Educational/Faculty Development Material
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Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative
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Lisa J. Barnes, Robin Parish
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J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.4
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- Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.
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Citations
Citations to this article as recorded by
- Elevating Academic Advising: Natural Language Processing of Student Reviews
Omiros Iatrellis, Nicholas Samaras, Konstantinos Kokkinos, Apostolis Xenakis
Applied System Innovation.2024; 7(1): 12. CrossRef - Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022
Rofayda Mansour Ahmed Mohamad, Huda Mohamed Haroun, Inshirah Mustafa Abubaker Osman
Cureus.2024;[Epub] CrossRef - Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
Occupational Therapy In Health Care.2023; 37(1): 164. CrossRef - Making a Case for Faculty Advisor–Advisee Concordant Pairs
Joyce Addo-Atuah, Heidi Fuchs, Jaclyn Tetenbaum-Novatt, Abraham M. Jeger
American Journal of Pharmaceutical Education.2023; 87(12): 100138. CrossRef - The Use of Quality Improvement in the Physical Therapy Literature: A Scoping Review
James P. Crick, Timothy J. Rethorn, Tyler A. Beauregard, Riley Summers, Zachary D. Rethorn, Catherine C. Quatman-Yates
Journal for Healthcare Quality.2023; 45(5): 280. CrossRef - Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
International Journal of Pharmacy Practice.2022; 30(2): 184. CrossRef - The Effect of Problematic Internet Use and Social-Appearance Anxiety on the Smartphone Addiction of Adolescents
Özlem Şensoy, Dijle Ayar
Cyprus Journal of Medical Sciences.2022; 7(3): 354. CrossRef - Academic advising in undergraduate education: A systematic review
Zenobia C.Y. Chan, Ho Yan Chan, Hang Chak Jason Chow, Sze Nga Choy, Ka Yan Ng, Koon Yiu Wong, Pui Kan Yu
Nurse Education Today.2019; 75: 58. CrossRef - Scoping review of mentoring research in the occupational therapy literature, 2002–2018
Nancy W. Doyle, Liat Gafni Lachter, Karen Jacobs
Australian Occupational Therapy Journal.2019; 66(5): 541. CrossRef
Research articles
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Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States
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Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen
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J Educ Eval Health Prof. 2017;14:3. Published online February 28, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.3
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42,603
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Abstract
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- Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.
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Citations
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- Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
Xin Gao, Di Yan, Ya Zhang, Xiang Ruan, Tingyu Kang, Ruotong Wang, Qi Zheng, Siju Chen, Jinxia Zhai
Nurse Education in Practice.2024; 76: 103945. CrossRef - Team-Based Learning Among Health Care Professionals: A Systematic Review
Tilak Joshi, Pravash Budhathoki, Anurag Adhikari, Ayusha Poudel, Sumit Raut, Dhan B Shrestha
Cureus.2022;[Epub] CrossRef - Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef - Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist
Melissa A. Carroll, Mary Tracy-Bee, Alison McKenzie
Medical Science Educator.2021; 31(3): 1193. CrossRef - Collaborative student-faculty research to support PhD research education
Mary J. Dyck, Nancy L. Novotny, John Blakeman, Crystal Bricker, Ashley Farrow, Janet LoVerde, Sandra D. Nielsen, Brenda Johnson
Journal of Professional Nursing.2020; 36(3): 106. CrossRef - A flexible, group-based assessment strategy for Historically Black College and University pharmacy students
Munder Zagaar, Linh D. Nguyen, JaRyce Echols, Hanan Loubani
Currents in Pharmacy Teaching and Learning.2020; 12(9): 1129. CrossRef
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Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling
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Shigeo Yamamura, Rieko Takehira
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J Educ Eval Health Prof. 2017;14:2. Published online February 7, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.2
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38,776
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- Purpose
To establish a model of Japanese pharmacy students’ learning motivation profile and investigate the effects of pharmaceutical practical training programs on their learning motivation. Methods: The Science Motivation Questionnaire II was administered to pharmacy students in their 4th (before practical training), 5th (before practical training at clinical sites), and 6th (after all practical training) years of study at Josai International University in April, 2016. Factor analysis and multiple-group structural equation modeling were conducted for data analysis. Results: A total of 165 students participated. The learning motivation profile was modeled with 4 factors (intrinsic, career, self-determination, and grade motivation), and the most effective learning motivation was grade motivation. In the multiple-group analysis, the fit of the model with the data was acceptable, and the estimated mean value of the factor of ‘self-determination’ in the learning motivation profile increased after the practical training programs (P= 0.048, Cohen’s d= 0.43). Conclusion: Practical training programs in a 6-year course were effective for increasing learning motivation, based on ‘self-determination’ among Japanese pharmacy students. The results suggest that practical training programs are meaningful not only for providing clinical experience but also for raising learning motivation.
