Brief report
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Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
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Sun Kim, A Ra Cho, Chul Woon Chung
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J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.28
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Abstract
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- This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.
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Citations
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- Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2022; 19: 32. CrossRef
Review
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E-learning in health professions education during the COVID-19 pandemic: a systematic review
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Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi
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J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.27
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10,142
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568
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Abstract
PDFSupplementary Material
- As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Research articles
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Definition of character for medical education based on expert opinions in Korea
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Yera Hur
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J Educ Eval Health Prof. 2021;18:26. Published online September 29, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.26
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Abstract
PDFSupplementary Material
- Purpose
This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address the issues of character education that were identified in the previous study?
Methods
Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruited through snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors.
Results
A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quite different from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: the basic qualities and ability to empathize with patients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluation methods, including role modeling.
Conclusion
A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.
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Citations
Citations to this article as recorded by
- Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
Yera Hur, Dong Gi Seo
Journal of Educational Evaluation for Health Professions.2023; 20: 20. CrossRef - Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef - The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review
Rachelle Qi En Toh, Kai Kee Koh, Jun Kiat Lua, Ruth Si Man Wong, Elaine Li Ying Quah, Aiswarya Panda, Chong Yao Ho, Nicole-Ann Lim, Yun Ting Ong, Keith Zi Yuan Chua, Victoria Wen Wei Ng, Sabine Lauren Chyi Hui Wong, Luke Yu Xuan Yeo, Sin Yee See, Jolene J
BMC Medical Education.2022;[Epub] CrossRef
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Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea
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Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
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J Educ Eval Health Prof. 2021;18:25. Published online September 27, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.25
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5,302
View
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294
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2
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3
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Abstract
PDFSupplementary Material
- Purpose
Setting standards is critical in health professions. However, appropriate standard setting methods do not always apply to the set cut score in performance assessment. The aim of this study was to compare the cut score when the standard setting is changed from the norm-referenced method to the borderline group method (BGM) and borderline regression method (BRM) in an objective structured clinical examination (OSCE) in medical school.
Methods
This was an explorative study to model the implementation of the BGM and BRM. A total of 107 fourth-year medical students attended the OSCE at 7 stations for encountering standardized patients (SPs) and at 1 station for performing skills on a manikin on July 15th, 2021. Thirty-two physician examiners evaluated the performance by completing a checklist and global rating scales.
Results
The cut score of the norm-referenced method was lower than that of the BGM (P<0.01) and BRM (P<0.02). There was no significant difference in the cut score between the BGM and BRM (P=0.40). The station with the highest standard deviation and the highest proportion of the borderline group showed the largest cut score difference in standard setting methods.
Conclusion
Prefixed cut scores by the norm-referenced method without considering station contents or examinee performance can vary due to station difficulty and content, affecting the appropriateness of standard setting decisions. If there is an adequate consensus on the criteria for the borderline group, standard setting with the BRM could be applied as a practical and defensible method to determine the cut score for OSCE.
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Citations
Citations to this article as recorded by
- Analyzing the Quality of Objective Structured Clinical Examination in Alborz University of Medical Sciences
Suleiman Ahmadi, Amin Habibi, Mitra Rahimzadeh, Shahla Bahrami
Alborz University Medical Journal.2023; 12(4): 485. CrossRef - Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study
Janghee Park
Journal of Educational Evaluation for Health Professions.2022; 19: 23. CrossRef - Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
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Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
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Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang
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J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.24
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5,785
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310
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11
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Abstract
PDFSupplementary Material
- Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.
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Citations
Citations to this article as recorded by
- Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
Manja Vollmann, Renée A. Scheepers, Femke Hilverda
European Journal of Psychology of Education.2024;[Epub] CrossRef - Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education
Houman Goudarzi, Masahiro Onozawa, Makoto Takahashi
BMC Medical Education.2024;[Epub] CrossRef - Navigating the shift to online learning: student experiences of inclusivity, efficiency, and study efforts in Chile
Grace Melo, Diego Monteza, Sandra Acosta
Cogent Education.2024;[Epub] CrossRef - The nationwide impact of COVID-19 on life support courses. A retrospective evaluation by Resuscitation Council UK
C.J. Thorne, P.K. Kimani, S. Hampshire, I. Hamilton-Bower, S. Begum-Ali, A. Benson-Clarke, K. Couper, J. Yeung, A. Lockey, G.D. Perkins, J. Soar
Resuscitation Plus.2023; 13: 100366. CrossRef - COVID-19 and Living Situation: Effects on University of Michigan Students During the 2020-2021 Academic Year
Barbara Tan, Alyssa Cadez-Martin, Sarah Fox Fox, Samir Gadepalli
University of Michigan Undergraduate Research Journal.2023;[Epub] CrossRef - How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?
Hiruni Thathsarani, Dinushika Kaushalya Ariyananda, Chalani Jayakody, Kerthiga Manoharan, A.A.S.N Munasinghe, Nilmini Rathnayake
Education and Information Technologies.2023; 28(11): 14091. CrossRef - Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions
Hong-Jun Song, Yun-Fei Mu, Cong Wang, Jia Cai, Zhong-Yue Deng, Ai-Ping Deng, Xue-Hua Huang, Xian-Dong Meng, Lan Zhang, Yi Huang, Wei Zhang, Wen-Wu Shen, Jin Chen, Bo Liu, Ru Gao, Jun-Shu Zhao, Mao-Sheng Ran
Frontiers in Psychiatry.2023;[Epub] CrossRef - HOW DID ONLINE LEARNING AFFECT PHYSIOTHERAPY STUDENTS DURING THE COVID-19 PANDEMIC?
