antonio Gil-Crujera, Domingo Palacios-Ceña
    Journal of Hand Therapy.2023; 36(4): 817.     CrossRef
  • The development of self skills in an authentic learning environment: A qualitative study
    Gugu Ndawo
    Curationis.2022;[Epub]     CrossRef
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    Barbara A. Miller, Shawna Mason, Katherine Hope Leigh, Sabrina Kelley
    Creative Nursing.2022; 28(3): 198.     CrossRef
  • Understanding the Non-Surgical Treatment Experience of Female Patients with Carpal Tunnel Syndrome: A Qualitative Study
    Paloma Moro-López-Menchero, Cristina García-Bravo, César Fernández-de-las-Peñas, Javier Güeita-Rodríguez, Carmen Jiménez-Antona, Domingo Palacios-Ceña
    International Journal of Environmental Research and Public Health.2022; 19(19): 12349.     CrossRef
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    Lara del Valle, Silvia Corchón, Josefa Palop, Jose María Rubio, Luis Celda
    European Journal of Cancer Care.2022;[Epub]     CrossRef
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    Gugu M. Ndawo
    Health SA Gesondheid.2022;[Epub]     CrossRef
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    International Journal of Care Coordination.2021; 24(3-4): 113.     CrossRef
Performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions  
Jimmy Bourque, Haley Skinner, Jonathan Dupré, Maria Bacchus, Martha Ainslie, Irene W. Y. Ma, Gary Cole
J Educ Eval Health Prof. 2020;17:12.   Published online April 20, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.12
  • 6,353 View
  • 168 Download
  • 8 Web of Science
  • 7 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to assess the performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions. Specifically, the following parameters were evaluated: inter-rater agreement, the correlations between Ebel scores and item facility indices, the impact of raters’ knowledge of correct answers on the Ebel score, and the effects of raters’ specialty on inter-rater agreement and Ebel scores.
Methods
Data were drawn from a Royal College of Physicians and Surgeons of Canada certification exam. The Ebel method was applied to 203 multiple-choice questions by 49 raters. Facility indices came from 194 candidates. We computed the Fleiss kappa and the Pearson correlations between Ebel scores and item facility indices. We investigated differences in the Ebel score according to whether correct answers were provided or not and differences between internists and other specialists using the t-test.
Results
The Fleiss kappa was below 0.15 for both facility and relevance. The correlation between Ebel scores and facility indices was low when correct answers were provided and negligible when they were not. The Ebel score was the same whether the correct answers were provided or not. Inter-rater agreement and Ebel scores were not significantly different between internists and other specialists.
Conclusion
Inter-rater agreement and correlations between item Ebel scores and facility indices were consistently low; furthermore, raters’ knowledge of the correct answers and raters’ specialty had no effect on Ebel scores in the present setting.

Citations

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  • Competency Standard Derivation for Point-of-Care Ultrasound Image Interpretation for Emergency Physicians
    Maya Harel-Sterling, Charisse Kwan, Jonathan Pirie, Mark Tessaro, Dennis D. Cho, Ailish Coblentz, Mohamad Halabi, Eyal Cohen, Lynne E. Nield, Martin Pusic, Kathy Boutis
    Annals of Emergency Medicine.2023; 81(4): 413.     CrossRef
  • The effects of a land-based home exercise program on surfing performance in recreational surfers
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    Journal of Sports Sciences.2023; 41(4): 358.     CrossRef
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    Daniel Staudenmann, Noemi Waldner, Andrea Lörwald, Sören Huwendiek
    BMC Medical Education.2023;[Epub]     CrossRef
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    Michelle S. Lee, Martin V. Pusic, Mark Camp, Jennifer Stimec, Andrew Dixon, Benoit Carrière, Joshua E. Herman, Kathy Boutis
    Teaching and Learning in Medicine.2022; 34(2): 167.     CrossRef
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    Winny Li, Jennifer Stimec, Mark Camp, Martin Pusic, Joshua Herman, Kathy Boutis
    The Journal of Emergency Medicine.2022; 62(4): 524.     CrossRef
  • Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
    Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
    Journal of Educational Evaluation for Health Professions.2022; 19: 33.     CrossRef
  • Image interpretation: Learning analytics–informed education opportunities
    Elana Thau, Manuela Perez, Martin V. Pusic, Martin Pecaric, David Rizzuti, Kathy Boutis
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Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs  
Jason Lai, Benjamin Holden Schnapp, David Simon Tillman, Mary Westergaard, Jamie Hess, Aaron Kraut
J Educ Eval Health Prof. 2020;17:11.   Published online April 20, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.11
  • 5,547 View
  • 95 Download
  • 1 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.
Methods
We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.
Results
We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.
Conclusion
The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