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Citations
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- The Avaritia: Entrepreneurship Practice to Understand the Problem of Information Control through Gamification
Sungjin Park, Sangkyun Kim
Sustainability.2023; 15(8): 6738. CrossRef - Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not
Ashley B. Heim, Emily A. Holt
Journal of Experiential Education.2022; 45(1): 68. CrossRef - Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
Gashaw Binega Mekonnen, Alemante Tafese Beyna
BioMed Research International.2020; 2020: 1. CrossRef - Educational Effect of Practical Training on Students' Robust Acquisition and Reconstruction of Expertise on Pharmaceutical Sciences They Had Learned before Practical Training
Fumihiro Kikuyama, Sayo Suzuki, Tomonori Nakamura
YAKUGAKU ZASSHI.2019; 139(9): 1201. CrossRef - An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling
Shigeo Yamamura, Rieko Takehira
Pharmacy.2018; 6(2): 35. CrossRef - Palestinian pharmacists’ knowledge of issues related to using psychotropic medications in older people: a cross-sectional study
Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame
Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef - Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
Yera Hur
Journal of Educational Evaluation for Health Professions.2017; 14: 36. CrossRef
Brief report
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Reliability of a viva assessment of clinical reasoning in an Australian pre-professional osteopathy program assessed using generalizability theory
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Brett Vaughan, Paul Orrock, Sandra Grace
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J Educ Eval Health Prof. 2017;14:1. Published online January 20, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.1
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46,304
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- Clinical reasoning is situation-dependent and case-specific; therefore, assessments incorporating different patient presentations are warranted. The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory. Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University, Lismore, Australia. The study took place on a single day in the student teaching clinic. Examiners were trained before the examination. Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style. Generalizability analysis was used to explore the reliability of the examination. Fifteen students and 5 faculty members participated in the study. The examination produced a generalizability coefficient of 0.53, with 18 stations required to achieve a generalizability coefficient of 0.80. The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable; however, further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.
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Citations
Citations to this article as recorded by
- The extent and quality of evidence for osteopathic education: A scoping review
Andrew MacMillan, Patrick Gauthier, Luciane Alberto, Arabella Gaunt, Rachel Ives, Chris Williams, Dr Jerry Draper-Rodi
International Journal of Osteopathic Medicine.2023; 49: 100663. CrossRef - Acceptability of the 8-case objective structured clinical examination of medical students in Korea using generalizability theory: a reliability study
Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
Journal of Educational Evaluation for Health Professions.2022; 19: 26. CrossRef - Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
Yera Hur
Journal of Educational Evaluation for Health Professions.2017; 14: 36. CrossRef
Editorials
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An eventful year for the Journal of Educational Evaluation for Health Professions
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Sun Huh
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J Educ Eval Health Prof. 2016;13:45. Published online December 27, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.45
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25,225
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- Journal of Educational Evaluation for Health Professions will be accepted for inclusion in Scopus
Sun Huh
Journal of Educational Evaluation for Health Professions.2019; 16: 2. CrossRef - How to PrepareEndocrinology and Metabolismfor Reapplication to MEDLINE
Sun Huh
Endocrinology and Metabolism.2017; 32(1): 58. CrossRef - How to successfully list a journal in the Social Science Citation Index or Science Citation Index Expanded
Sun Huh
Korean Journal of Medical Education.2017; 29(4): 221. CrossRef - Establishment of an open data policy for Journal of Educational Evaluation for Health Professions, appreciation for invited reviewers, and acknowledgement of volunteers who made audio recordings
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Journal of Educational Evaluation for Health Professions.2017; 14: 37. CrossRef
