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How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile  
Cesar Orsini, Jorge Tricio, Doris Tapia, Cristina Segura
J Educ Eval Health Prof. 2019;16:37.   Published online November 29, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.37
  • 8,343 View
  • 241 Download
  • 7 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.
Methods
A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university.
Results
Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies.
Conclusion
Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching.

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  • Relationship between Psychological Needs and Academic Self-Concept in Physical Education Pre-Service Teachers: A Mediation Analysis
    Antonio Granero-Gallegos, Ginés D. López-García, Antonio Baena-Extremera, Raúl Baños
    Sustainability.2023; 15(5): 4052.     CrossRef
  • Changes in basic psychological needs, passion, and well-being of first-semester graduate students
    Hannah S. Appleseth, Lara J. LaCaille, Rick A. LaCaille, Eric E. Hessler, Jennifer O. Liang
    Journal of American College Health.2023; : 1.     CrossRef
  • Medical student motivation in specialised contexts
    Stacey M. Frumm, Sam Brondfield
    The Clinical Teacher.2023;[Epub]     CrossRef
  • Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration
    Hiroyuki Toyama, Katja Upadyaya, Katariina Salmela-Aro
    European Management Journal.2022; 40(5): 809.     CrossRef
A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom  
Andrea Manfrin, Bugewa Apampa, Prabha Parthasarathy
J Educ Eval Health Prof. 2019;16:36.   Published online November 13, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.36
  • 9,492 View
  • 224 Download
  • 7 Web of Science
  • 7 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM).
Methods
In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach.
Results
Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) and substantial for Student Satisfaction (R2=0.678; 95% CI, 0.498–0.777; P<0.001). The out-of-sample predictive power was moderate.
Conclusion
The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction.

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  • The predictive power of electronic reporting system utilization on voluntary reporting of near-miss incidents among nurses: A PLS-SEM approach
    Mohammed Abdalraheem Alalaween, Noorliza Karia
    Belitung Nursing Journal.2024; 10(1): 15.     CrossRef
  • Psychometric properties of Clinical Learning Environment Inventory and its association with Moroccan nursing students’ satisfaction: A PLS-SEM approach
    Khadija Saka, Mohamed-Yassine Amarouch, Mohamed El Amine Ragala, Zarrouq Btissame, Adel Tahraoui, Youness El Achhab, Jaouad El-Hilaly
    Belitung Nursing Journal.2023; 9(1): 86.     CrossRef
  • The relationship between the pharmacist's role, patient understanding and satisfaction during the provision of a cost‐effective pharmacist‐led intervention
    Andrea Manfrin
    Journal of Evaluation in Clinical Practice.2023; 29(5): 825.     CrossRef
  • Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen
    Tatyana Gavrilyuk, Taisia Pogodaeva
    Sociological Journal.2023; 29(2): 51.     CrossRef
  • Equation Modelling of Automotive Textiles for Car Seat Covers in the Ghanaian Upholstery Industry
    Dr. Richard Selase Gbadegbe, Edem Kwami Buami, Charles Kumah, Bijou Asemsro, Prof. Maxwell Selase Akple
    International Journal of Innovative Technology and Exploring Engineering.2023; 12(12): 15.     CrossRef
  • Virtual Physical Education: Google Meet as an alternative platform for learning skill-based concepts
    Joseph Lobo
    Physical education of students.2022; 26(6): 296.     CrossRef
  • A SEM-NCA Approach towards Social Networks Marketing: Evaluating Consumers’ Sustainable Purchase Behavior with the Moderating Role of Eco-Friendly Attitude
    Pejman Ebrahimi, Datis Khajeheian, Maria Fekete-Farkas
    International Journal of Environmental Research and Public Health.2021; 18(24): 13276.     CrossRef
Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States  
Vincent Dennis, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, Margaret Robinson
J Educ Eval Health Prof. 2019;16:35.   Published online November 5, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.35
  • 9,813 View
  • 218 Download
  • 10 Web of Science
  • 9 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.
Methods
Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.
Results
The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.
Conclusion
The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.