Citations

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  • Do you see what I see?: exploring trends in organizational culture perceptions across residency programs
    Jennifer H. Chen, Paula Costa, Aimee Gardner
    Global Surgical Education - Journal of the Association for Surgical Education.2024;[Epub]     CrossRef
  • Guiding Fellows to Independent Practice
    Maybelle Kou, Aline Baghdassarian, Kajal Khanna, Nazreen Jamal, Michele Carney, Daniel M. Fein, In Kim, Melissa L. Langhan, Jerri A. Rose, Noel S. Zuckerbraun, Cindy G. Roskind
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Review
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
  • 7,107 View
  • 195 Download
  • 7 Web of Science
  • 10 Crossref
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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Editorial
How to train health personnel to protect themselves from SARS-CoV-2 (novel coronavirus) infection when caring for a patient or suspected case
Sun Huh
J Educ Eval Health Prof. 2020;17:10.   Published online March 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.10
  • 39,862 View
  • 3,053 Download
  • 116 Web of Science
  • 118 Crossref
PDFSupplementary Material

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Research article
Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions  
Damian James Ianno, Kelly Mirowska-Allen, Stephen Anthony Kunz, Richard O’Brien
J Educ Eval Health Prof. 2020;17:9.   Published online February 26, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.9
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AbstractAbstract PDFSupplementary Material
Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.

Citations

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    Roaa Aljumaa, Reem Elmokattaf, Mohammad Aljumaa, Haifa Almuhanna , Marukh Rashid , Ismail A Abdullah, Abdul Rahman Sukar
    Cureus.2023;[Epub]     CrossRef
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    Paul McHugh, Donal Brennan, Mary F. Higgins
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Software report
Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia  
Christian Chinyere Ezeala
J Educ Eval Health Prof. 2020;17:8.   Published online February 24, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.8
  • 7,744 View
  • 229 Download
  • 1 Crossref
AbstractAbstract PDF
Purpose
This study was conducted to determine whether a computer simulation of practical exercises in undergraduate medical pharmacology led to the realization of the intended learning outcomes.
Methods
The study was a descriptive analysis of laboratory classes carried out using computer simulation programs. Five programs were used to teach practical pharmacology to undergraduate medical students at the Mulungushi University School of Medicine and Health Sciences. The study period was January 2018 to December 2019. The computer programs included a pharmacokinetics simulator (CyberPatient), organ bath simulator (OBSim), AutonomiCAL for simulating autonomic pharmacology, and Virtual Cat and Virtual Rat (RatCVS) for simulating cardiovascular pharmacology. Students utilized these programs during their pharmacology laboratory classes, wrote reports, and answered relevant clinical questions.
Results
The 5 programs provided easy and precise platforms for students to explore concepts and demonstrate knowledge of pharmacokinetics, pharmacodynamics, autonomic and cardiovascular pharmacology, and their clinical applications.
Conclusion
The programs were effective learning tools. Students’ learning was easily assessed based on their laboratory reports. Although the computer programs met medical students’ learning needs, wet laboratory exercises are also needed to meet the needs of students who require practical laboratory skills.

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  • Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners
    Liza Barbarello Andrews, Les Barta
    Current Pharmacology Reports.2020; 6(4): 182.     CrossRef
Brief report
Physical therapy students’ perceptions of the educational environment at physical therapy institutes in Pakistan  
Muhammad Adeel, Asad Chaudhry
J Educ Eval Health Prof. 2020;17:7.   Published online February 24, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.7
  • 6,517 View
  • 154 Download
  • 2 Web of Science
  • 1 Crossref
AbstractAbstract PDF
This study assessed doctor of physical therapy (DPT) students’ perceptions of the educational environment at public and private physical therapy institutes in Pakistan. This cross-sectional study was conducted at 6 physical therapy institutions in Punjab, Pakistan from April 2018 to December 2019. In total, 500 Dundee Ready Educational Environment Measure (DREEM) questionnaires were distributed among DPT students identified through convenience sampling (response rate, 86.4%). The correlations between each item of the DREEM score were analyzed. The mean overall DREEM score was 128±19.63 for all 5 subscales (range, 33 to 166; standard error of the mean, 0.954). The correlations of atmosphere, learning, and self-perception with the overall educational environment were r=0.896, r=0.853, and r=0.846, respectively. Student-centered approaches were found to be more effective than teacher-centered approaches for promoting a positive educational environment.