Research Articles
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A cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada
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Wanrudee Isaranuwatchai, Fahad Alam, Jeffrey Hoch, Sylvain Boet
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J Educ Eval Health Prof. 2016;13:44. Published online December 26, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.44
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27,542
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- Purpose
High-fidelity simulation training is effective for learning crisis resource management (CRM) skills, but cost is a major barrier to implementing high-fidelity simulation training into the curriculum. The aim of this study was to examine the cost-effectiveness of self-debriefing and traditional instructor debriefing in CRM training programs and to calculate the minimum willingness-to-pay (WTP) value when one debriefing type becomes more cost-effective than the other. Methods: This study used previous data from a randomized controlled trial involving 50 anesthesiology residents in Canada. Each participant managed a pretest crisis scenario. Participants who were randomized to self-debrief used the video of their pretest scenario with no instructor present during their debriefing. Participants from the control group were debriefed by a trained instructor using the video of their pretest scenario. Participants individually managed a post-test simulated crisis scenario. We compared the cost and effectiveness of self-debriefing versus instructor debriefing using net benefit regression. The cost-effectiveness estimate was reported as the incremental net benefit and the uncertainty was presented using a cost-effectiveness acceptability curve. Results: Self-debriefing costs less than instructor debriefing. As the WTP increased, the probability that self-debriefing would be cost-effective decreased. With a WTP ≤Can$200, the self-debriefing program was cost-effective. However, when effectiveness was priced higher than cost-savings and with a WTP >Can$300, instructor debriefing was the preferred alternative. Conclusion: With a lower WTP (≤Can$200), self-debriefing was cost-effective in CRM simulation training when compared to instructor debriefing. This study provides evidence regarding cost-effectiveness that will inform decision-makers and clinical educators in their decision-making process, and may help to optimize resource allocation in education.
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Blanca Rueda-Medina, José Carlos Reina-Cabello, Miriam Buendía-Castro, María Encarnación Aguilar-Ferrándiz, Rocío Gil-Gutiérrez, Rosa María Tapia-Haro, Antonio Casas-Barragán, María Correa-Rodríguez
Nurse Education in Practice.2024; 75: 103901. CrossRef - Recommendations of the Netzwerk Kindersimulation for the Implementation of Simulation-Based Pediatric Team Trainings: A Delphi Process
Ruth M. Löllgen, Ellen Heimberg, Michael Wagner, Katharina Bibl, Annika Paulun, Jasmin Rupp, Christian Doerfler, Alex Staffler, Benedikt Sandmeyer, Lukas P. Mileder
Children.2023; 10(6): 1068. CrossRef - Empirical Support for Establishing Common Assumptions in Cost Research in Education
Robert Shand, A. Brooks Bowden
Journal of Research on Educational Effectiveness.2022; 15(1): 103. CrossRef - Co-ordinated multidisciplinary intervention to reduce time to successful extubation for children on mechanical ventilation: the SANDWICH cluster stepped-wedge RCT
Bronagh Blackwood, Kevin P Morris, Joanne Jordan, Lisa McIlmurray, Ashley Agus, Roisin Boyle, Mike Clarke, Christina Easter, Richard G Feltbower, Karla Hemming, Duncan Macrae, Clíona McDowell, Margaret Murray, Roger Parslow, Mark J Peters, Glenn Phair, Ly
Health Technology Assessment.2022; 26(18): 1. CrossRef - Is it valid to assess an individual’s performance in team training simulation when the supporting team are confederates? A controlled and randomized clinical trial
Jérémie Traoré, Frédéric Balen, Thomas Geeraerts, Sandrine Charpentier, Xavier Dubucs, Charles-Henri Houzé-Cerfon
BMC Medical Education.2022;[Epub] CrossRef - Non-technical skills for urological surgeons (NoTSUS): development and evaluation of curriculum and assessment scale
Abdullatif Aydın, Cora M. Griffin, Oliver Brunckhorst, Ahmed Al-Jabir, Nicholas Raison, Haleema Aya, Craig McIlhenny, James Brewin, Majid Shabbir, Joan Palou Redorta, Muhammad Shamim Khan, Prokar Dasgupta, Kamran Ahmed
World Journal of Urology.2021; 39(6): 2231. CrossRef - Instructor-led oral debriefing technique in clinical nursing simulation: integrative review
Juliana da Silva Garcia Nascimento, Fabiana Cristina Pires, João Pedro Resende Castro, Kleiton Gonçalves do Nascimento, Jordana Luiza Gouvêa de Oliveira, Maria Celia Barcellos Dalri
Revista Brasileira de Enfermagem.2021;[Epub] CrossRef - Non-technical skills: a review of training and evaluation in urology