Citations

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  • Interprofessional communication skills training to improve medical students’ and nursing trainees’ error communication - quasi-experimental pilot study
    Lina Heier, Barbara Schellenberger, Anna Schippers, Sebastian Nies, Franziska Geiser, Nicole Ernstmann
    BMC Medical Education.2024;[Epub]     CrossRef
  • Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation
    Osama Y. Alshogran, Zaid Al-Hamdan, Alla El-Awaisi, Hana Alkhalidy, Nesreen Saadeh, Hadeel Alsqaier
    Journal of Interprofessional Care.2023; 37(4): 588.     CrossRef
  • Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review
    Sharon Brownie, Denise Blanchard, Isaac Amankwaa, Patrick Broman, Marrin Haggie, Carlee Logan, Amy Pearce, Kesava Sampath, Ann-Rong Yan, Patrea Andersen
    Frontiers in Medicine.2023;[Epub]     CrossRef
  • Interprofessional education tracks: One schools response to common IPE barriers
    Kim G. Adcock, Sally Earl
    Currents in Pharmacy Teaching and Learning.2023; 15(5): 528.     CrossRef
  • Interprofessional education and collaborative practice in Nigeria – Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations
    Segun J. Showande, Tolulope P. Ibirongbe
    Currents in Pharmacy Teaching and Learning.2023; 15(9): 787.     CrossRef
  • To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong
    Fraide A. Ganotice, Amy Yin Man Chow, Kelvin Kai Hin Fan, Ui Soon Khoo, May Pui San Lam, Rebecca Po Wah Poon, Francis Hang Sang Tsoi, Michael Ning Wang, George L. Tipoe
    Journal of Interprofessional Care.2022; 36(1): 127.     CrossRef
  • Turkish adaptation of the interprofessional attitude scale (IPAS)
    Mukadder Inci Baser Kolcu, Ozlem Surel Karabilgin Ozturkcu, Giray Kolcu
    Journal of Interprofessional Care.2022; 36(5): 684.     CrossRef
  • Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review
    Catrine Buck Jensen, Bente Norbye, Madeleine Abrandt Dahlgren, Anita Iversen
    Journal of Interprofessional Education & Practice.2022; 27: 100494.     CrossRef
  • Can interprofessional education change students’ attitudes? A case study from Lebanon
    Carine J. Sakr, Lina Fakih, Jocelyn Dejong, Nuhad Yazbick-Dumit, Hussein Soueidan, Wiam Haidar, Elias Boufarhat, Imad Bou Akl
    BMC Medical Education.2022;[Epub]     CrossRef
Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel  
Saeideh Daryazadeh, Nikoo Yamani, Payman Adibi
J Educ Eval Health Prof. 2019;16:34.   Published online October 31, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.34
  • 8,502 View
  • 166 Download
  • 1 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.
Methods
This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.
Results
Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.
Conclusion
The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.

Citations

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  • Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
    Educational Research in Medical Sciences.2022;[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
    Journal of Educational Evaluation for Health Professions.2020; 17: 3.     CrossRef
Impact of interprofessional education on students of the health professions: a systematic review  
Amy Leigh Dyess, Jordyn Shelby Brown, Natasha Dianne Brown, Katherine Merrill Flautt, Lisa Jayroe Barnes
J Educ Eval Health Prof. 2019;16:33.   Published online October 23, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.33
  • 13,403 View
  • 478 Download
  • 29 Web of Science
  • 32 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Interprofessional education (IPE) is a concept that allows students from different health professions to learn with and from each other as they gain knowledge about their chosen professions and the professions of their colleagues. The purpose of this systematic review was to determine the effectiveness of IPE in the academic preparation of students of the health professions.
Methods
A search was conducted of the PubMed and CINAHL databases using the following eligibility criteria: IPE including students from 3 or more healthcare professions, IPE exposure within academic coursework, measurement of attitudes and/or perceptions as outcomes, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
The search yielded 870 total articles. After screening, 7 articles remained for review. All studies reported a positive impact of IPE on the education of students of the health professions.
Conclusion
Evidence showed that IPE activities were an effective tool for improving attitudes toward interdisciplinary teamwork, communication, shared problem-solving, and knowledge and skills in preparation for collaboration within interdisciplinary teams.