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  • Evaluation of providers’ assistive technology service delivery practices in Pakistan
    Areeba Khan, Mary Goldberg, Jonathan Pearlman, Lauren Terhorst
    Disability and Rehabilitation: Assistive Technology.2023; : 1.     CrossRef
Research article
Correlations between moral courage scores and social desirability scores among medical residents and fellows in Argentina  
Raúl Alfredo Borracci, Graciana Ciambrone, José María Alvarez Gallesio
J Educ Eval Health Prof. 2020;17:6.   Published online February 18, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.6
  • 6,540 View
  • 185 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Moral courage refers to the conviction to take action on one’s ethical beliefs despite the risk of adverse consequences. This study aimed to evaluate correlations between social desirability scores and moral courage scores among medical residents and fellows, and to explore gender- and specialty-based differences in moral courage scores.
Methods
In April 2018, the Moral Courage Scale for Physicians (MCSP), the Professional Moral Courage (PMC) scale and the Marlowe-Crowne scale to measure social desirability were administered to 87 medical residents from Hospital Alemán in Buenos Aires, Argentina.
Results
The Cronbach α coefficients were 0.78, 0.74, and 0.81 for the Marlowe-Crowne, MCSP, and PMC scales, respectively. Correlation analysis showed that moral courage scores were weakly correlated with social desirability scores, while both moral courage scales were strongly correlated with each other. Physicians who were training in a surgical specialty showed lower moral courage scores than nonsurgical specialty trainees, and men from any specialty tended to have lower moral courage scores than women. Specifically, individuals training in surgical specialties ranked lower on assessments of the “multiple values,” “endurance of threats,” and “going beyond compliance” dimensions of the PMC scale. Men tended to rank lower than women on the “multiple values,” “moral goals,” and “endurance of threats” dimensions.
Conclusion
There was a poor correlation between 2 validated moral courage scores and social desirability scores among medical residents and fellows in Argentina. Conversely, both moral courage tools showed a close correlation and concordance, suggesting that these scales are reasonably interchangeable.

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  • CESARET NEDİR? CESARET TANIMLARININ İÇERİK ANALİZİ
    İbrahim Sani MERT
    Uluslararası İktisadi ve İdari Bilimler Dergisi.2023; 9(2): 126.     CrossRef
  • The Impact of Active Bystander Training on Officer Confidence and Ability to Address Ethical Challenges
    Travis Taniguchi, Heather Vovak, Gary Cordner, Karen Amendola, Yukun Yang, Katherine Hoogesteyn, Martin Bartness
    Policing: A Journal of Policy and Practice.2022; 16(3): 508.     CrossRef
  • The Role of Academic Medicine in the Call for Justice
    Danielle Laraque-Arena, Ilene Fennoy, Leslie L. Davidson
    Journal of the National Medical Association.2021; 113(4): 388.     CrossRef
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Brief Report
Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada  
Dalia Limor Karol, Debra Pugh
J Educ Eval Health Prof. 2020;17:5.   Published online February 18, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.5
  • 6,517 View
  • 164 Download
  • 3 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedback evokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during an objective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. To do this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported were embarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequent OSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in students and potentially impact subsequent performance.