Cora Griffin, Abdullatif Aydın, Oliver Brunckhorst, Nicholas Raison, Muhammad Shamim Khan, Prokar Dasgupta, Kamran Ahmed
World Journal of Urology.2020; 38(7): 1653. CrossRef - Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing
Eun-Ho Ha
Nurse Education Today.2020; 84: 104249. CrossRef - A targeted systematic review of cost analyses for implementation of simulation-based education in healthcare
Daniel S Hippe, Rachel A Umoren, Alex McGee, Sherri L Bucher, Brian W Bresnahan
SAGE Open Medicine.2020; 8: 205031212091345. CrossRef - Medical Doctors’ Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration
Hayfaa Abdelmageed Wahabi, Samia Ahmed Esmaeil, Khawater Hassan Bahkali, Maher Abdelraheim Titi, Yasser Sami Amer, Amel Ahmed Fayed, Amr Jamal, Nasriah Zakaria, Amna Rehana Siddiqui, Monika Semwal, Lorainne Tudor Car, Paul Posadzki, Josip Car
Journal of Medical Internet Research.2019; 21(3): e12998. CrossRef - Peer-Led Written Debriefing Versus Instructor-Led Oral Debriefing: Using Multimode Simulation
Eun-Ho Ha, Eun Ju Lim
Clinical Simulation in Nursing.2018; 18: 38. CrossRef - Instructor-led vs. peer-led debriefing in preoperative care simulation using standardized patients
Sang Suk Kim, Jennie C. De Gagne
Nurse Education Today.2018; 71: 34. CrossRef - What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
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Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef
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Nursing students’ perceptions of their educational environment in the bachelor’s programs of the Shifa College of Nursing, Pakistan
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Gideon Victor, Muhammad Ishtiaq, Subia Parveen
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J Educ Eval Health Prof. 2016;13:43. Published online December 25, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.43
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27,662
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- Purpose
The objective of this study was to evaluate nursing students’ perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor’s programs. Methods: A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. Results: The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be ‘not a nice place.’ The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001). Conclusion: Commonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.
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Citations
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Khouloud Boukhris, Chekib Zedini, Mariem El Ghardallou
Nurse Education Today.2022; 111: 105316. CrossRef - Nursing students’ perception towards educational environment in governmental Universities of Southwest Ethiopia: A qualitative study
Melese Workneh Fego, Adugna Olani, Temamen Tesfaye, César Leal-Costa
PLOS ONE.2022; 17(3): e0263169. CrossRef - Nursing Students’ Perception of the Educational Environment in a Public University in Ahvaz, Iran: A Study Based on DREEM Questionnaire
Dariush Rokhafrooz, Zhila Alborzi, Sima Sadat Ghaemi Zade Shustari, Meysam Heydari
Nurse Media Journal of Nursing.2022; 12(1): 88. CrossRef - Exploring the challenges and efforts implemented to improve the academic performance and success of nursing students at a university in the Western Cape
Katlego Dumisani Trevor Mthimunye, Felicity Megan Daniels
International Journal of Africa Nursing Sciences.2020; 12: 100196. CrossRef - Student nurses’ perceptions of their educational environment at a school of nursing in Western Cape province, South Africa: A cross-sectional study
Katlego D.T. Mthimunye, Felicity M. Daniels
Curationis.2019;[Epub] CrossRef - Perception of the learning environment among the students in a nursing college in Eastern Nepal
Erina Shrestha, Ram Sharan Mehta, Gayanand Mandal, Kriti Chaudhary, Nirmala Pradhan
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Salima Farooq, Rehana Rehman, Mehwish Hussain, Jacqueline Maria Dias
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equation model
Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani
Journal of Educational Evaluation for Health Professions.2017; 14: 16. CrossRef
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Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender
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Silas Taylor, Boaz Shulruf
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J Educ Eval Health Prof. 2016;13:42. Published online November 23, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.42
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25,407
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- Purpose
Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods: This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results: Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion: Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.