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    Journal of Advanced Nursing.2024; 80(1): 60.     CrossRef
  • Ensuring the “health” of a curricular program evaluation: Alignment and analytic quality of two instruments for use in evaluating the effectiveness of an interprofessional collaboration curriculum
    Shannon Sampson, Andrew Nelson, Roberto Cardarelli, Karen L. Roper
    Evaluation and Program Planning.2024; 102: 102377.     CrossRef
  • Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review
    Amelia Tan Shuyi, Lew Yi Ting Zikki, Ang Mei Qi, Serena Koh Siew Lin
    Nurse Education in Practice.2024; 74: 103864.     CrossRef
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    Robin Crunenberg, Camille Charles, Alice Lallemand, Laetitia Buret, Geneviève Philippe, Olivier Ethgen
    Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100424.     CrossRef
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    Emily C. Goins, Margaret Coates, Alexander Gordee, Maragatha Kuchibahtla, Kathleen Waite, Erin Leiman
    BMC Medical Education.2024;[Epub]     CrossRef
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    Sophie Schlosser-Hupf, Elisabeth Aichner, Marcus Meier, Sheila Albaladejo-Fuertes, Kirstin Ruttmann, Sophia Rusch, Bernhard Michels, Alexander Mehrl, Claudia Kunst, Stephan Schmid, Martina Müller
    Frontiers in Medicine.2024;[Epub]     CrossRef
  • Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83
    Demi Krystallidou, Maria J. Kersbergen, Esther de Groot, Cornelia R. M. G. Fluit, Wietske Kuijer-Siebelink, Fien Mertens, Saskia C. M. Oosterbaan-Lodder, Nynke Scherpbier, Marco A. C Versluis, Peter Pype
    Medical Teacher.2024; : 1.     CrossRef
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    Marc Campo, Matthew Hyland, Ruth Hansen
    Physiotherapy Theory and Practice.2023; 39(2): 369.     CrossRef
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    I. Bodein, M. Forestier, C. Le Borgne, J.-M. Lefebvre, C. Pinçon, A. Garat, A. Standaert, B. Décaudin
    Annales Pharmaceutiques Françaises.2023; 81(2): 354.     CrossRef
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    Anna Le, Mikyoung A. Lee, Jennifer Wilson
    Nurse Education in Practice.2023; 68: 103570.     CrossRef
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    Anita V. Thomae, Lotte Verweij, Claudia M. Witt, David Blum, Emanuel Feusi, André Fringer, Marion Huber, Melanie Roos, Jasmin Anita Lal, Rahel Naef
    Medical Education Online.2023;[Epub]     CrossRef
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    Valentin Vaillant, Géraldine Domergue, Gérard Forzy
    Kinésithérapie, la Revue.2023; 23(257): 40.     CrossRef
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    Laura Plummer, Keshrie Naidoo
    Education Sciences.2023; 13(7): 674.     CrossRef
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    Brad W. Willis
    Journal of Physical Therapy Education.2023; 37(4): 314.     CrossRef
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    Wiwik Afridah
    Medical Technology and Public Health Journal.2023; 7(1): 98.     CrossRef
  • Promoting interprofessional education in surgery: development and evaluation of a clinical curriculum
    Eric K. Kim, Roseanne Krauter, Nina W. Zhao
    Global Surgical Education - Journal of the Association for Surgical Education.2023;[Epub]     CrossRef
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    Korean Journal of Clinical Pharmacy.2023; 33(3): 186.     CrossRef
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    Katharina Dressel, Irene Ablinger, Anna Andrea Lauer, Heike Sabine Grimm, Tobias Hartmann, Carina Hermanns, Marcus Schwarz, Tim Taddey, Marcus Otto Walter Grimm
    Frontiers in Medicine.2023;[Epub]     CrossRef
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    Camilla Allert, Helén Dellkvist, Markus Hjelm, Ewa K. Andersson
    Nursing Open.2022; 9(1): 569.     CrossRef
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    Weiwen Wang, Juan Shen, W. Brian Greene, Dianxu Ren, Paula Sherwood
    Nurse Education Today.2022; 109: 105207.     CrossRef
  • Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review
    Marwh Gassim Aldriwesh, Sarah Mohammed Alyousif, Nouf Sulaiman Alharbi
    BMC Medical Education.2022;[Epub]     CrossRef
  • How does interprofessional education influence students’ perceptions of collaboration in the clinical setting? A qualitative study
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    BMC Medical Education.2022;[Epub]     CrossRef
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    Patricia J. Ohtake, Daniel J. Kruger, Jessica S. Kruger
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    Journal of Nursing Education.2021; 60(9): 494.     CrossRef
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    BMC Medical Education.2021;[Epub]     CrossRef
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    MAMC Journal of Medical Sciences.2020; 6(2): 125.     CrossRef
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    PLOS ONE.2020; 15(9): e0238797.     CrossRef
  • “It’s Not Just About Getting Along”: Exploring Learning Through the Discourse and Practice of Interprofessional Collaboration
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  • Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses
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Effect of student-directed solicitation of evaluation forms on the timeliness of completion by preceptors in the United States  
Conrad Krawiec, Vonn Walter, Abigail Kate Myers
J Educ Eval Health Prof. 2019;16:32.   Published online October 16, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.32
  • 9,146 View
  • 122 Download
AbstractAbstract PDFSupplementary Material
Purpose
Summative evaluation forms assessing a student’s clinical performance are often completed by a faculty preceptor at the end of a clinical training experience. At our institution, despite the use of an electronic system, timeliness of completion has been suboptimal, potentially limiting our ability to monitor students’ progress. The aim of the present study was to determine whether a student-directed approach to summative evaluation form collection at the end of a pediatrics clerkship would enhance timeliness of completion for third-year medical students.
Methods
This was a pre- and post-intervention educational quality improvement project focused on 156 (82 pre-intervention, 74 post-intervention) third-year medical students at Penn State College of Medicine completing their 4-week pediatric clerkship. Utilizing REDCap (Research Electronic Data Capture) informatics support, student-directed evaluation form solicitation was encouraged. The Wilcoxon rank-sum test was applied to compare the pre-intervention (May 1, 2017 to March 2, 2018) and post-intervention (April 2, 2018 to December 21, 2018) percentages of forms completed before the rotation midpoint.
Results
In total, 740 evaluation forms were submitted during the pre-intervention phase and 517 during the post-intervention phase. The percentage of forms completed before the rotation midpoint increased after implementing student-directed solicitation (9.6% vs. 39.7%, P<0.05).
Conclusion
Our clerkship relies on subjective summative evaluations to track students’ progress, deploy improvement strategies, and determine criteria for advancement; however, our preceptors struggled with timely submission. Allowing students to direct the solicitation of evaluation forms enhanced the timeliness of completion and should be considered in clerkships facing similar challenges.
Application of an objective structured clinical examination to evaluate and monitor interns’ proficiency in hand hygiene and personal protective equipment use in the United States  
Ying Nagoshi, Lou Ann Cooper, Lynne Meyer, Kartik Cherabuddi, Julia Close, Jamie Dow, Merry Jennifer Markham, Carolyn Stalvey
J Educ Eval Health Prof. 2019;16:31.   Published online October 15, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.31
  • 9,794 View
  • 146 Download
  • 6 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study was conducted to determine whether an objective structured clinical examination (OSCE) could be used to evaluate and monitor hand hygiene and personal protective equipment (PPE) proficiency among medical interns in the United States.
Methods
Interns in July 2015 (N=123, cohort 1) with no experience of OSCE-based contact precaution evaluation and teaching were evaluated in early 2016 using an OSCE for hand hygiene and PPE proficiency. They performed poorly. Therefore, the new interns entering in July 2016 (N=151, cohort 2) were immediately tested at the same OSCE stations as cohort 1, and were provided with feedback and teaching. Cohort 2 was then retested at the OSCE station in early 2017. The Mann-Whitney U-test was used to compare the performance of cohort 1 and cohort 2 on checklist items. In cohort 2, performance differences between the beginning and end of the intern year were compared using the McNemar chi-square test for paired nominal data.
Results
Checklist items were scored, summed, and reported as percent correct. In cohort 2, the mean percent correct was higher on the posttest than on the pretest (92% vs. 77%, P<0.0001), and the passing rate (100% correct) was also significantly higher on the posttest (55% vs. 16%). At the end of intern year, the mean percent correct was higher in cohort 2 than in cohort 1 (95% vs. 90%, P<0.0001), and 55% of cohort 2 passed (a perfect score) compared to 24% in cohort 1 (P<0.0001).
Conclusion
An OSCE can be utilized to evaluate and monitor hand hygiene and PPE proficiency among interns in the United States.