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  • Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams
    Alexandra Makrides, Peter Yeates
    Medical Teacher.2022; 44(6): 664.     CrossRef
  • Objective structured clinical examination in fundamentals of nursing and obstetric care as method of verification and assessing the degree of achievement of learning outcomes
    Lucyna Sochocka, Teresa Niechwiadowicz-Czapka, Mariola Wojtal, Monika Przestrzelska, Iwona Kiersnowska, Katarzyna Szwamel
    Pielegniarstwo XXI wieku / Nursing in the 21st Century.2021; 20(3): 190.     CrossRef
Research articles
Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure  
Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua
J Educ Eval Health Prof. 2020;17:4.   Published online January 31, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.4
  • 8,292 View
  • 215 Download
  • 6 Web of Science
  • 7 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to assess the educational environment of residents in Morocco and to compare residents’ perceptions depending on their specialty.
Methods
We applied the French version of the Postgraduate Hospital Educational Environment Measure (PHEEM) to measure the educational environment at 6 hospitals in Rabat from January to June 2017. The internal reliability of the questionnaire was assessed using Cronbach’s α coefficient. Principal component analysis was conducted to assess the construct validity of the 3 subscales of the PHEEM questionnaire. Analysis of variance was performed to compare the mean scores of the overall PHEEM, its subscales, and each item among the 6 specialties.
Results
Responses from 255 residents were included. The 40-item PHEEM questionnaire showed a high level of reliability, with a Cronbach’s α of 0.91. Principal component analysis of all 40 items suggested that 3 factors explained 48% of the variance, with better results for the teaching subscale. Moroccan residents perceived their educational environment as more positive than negative. There were significant differences in the overall and subscale scores among the 6 specialties.
Conclusion
The French version of the PHEEM was confirmed to be a valid and reliable instrument in Morocco. Moroccan residents perceived their educational environment as more positive than negative, but room for improvement remained, with challenges including the poor infrastructure, the suboptimal quality of supervision, and inadequate teaching and work regulations.

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  • Examining the Psychometric Properties of Post-graduate Hospital Educational Environment Measure for Saudi Pediatric Trainees: Principal Component Analysis
    Khouloud Abdulrhman Alsofyani, Saud Bahaidarah, Abdulaziz Boker
    Iranian Journal of Pediatrics.2024;[Epub]     CrossRef
  • Revisão de escopo da aplicação do Postgraduate Hospital Educational Environment Measure (PHEEM) na residência médica
    Patrícia Lofêgo Gonçalves, Ana Paula Moscon Marçal, Renata de Almeida França, Vania dos Santos Nunes Nogueira
    Revista Brasileira de Educação Médica.2024;[Epub]     CrossRef
  • Scoping review of the application of the Postgraduate Hospital Educational Environment Measure (PHEEM) in medical residency
    Patrícia Lofêgo Gonçalves, Ana Paula Moscon Marçal, Renata de Almeida França, Vania dos Santos Nunes Nogueira
    Revista Brasileira de Educação Médica.2024;[Epub]     CrossRef
  • Ambiente educacional y bienestar mental de los residentes de posgrados médicos y quirúrgicos en Medellín, Colombia
    María Adelaida Posada Uribe, Verónica Vargas González, Clara Orrego Morales, Carolina Cataño, Elsa María Vásquez, Diana Restrepo
    Revista Colombiana de Psiquiatría.2023; 52(1): 20.     CrossRef
  • Educational environment and mental wellbeing of medical and surgical postgraduate residents in Medellin, Colombia
    María Adelaida Posada Uribe, Verónica Vargas González, Clara Orrego Morales, Carolina Cataño, Elsa María Vásquez, Diana Restrepo
    Revista Colombiana de Psiquiatría (English ed.).2023; 52(1): 20.     CrossRef
  • Postgraduate medical trainees at a Ugandan university perceive their clinical learning environment positively but differentially despite challenging circumstances: a cross-sectional study
    Paul E. Alele, Joshua Kiptoo, Kathleen Hill-Besinque
    BMC Medical Education.2023;[Epub]     CrossRef
  • Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya
    Sayed Shah Nur Hussein Shah, Ahmed Laving, Violet Caroline Okech-Helu, Manasi Kumar
    BMC Psychiatry.2021;[Epub]     CrossRef
Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran  
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
J Educ Eval Health Prof. 2020;17:3.   Published online January 27, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.3
  • 8,718 View
  • 264 Download
  • 18 Web of Science
  • 17 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the reflective capacity and empathy of medical students.
Methods
A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (using the paired-t test and the t-test; P≤0.05).
Results
The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but those of the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001).
Conclusion
Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