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Citations
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- Acceptance of peer physical examination in medical students in Wuhan, China: A cross‐sectional study
Younes A. Khadour, Ahmad M. Khadour, Bashar M. Ebrahem, Fater A. Khadour
Health Science Reports.2024;[Epub] CrossRef - Syrian medical students’ acceptance of peer physical examination and its associating factors: a cross-sectional study
Jameel Soqia, Mohamad Ashraf Shamaa, Dima Alhomsi, Laila Yakoub-Agha, Mhd Basheer Alameer, Rawan Alhomsi, Mohmad Nour Hakok, Rim Khalil, Mazen Zaitouna
BMC Medical Education.2022;[Epub] CrossRef - Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia
Silas Taylor, Matthew Haywood, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2019; 16: 3. CrossRef - L’enseignement par discipline de la sémiologie en deuxième année de médecine améliore l’acquisition des compétences. Exemple de la sémiologie neurologique
G. Turc, B. Terrier, A.-S. Bats, C. Ngo, B. Ranque, D. Calvet
La Revue de Médecine Interne.2018; 39(12): 905. CrossRef - The sights and insights of examiners in objective structured clinical examinations
Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2017; 14: 34. CrossRef
Brief Report
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The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran
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Hamideh Barangard, Poorandokht Afshari, Parvin Abedi
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J Educ Eval Health Prof. 2016;13:41. Published online November 15, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.41
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28,176
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- This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05). The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases.
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Lorena Pinho Feijó, Guilherme Abreu Pereira, Vitor Maia Teles Ruffini, Fernando Salvetti Valente, Renato Antunes dos Santos, Saadallah Azor Fakhouri Filho, Maria do Patrocínio Tenório Nunes, Kristopherson Lustosa Augusto
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Lorena Pinho Feijó, Saadallah Azor Fakhouri Filho, Vitor Maia Teles Ruffini, Maria do Patrocínio Tenório Nunes, Kristopherson Lustosa Augusto
Revista Brasileira de Educação Médica.2019; 43(1 suppl 1): 341. CrossRef
Research Article
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Does emotional intelligence influence success during medical school admissions and program matriculation?: a systematic review
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Christian Jaeger Cook, Chad E. Cook, Tiffany N. Hilton
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J Educ Eval Health Prof. 2016;13:40. Published online November 8, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.40
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32,383
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14
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Abstract
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- Purpose
It aimed at determining whether emotional intelligence is a predictor for success in a medical school program and whether the emotional intelligence construct correlated with other markers for admission into medical school. Methods: Three databases (PubMed, CINAHL, and ERIC) were searched up to and including July 2016, using relevant terms. Studies written in English were selected if they included emotional intelligence as a predictor for success in medical school, markers of success such as examination scores and grade point average and association with success defined through traditional medical school admission criteria and failures, and details about the sample. Data extraction included the study authors and year, population description, emotional intelligence I tool, outcome variables, and results. Associations between emotional intelligence scores and reported data were extracted and recorded. Results: Six manuscripts were included. Overall, study quality was high. Four of the manuscripts examined emotional intelligence as a predictor for success while in medical school. Three of these four studies supported a weak positive relationship between emotional intelligence scores and success during matriculation. Two of manuscripts examined the relationship of emotional intelligence to medical school admissions. There were no significant relevant correlations between emotional intelligence and medical school admission selection. Conclusion: Emotional intelligence was correlated with some, but not all, measures of success during medical school matriculation and none of the measures associated with medical school admissions. Variability in success measures across studies likely explains the variable findings.
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- Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review
Ahmed M. Abdulla Alabbasi, Fatema A. Alabbasi, Aseel AlSaleh, Ahmed M. Alansari, Reginald P. Sequeira
BMC Medical Education.2023;[Epub] CrossRef - Emotional intelligence in undergraduate medical students: a scoping review
Helga V. Toriello, J. M. Monica Van de Ridder, Patricia Brewer, Brian Mavis, Renoulte Allen, Cindy Arvidson, Iris Kovar-Gough, Elizabeth Novak, John O’Donnell, Janet Osuch, Brian Ulrich
Advances in Health Sciences Education.2022; 27(1): 167. CrossRef - Emotional Intelligence and Good Medical Practice: Is There a Relationship?