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    JMIR Serious Games.2021; 9(4): e29586.     CrossRef
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    Academic Medicine.2021; 96(10): 1414.     CrossRef
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    Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
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    Korean Journal of Medical Education.2020; 32(3): 231.     CrossRef
Dreyfus scale-based feedback increased medical students’ satisfaction with the complex cluster part of a interviewing and physical examination course and improved skills readiness in Taiwan  
Shiau-Shian Huang, Chia-Chang Huang, Ying-Ying Yang, Shuu-Jiun Wang, Boaz Shulruf, Chen-Huan Chen
J Educ Eval Health Prof. 2019;16:30.   Published online October 11, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.30
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  • 125 Download
  • 1 Web of Science
AbstractAbstract PDFSupplementary Material
Purpose
In contrast to the core part of the clinical interviewing and physical examination (PE) skills course, corresponding to the basic, head-to-toe, and thoracic systems, learners need structured feedback in the cluster part of the course, which includes the abdominal, neuromuscular, and musculoskeletal systems. This study evaluated the effects of using Dreyfus scale-based feedback, which has elements of continuous professional development, instead of Likert scale-based feedback in the cluster part of training in Taiwan.
Methods
Instructors and final-year medical students in the 2015–2016 classes of National Yang-Ming University, Taiwan comprised the regular cohort, whereas those in the 2017–2018 classes formed the intervention cohort. In the intervention cohort, Dreyfus scale-based feedback, rather than Likert scale-based feedback, was used in the cluster part of the course.
Results
In the cluster part of the course in the regular cohort, pre-trained standardized patients rated the class climate as poor, and students expressed low satisfaction with the instructors and course and low self-assessed readiness. In comparison with the regular cohort, improved end-of-course group objective structured clinical examination scores after the cluster part were noted in the intervention cohort. In other words, the implementation of Dreyfus scale-based feedback in the intervention cohort for the cluster part improved the deficit in this section of the course.
Conclusion
The implementation of Dreyfus scale-based feedback helped instructors to create a good class climate in the cluster part of the clinical interviewing and PE skills course. Simultaneously, this new intervention achieved the goal of promoting medical students’ readiness for interviewing, PE, and self-directed learning.
Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States  
Kira Nagoshi, Zareen Zaidi, Ashleigh Wright, Carolyn Stalvey
J Educ Eval Health Prof. 2019;16:29.   Published online October 8, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.29
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  • 129 Download
  • 3 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Peer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States.
Methods
The University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1–6) and open-ended comments during the 2017–2018 academic year.
Results
Students felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students.
Conclusion
PAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.