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  • Harnessing the Humanities to Foster Staff Resilience: An Annual Arts and Humanities Rounds at a Children’s Hospital
    Wynne Morrison, Elizabeth Steinmiller, Sofia Lizza, Todd Dillard, Patrick Lipawen, Stephen Ludwig
    Journal of Medical Humanities.2024; 45(1): 113.     CrossRef
  • Development and psychometric testing of the narrative nursing teaching effectiveness scale: A methodological study
    Yonglin Li, Meilian Lin, Xiujing Lin, Qiuhong Chen, Fangfang Wang, Weiti Chen, Feifei Huang
    Nurse Education Today.2024; 133: 106060.     CrossRef
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    Mengxin Xue, Huiping Sun, Jin Xue, Jingxin Zhou, Junchao Qu, Siqi Ji, Yuan Bu, Yongbing Liu
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    Fang Liu, Yanbin Yang, Hengyu Zhou, Lin Mo, Hongyao Leng, Cui Cui
    Heliyon.2023; 9(4): e15499.     CrossRef
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    Georgios Karnesis, Rama Sai P, Cyrus Parsa, Chaya Prasad
    Medical Journal of Southern California Clinicians.2023; : 6.     CrossRef
  • Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design
    Zi-Yun Zhou, Long-Yi Hu, Ming-Li Wang, Le-Shan Zhou
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    Arvind Rajagopalan, Qian Hui Chew, Kang Sim
    Journal of Medical Education and Curricular Development.2023;[Epub]     CrossRef
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    Bogumiła Kosicka, Patrycja Ozdoba, Magdalena Dziurka, Sylwia Boczkowska, Michał Machul, Agnieszka Chrzan-Rodak, Beata Dobrowolska
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    Xin Zhang, Hui-fang Pang, Zhiguang Duan
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    Educational Research in Medical Sciences.2022;[Epub]     CrossRef
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    Vassiliki Kampourelli
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    Pei-Ti Hsu, Jeu-Jung Chen, Ya-Fang Ho
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    Elizabeth Fenstermacher, Regina M. Longley, Hermioni L. Amonoo
    Psychiatric Clinics of North America.2021; 44(2): 263.     CrossRef
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Effects of virtual reality training on decreasing the rates of needlestick or sharp injury in new-coming medical and nursing interns in Taiwan  
Szu-Hsien Wu, Chia-Chang Huang, Shiau-Shian Huang, Ying-Ying Yang, Chih-Wei Liu, Boaz Shulruf, Chen-Huan Chen
J Educ Eval Health Prof. 2020;17:1.   Published online January 20, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.1
  • 10,992 View
  • 411 Download
  • 33 Web of Science
  • 30 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Senior nursing and medical interns’ lack of familiarity and confidence with respect to practicing universal precaution for the prevention of occupational needlestick or sharp injuries may harm themselves. Trainees’ self-reported needlestick or sharp injury rate was known to be especially high during the first 2 months of internship in Taiwan. This prospective cohort study aimed to assess the effect of newly developed virtual reality (VR) game, which uses Gagne’s learning model to improve universal precaution for needlestick or sharp injury prevention and decrease the rates of needle stick or sharp injuries in new-coming medical and nursing interns in Taiwan.
Methods
From 2017 to 2019, the VR system was developed and applied in training of 59 new-coming nursing and 50 medical interns. Occupational needlestick or sharp injury prevention was sought to be achieved through a game of right and wrong choices for safe or unsafe universal precaution behaviors.
Results
In comparison with medical interns, a higher proportion of nursing interns had past experiences of deep occupational needlestick or sharp injury. Before VR training, the familiarity and confidence for needlestick or sharp injury prevention were higher among nursing interns than medical interns. Trainees with past experiences of deep needlestick or sharp injury exhibited better performance on the accuracy rate and time needed to complete 20 decisions than those without past experiences in VR practice. All trainees showed an improved performance after VR training. A high proportion of trainees reported that the VR-based training significantly decreased their anxiety about needlestick or sharp injury prevention.
Conclusion
This self-developed VR game system using Gagne’s flow improved universal precaution for needlestick or sharp injury prevention and reduced the needlestick or sharp injury rates in the first 2 months of nursing and medical internship.

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Editorial
Journal statistics, coping strategy with upcoming scholarly journal publishing environment including Plan-S, and appreciation for reviewers and volunteers
Sun Huh
J Educ Eval Health Prof. 2019;16:41.   Published online December 28, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.41
  • 6,697 View
  • 121 Download
  • 4 Web of Science
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PDF

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Review
How to execute Context, Input, Process, and Product evaluation model in medical health education  
So young Lee, Jwa-Seop Shin, Seung-Hee Lee
J Educ Eval Health Prof. 2019;16:40.   Published online December 28, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.40
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AbstractAbstract PDFSupplementary Material
Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.

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JEEHP : Journal of Educational Evaluation for Health Professions