Cameron Dott, George Mamarelis, Edward Karam, Kavyansh Bhan, Kash Akhtar
Cureus.2022;[Epub] CrossRef - Concept Analysis of Emotional Intelligence in Nursing
Sun Yeob Choi
Journal of Korean Academy of Fundamentals of Nursing.2021; 28(2): 263. CrossRef - Medical Student Selection
Ian Kratzke, Muneera R. Kapadia, Fumiko Egawa, Jennifer S. Beaty
Surgical Clinics of North America.2021; 101(4): 635. CrossRef - Traits and Attributes of a Successful Physical Therapy Resident: A Delphi Study
Rebecca Shepard, Lauren Haines, Karen Abraham, A. J. Lievre
Journal of Physical Therapy Education.2021; 35(4): 315. CrossRef - Cross-Sectional Assessment of the Emotional Intelligence of Fourth-Year Veterinary Students and Veterinary House Officers in a Teaching Hospital
Darcy B. Adin, Kenneth D. Royal, Christopher A. Adin
Journal of Veterinary Medical Education.2020; 47(2): 193. CrossRef - Predictors of success on the MCAT among post-baccalaureate pre-medicine students
Rohini Ganjoo, Lisa Schwartz, Mackenzie Boss, Matthew McHarg, Yuliya Dobrydneva
Heliyon.2020; 6(4): e03778. CrossRef - More Than Their Test Scores: Redefining Success with Multiple Mini-Interviews
Ann Blair Kennedy, Cindy Nessim Youssef Riyad, Laura H. Gunn, April Gant Brown, Kandyce Brooke Dunlap, Melissa Elizabeth Knutsen, Alicia Anne Dahl
Medical Science Educator.2020; 30(3): 1049. CrossRef - COVID-19: A Driver for Disruptive Innovation of the Emergency Medicine Residency Application Process
Alexis Pelletier-Bui, Doug Franzen, Liza Smith, Laura Hopson, Lucienne Lutfy-Clayton, Kendra Parekh, Mark Olaf, Tom Morrissey, David Gordon, Erin McDonough, Benjamin Schnapp, Mary Ann Edens, Michael Kiemeney
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Jaime Jordan, Kevan Sternberg, Mary R.C. Haas, Shuhan He, Lalena M. Yarris, Teresa M. Chan, Nicole M. Deiorio
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Jochanan Benbassat
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Odelyah Saad, Leehu Zysberg, Jeremia Heinik, Ron Ben-Itzhak, Anna Zisberg
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Austyn Snowden, Rosie Stenhouse, Lorraine Duers, Sarah Marshall, Fiona Carver, Norrie Brown, Jenny Young
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Marcus Roll, Lara Canham, Paul Salamh, Kyle Covington, Corey Simon, Chad Cook
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Chad Cook
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Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef
Brief Report
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Impact of individualized learning plans on United States senior medical students advanced clinical rotations
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Amalia Guardiola, Michelle S. Barratt, Emma A. Omoruyi
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J Educ Eval Health Prof. 2016;13:39. Published online November 7, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.39
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25,671
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208
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8
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Abstract
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- The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.
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- Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning
Derk Bransen, Marjan J. B. Govaerts, Ernesto Panadero, Dominique M. A. Sluijsmans, Erik W. Driessen
Medical Education.2022; 56(1): 29. CrossRef - Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era
Joseph C. L'Huillier, Sarah L. Larson, Adam M. Awe, Dorothy S. Cook, Dawn M. Elfenbein
Journal of Surgical Education.2022; 79(4): 918. CrossRef - Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students
Michelle E. Kiger, Caylin Riley, Adrienne Stolfi, Stephanie Morrison, Ann Burke, Tai Lockspeiser
Teaching and Learning in Medicine.2020; 32(4): 399. CrossRef - A physician-scientist preceptorship in clinical and translational research enhances training and mentorship
Jonathan A. Stefely, Erin Theisen, Chelsea Hanewall, Linda Scholl, Mark E. Burkard, Anna Huttenlocher, John-Paul J. Yu
BMC Medical Education.2019;[Epub] CrossRef - Evaluation of a National Pediatric Subinternship Curriculum Implemented Through Individual Learning Plans
Linda R. Tewksbury, Cristina Carter, Lyuba Konopasek, Sandra M. Sanguino, Janice L. Hanson
Academic Pediatrics.2018; 18(2): 208. CrossRef - Case Reporting, Competence, and Confidence: A Discrepancy in the Numbers
Deepa Shah, Carl E. Haisch, Seth L. Noland
Journal of Surgical Education.2018; 75(2): 304. CrossRef - Unique Terms or Are We Splitting Hairs? Clarification of Self-directed Versus Self-regulated Learning and Related Terms
Polly R. Husmann, Leslie A. Hoffman, Audra F. Schaefer
Medical Science Educator.2018; 28(4): 777. CrossRef
Research Articles
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Learning styles, academic achievement, and mental health problems among medical students in Thailand
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Salilthip Paiboonsithiwong, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, Tinakon Wongpakaran
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J Educ Eval Health Prof. 2016;13:38. Published online October 31, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.38
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32,854
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413
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15
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Abstract
PDF
- Purpose
This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.