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  • Teaching feedback skills to veterinary students by peer-assisted learning
    Aytaç ÜNSAL ADACA
    Ankara Üniversitesi Veteriner Fakültesi Dergisi.2023; 70(3): 237.     CrossRef
  • Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes
    Wei-Yan Li, Kevin Kau, Yi-Jiun Shiung
    SAGE Open.2023;[Epub]     CrossRef
  • Benefits of semiology taught using near-peer tutoring are sustainable
    Benjamin Gripay, Thomas André, Marie De Laval, Brice Peneau, Alexandre Secourgeon, Nicolas Lerolle, Cédric Annweiler, Grégoire Justeau, Laurent Connan, Ludovic Martin, Loïc Bière
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Goodness of fit of the items used in the 2nd cycle of evaluation and accreditation of medical schools by the Korea Institute of Medical Education and Evaluation based on the Rasch model  
Man Sup Lim, Sun Huh
J Educ Eval Health Prof. 2019;16:28.   Published online September 30, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.28
  • 9,615 View
  • 168 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Since 2004, the Korea Institute of Medical Education and Evaluation has been responsible for the evaluation and accreditation of medical schools in Korea. The 2nd cycle of evaluations was conducted from 2007 to 2011. The present study aimed at testing the goodness of fit of the items used in the 2nd cycle of evaluation and accreditation based on the Rasch model.
Methods
Dichotomous data on 40 medical schools were analyzed using Winsteps, a tool based on the Rasch model that includes goodness-of-fit testing.
Results
Two of the 109 items had an outfit mean square exceeding 2.0. The other 107 items showed a goodness of fit in the acceptable range for the outfit mean square. All items were in the acceptable range in terms of the infit mean square. Furthermore, 1 school had an outfit mean square exceeding 2.0, while all schools were in the acceptable range for the infit mean square. An outfit mean square value over 2.0 means that an item is a outlier. Therefore, 2 items showed an extreme response relative to the overall response. Meanwhile, the finding of an outfit mean square over 2.0 for 1 school means that it showed extraordinary responses to specific items, despite its excellent overall competency.
Conclusion
The goodness of fit of the items used for evaluation and accreditation by the Korea Institute of Medical Education and Evaluation should be checked so that they can be revised appropriately. Furthermore, the outlier school should be investigated to determine why it showed such an inappropriate goodness of fit.