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Citations
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- Learning styles in science education at university level: A systematic review
Albina R. Shaidullina, Natalia A. Orekhovskaya, Evgeny G. Panov, Marina N. Svintsova, Oksana N. Petyukova, Nataliya S. Zhuykova, Elena V. Grigoryeva
Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(7): em2293. CrossRef - The Mediating Role of Precepts and Meditation on Attachment and Depressive Symptoms in Adolescents
Justin DeMaranville, Tinakon Wongpakaran, Nahathai Wongpakaran, Danny Wedding
Healthcare.2023; 11(13): 1923. CrossRef - Learning styles and their relationship with preferred teaching methodologies and academic achievement among medical students in teaching medical college, Tamil Nadu
Tamilarasan Muniyapillai, Karthikeyan Kulothungan, ShagirunishaRizvana Abdul Malik, ShekshiJanet Jeevaraj, Shrimathi Ashokan, Sindhurajeswari Ravichandran, Sivaranjani Ambalavanan, Sowmiya Jayaraman
Journal of Education and Health Promotion.2023; 12(1): 256. CrossRef - “METAPAD” (METAbolic PAthways Decoded) – a gaming innovation to ease the complexity of metabolic pathways by promoting self-directed, active, participatory learning in small groups
Krishna Mohan Surapaneni
BMC Medical Education.2023;[Epub] CrossRef - Depression and Its Associated Factors among Undergraduate Engineering Students: A Cross-Sectional Survey in Thailand
Yuanyue Huang, Tinakon Wongpakaran, Nahathai Wongpakaran, Patraporn Bhatarasakoon, Preda Pichayapan, Shirley Worland
Healthcare.2023; 11(16): 2334. CrossRef - Estilos de aprendizaje y salud mental en estudiantes de educación superior tecnológica
Diego Armando Santos Pazos, Adriana Salomé Polo Ureña, Verónica Adriana Freire Palacios, Jeniffer Vanessa Palacios Moreno
Anatomía Digital.2023; 6(4.3): 468. CrossRef - The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic
Phichamon Khanittanuphong, Khanin Iamthanaporn, Jongdee Bvonpanttarananon
BMC Medical Education.2022;[Epub] CrossRef - The association between learning styles and academic achievement among medical students
Abdulaziz Alturki, Eyad Alsuhaibani, Waleed Mufarrih, Hessah Alsayahi, Roba Altameem, Nouf Almansour, Yara Alessa, Arwa Abdulsalam, Ibrahim Alodhaibi, Bandar Alzuair, Reham Alturki
International Journal of Medicine in Developing Countries.2021; : 751. CrossRef - Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
Nurse Education Today.2021; 107: 105141. CrossRef - Identifying learning styles of language learners: A useful step in moving towards the learner-centred approach
Sudarat PAYAPROM, Yupares PAYAPROM
Dil ve Dilbilimi Çalışmaları Dergisi.2020; 16(1): 59. CrossRef - Use of Learning Style Frameworks in Health Science Education
Lindsey Childs-Kean, Mary Edwards, Mary Douglass Smith
American Journal of Pharmaceutical Education.2020; 84(7): ajpe7885. CrossRef - Preferred teaching styles of medical faculty: an international multi-center study
Nihar Ranjan Dash, Salman Yousuf Guraya, Mohammad Tahseen Al Bataineh, Mohamed Elhassan Abdalla, Muhamad Saiful Bahri Yusoff, Mona Faisal Al-Qahtani, Walther N. K. A. van Mook, Muhammad Saeed Shafi, Hamdi Hameed Almaramhy, Wail Nuri Osman Mukhtar
BMC Medical Education.2020;[Epub] CrossRef - Study Habits of Dental Students of Ahvaz Jundishapur University of Medical Sciences (2018)
Abdolreza Gilavand
Educational Research in Medical Sciences.2019;[Epub] CrossRef - Does MMPI assessed at medical school admission predict psychological problems in later years?
Kulvadee Thongpibul, Pairada Varnado, Nahathai Wongpakaran, Tinakon Wongpakaran, Pimolpun Kuntawong, Danny Wedding
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A. Benditz, L. Pulido, T. Renkawitz, T. Schwarz, J. Grifka, M. Weber
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Ayşe KOÇAK BÜYÜKDERE
Atatürk Üniversitesi Diş Hekimliği Fakültesi Dergisi.2018; : 371. CrossRef
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Continuing education requirements among State Occupational Therapy Regulatory Boards in the United States of America
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Savannah R. Hall, Kristen A. Crifasi, Christina M. Marinelli, Hon K. Yuen
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J Educ Eval Health Prof. 2016;13:37. Published online October 27, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.37
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28,566
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227
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3
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Abstract
PDF
- Purpose
The purpose of this study is to compare and contrast the contents of each state’s occupational therapy (OT) regulatory board requirements regarding licensees’ acquisition of continuing education units in the United States of America. Methods: Data related to continuing education requirements from each OT regulatory board of all 50 states and the District of Columbia in the United States were reviewed and categorized by two reviewers. Analysis was conducted based on the categorization of the continuing education requirements and activities required, allowed, and not allowed/not mentioned for continuing education units. Results: Findings revealed non-uniformity and inconsistency of continuing education requirements for licensure renewal between OT regulatory boards and was coupled with lack of specific criteria for various continuing education activities. Continuing education requirements were not tailored to meet the needs of individual licensee’s current and anticipated professional role and job responsibilities, with a negative bias towards presentation and publication allowed for continuing education units. Few boards mandated continuing education topics on ethics related to OT practice within each renewal cycle. Conclusion: OT regulatory boards should move towards unifying the reporting format of continuing education requirements across all states to reduce ambiguity and to ensure licensees are equipped to provide ethical and competent practice. Efforts could be made to enact continuing education requirements specific to the primary role of a particular licensee. Finally, assigning the amount of continuing education credits to be awarded for different activities should be based on research evidence rather than arbitrary determination.
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- The Global Status of Occupational Therapy Workforce Research Worldwide: A Scoping Review
Tiago S. Jesus, Karthik Mani, Claudia von Zweck, Sutanuka Bhattacharjya, Sureshkumar Kamalakannan, Ritchard Ledgerd
The American Journal of Occupational Therapy.2023;[Epub] CrossRef - Type of Findings Generated by the Occupational Therapy Workforce Research Worldwide: Scoping Review and Content Analysis
Tiago S. Jesus, Karthik Mani, Claudia von Zweck, Sureshkumar Kamalakannan, Sutanuka Bhattacharjya, Ritchard Ledgerd
International Journal of Environmental Research and Public Health.2022; 19(9): 5307. CrossRef - Limitations and Recommendations for Advancing the Occupational Therapy Workforce Research Worldwide: Scoping Review and Content Analysis of the Literature
Tiago S. Jesus, Karthik Mani, Ritchard Ledgerd, Sureshkumar Kamalakannan, Sutanuka Bhattacharjya, Claudia von Zweck
International Journal of Environmental Research and Public Health.2022; 19(12): 7327. CrossRef
Brief Report
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Text messaging versus email for emergency medicine residents’ knowledge retention: a pilot comparison in the United States
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Wirachin Hoonpongsimanont, Miriam Kulkarni, Pedro Tomas-Domingo, Craig Anderson, Denise McCormack, Khoa Tu, Bharath Chakravarthy, Shahram Lotfipour
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J Educ Eval Health Prof. 2016;13:36. Published online October 26, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.36
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40,996
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212
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6
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Abstract
PDF
- We evaluated the effectiveness of text messaging versus email, as a delivery method to enhance knowledge retention of emergency medicine (EM) content in EM residents. We performed a multi-centered, prospective, randomized study consisting of postgraduate year (PGY) 1 to PGY 3 & 4 residents in three United States EM residency programs in 2014. Fifty eight residents were randomized into one delivery group: text message or email. Participants completed a 40 question pre- and post-intervention exam. Primary outcomes were the means of pre- and post-intervention exam score differences. Data were analyzed using descriptive statistics, paired t-test, and multiple linear regressions. No significant difference was found between the primary outcomes of the two groups (P=0.51). PGY 2 status had a significant negative effect (P=0.01) on predicted exam score difference. Neither delivery method enhanced resident knowledge retention. Further research on implementation of mobile technology in residency education is required.
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Nicole M. Dubosh, Jaime Jordan, Lalena M. Yarris, Edward Ullman, Joshua Kornegay, Daniel Runde, Amy Miller Juve, Jonathan Fisher, Teresa Chan
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