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    Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
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Brief report
Higher levels of self-efficacy and readiness for a future career among Spanish-speaking physician assistant students after their volunteer work at a student-run free clinic in the United States  
Shannon Weaver, Zainub Hussaini, Virginia Lynn Valentin, Samin Panahi, Sarah Elizabeth Levitt, Jeanie Ashby, Akiko Kamimura
J Educ Eval Health Prof. 2019;16:27.   Published online September 6, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.27
  • 23,259 View
  • 162 Download
  • 2 Web of Science
AbstractAbstract PDFSupplementary Material
Volunteering at a free clinic may influence career choice among health profession students. The purpose of this study was to explore knowledge, skills, attitudes, self-efficacy, interest in future work with the underserved, and interest in primary care among physician assistant (PA) students through an analysis of demographic characteristics of PA students at a student-run free clinic in the United States. Data were collected from 56 PA students through a quantitative survey in October 2018 after their participation at a student-run free clinic in Salt Lake City, Utah, in the intermountain west region of the USA. Out of the 3 sub-scales (attitudes, effect, and readiness), students responded most positively to items exploring the effect of their experiences of volunteering at the free clinic. Students who spoke Spanish showed higher levels of self-efficacy and readiness for a future career than non-Spanish speakers.
Technical report
Improvement of the qualification system in Korea for foreign nurses eligible to take Korean nursing licensing examination  
Young Whee Lee, Yeon Ok Suh, Kyoung Sook Chae
J Educ Eval Health Prof. 2019;16:26.   Published online September 4, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.26
  • 10,535 View
  • 143 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
We aimed to review and provide a quality improvement for the document utilized by the relevant Korean government body to verify and evaluate foreign university/college graduates’ eligibility for nursing and qualification to take the Korean nursing licensing examination.
Methods
This was a descriptive study. We analyzed the current Korean qualification system for foreign graduates to Korean nursing licensing examination and the same system utilized in some other countries. Then, we created a draft of the reviewed qualification standards document based on the 2 prior analyses and their comparisons, and applied a questionnaire in an open hearing with 5 experts to enhance the draft’s quality. Finally, we presented and discussed the final draft.
Results
The reviewed criteria of the qualification standards included confirming whether the foreign graduate’s university has an accreditation provided by its relevant government body, the exclusion of foreign graduates’ provision of several documents previously required, a minimum number of credits (1,000 hours) for their original course, a 3-year minimum enrollment period for their original course, and a mandatory reassessment of the foreign graduates’ university recognition in a 5-year cycle.
Conclusion
We believe that by creating a review draft that addresses the flaws of the current document utilized to determine the qualification for foreign graduates to take the Korean nursing licensing examination, we have simplified it for a better understanding of the application process. We hope that this draft will contribute to a more objective and equitable qualification process for foreign university nurse graduates in Korea.

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  • Recognition of nursing qualification and credentialing pathway of Filipino nurses in Finland: A qualitative study
    Floro Cubelo, Maliheh Nekouei Marvi Langari, Krista Jokiniemi, Hannele Turunen
    International Nursing Review.2023;[Epub]     CrossRef
Research articles
Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents  
Christopher Daniel Gelston, Jennifer Landrigan Patnaik
J Educ Eval Health Prof. 2019;16:25.   Published online August 29, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.25
  • 10,859 View
  • 149 Download
  • 6 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
To evaluate ophthalmic educational training and confidence in caring for patients with ophthalmic complaints among internal, emergency, and family medicine residents in the United States.
Methods
A 41-item cross-sectional survey was sent to the directors of 529 internal medicine, 237 emergency medicine, and 629 family medicine residency programs, who distributed it to residents in those programs. The survey included the number of ophthalmic education hours residents received. Respondents were asked to rate their confidence in performing an ophthalmic exam and treating patients with ocular conditions using a 5-point Likert scale ranging from “not confident” to “very confident.”
Results
In total, 92.5% of internal medicine, 66.8% of emergency medicine, and 74.5% of family medicine residents received less than 10 hours of ophthalmic education during residency. Most respondents (internal medicine, 59.1%; emergency medicine, 76.0%; family medicine, 65.7%) reported that patients with ocular complaints constituted 1%–5% of visits. Mean±standard deviation confidence levels in performing an eye exam and treating patients with ophthalmic conditions were highest in emergency medicine residency programs (2.9±0.7), followed by family medicine (2.3±0.6) and internal medicine (2.2±0.6). A higher reported number of ophthalmic education hours in residency was associated with greater confidence among emergency (P<0.001), family (P<0.001), and internal (P=0.005) medicine residents.
Conclusion
Internal, emergency, and family medicine residents receive limited ophthalmic education, as reflected by their overall low confidence levels in performing an ophthalmic exam and treating patients with ocular complaints. An increase in ophthalmic educational hours during their residencies is recommended to improve upon this knowledge gap.

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    A. Itzam Marin, Helio Neves da Silva, Hongan Chen, Nihaal Mehta, Linh K. Nguyen, Jeffrey R. SooHoo, Jennifer E. Adams, Jasleen K. Singh
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Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States  
Emily Shannon Hughes
J Educ Eval Health Prof. 2019;16:24.   Published online August 27, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.24
  • 10,619 View
  • 182 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance.
Methods
Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi report, were compared to the CT skills assessed by the GRE.
Results
The CT skills supported by the Delphi report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion
The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.

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  • Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam i
    Sara Lolar, Jamie McQueen, Sara Maher
    Journal of Educational Evaluation for Health Professions.2020; 17: 16.     CrossRef
Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom  
Prabha Parthasarathy, Bugewa Apampa, Andrea Manfrin
J Educ Eval Health Prof. 2019;16:23.   Published online August 21, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.23
  • 13,135 View
  • 207 Download
  • 6 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.
Methods
Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.
Results
The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.
Conclusion
This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

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JEEHP : Journal of Educational Evaluation for Health Professions