Muhammet Fatih BULUT, Aybüke Cansu KALKAN, Arzu GENÇ, Seher ÖZYÜREK
SDÜ Tıp Fakültesi Dergisi.2023; 30(4): 652. CrossRef - The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic
Ming‐Fong Chang, Meng‐Lin Liao, June‐Horng Lue, Chi‐Chuan Yeh
Anatomical Sciences Education.2022; 15(3): 476. CrossRef - Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef - Coronavirus Disease 2019 Cases at Universities and Colleges in Seoul Metropolitan Area
Young June Choe, Yun-Kyung Kim
Journal of Korean Medical Science.2021;[Epub] CrossRef
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Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
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Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
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J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.23
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4,772
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224
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2
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3
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Abstract
PDFSupplementary Material
- Purpose
It aimed to compare the use of the tele-objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE.
Methods
This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.
Results
In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference=–0.277, P<0.001, effect size=0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.
Conclusion
The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.
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Citations
Citations to this article as recorded by
- Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef - Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2023;[Epub] CrossRef - Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
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No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand
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Chaowanan Khundam, Naparat Sukkriang, Frédéric Noël
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J Educ Eval Health Prof. 2021;18:22. Published online August 18, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.22
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5,165
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350
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6
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7
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Abstract
PDFSupplementary Material
- Purpose
We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllersIt aimed to investigatedthe differences of usuability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand.
Methods
Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand.
Results
The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores.
Conclusion
VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future.
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Citations
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- Do Cone Beam CT Picture Archiving and Communication Systems Viewer Interfaces Meet the Expectations of Dental Professionals From a Usability Perspective?
Yaren Dogan, Yigit Sirin
Cureus.2024;[Epub] CrossRef - Virtual reality and augmented reality in medical education: an umbrella review
Talia Tene, Diego Fabián Vique López, Paulina Elizabeth Valverde Aguirre, Luz María Orna Puente, Cristian Vacacela Gomez
Frontiers in Digital Health.2024;[Epub] CrossRef - Influence of Hand Tracking in Immersive Virtual Reality for Memory Assessment
José Varela-Aldás, Jorge Buele, Irene López, Guillermo Palacios-Navarro
International Journal of Environmental Research and Public Health.2023; 20(5): 4609. CrossRef - AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review
Belen Bermejo, Carlos Juiz, David Cortes, Jeroen Oskam, Teemu Moilanen, Jouko Loijas, Praneschen Govender, Jennifer Hussey, Alexander Lennart Schmidt, Ralf Burbach, Daniel King, Colin O'Connor, Davin Dunlea
Informatics.2023; 10(2): 45. CrossRef - Application and challenges of a metaverse in medicine
Yingshu Wang, Congcong Li, Lai Qu, Hongfei Cai, Yingying Ge
Frontiers in Robotics and AI.2023;[Epub] CrossRef - Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef - Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice
Qingming Wu, Yubin Wang, Lili Lu, Yong Chen, Hui Long, Jun Wang
Frontiers in Medicine.2022;[Epub] CrossRef
Educational/faculty development material
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Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021
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Cesar Orsini, Veena Rodrigues, Jorge Tricio
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J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.21
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5,441
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302
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1
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1
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Abstract
PDFSupplementary Material
- This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
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Citations
Citations to this article as recorded by
- Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef
Research article
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Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs
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Sunu Budhi Raharjo, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, Celly Anantaria Atmadikoesoemah
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J Educ Eval Health Prof. 2021;18:19. Published online August 9, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.19
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4,777
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316
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1
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1
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Abstract
PDFSupplementary Material
- Purpose
During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.
Methods
This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.
Results
Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).
Conclusion
Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.
-
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- Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
Xue-lin Wang, Ming-xiu Liu, Shuai Peng, Lei Yang, Chen Lu, Shi-cong Shou, Jian-ru Wang, Jun-yi Sun, Jia-qi Wang, Yan Hu, Jun Zhao, Peng Duan
BMC Medical Education.2022;[Epub] CrossRef
Brief report
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Is dental autotransplantation underestimated and underused by Syrian dentists?
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Nuraldeen Maher Al-Khanati, Zafin Kara Beit
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J Educ Eval Health Prof. 2021;18:18. Published online August 4, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.18
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4,830
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268
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7
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7
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Abstract
PDFSupplementary Material
- Dental autotransplantation (DAT) is a surgical procedure in which a donor's tooth is extracted and transplanted from one site to another in the same person. This treatment modality has received considerable attention worldwide in recent years due to its potential advantages over implants. A survey-based study evaluated dentists’ attitudes towards and practice of DAT in Damascus, Syria from September to December 2020. We asked respondents whether they considered this treatment modality when developing treatment plans and whether they view it viable. Only 73 of the 258 respondents (28.3%) stated that they considered DAT as a treatment option. Additionally, 153 respondents (59.3%) either did not view DAT as a viable treatment option or did not know whether it is viable. DAT was underestimated and underused among Syrian dentists. Given this gap in real-world knowledge and practice, academic dental institutions in Syria should place a greater focus on emerging evidence-based knowledge and protocols regarding this treatment option.
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Nuraldeen Maher Al-Khanati, Zafin Kara Beit
International Journal of Surgery Open.2023; 55: 100617. CrossRef - Auto-Transplantation of Teeth: A Descriptive Cross-Sectional Study of Knowledge and Attitude
Lena S Elbadawi, Abdulrahman Al Farhah
Cureus.2023;[Epub] CrossRef - Nonextraction Orthodontic Treatment of Severely Impacted Maxillary Canines through Transalveolar Transplantation in a 10-Year-Old Patient: A Case Report with a 6-Year Follow-Up Period
Jae Hyun Park, Jiyoung Oh, Kooyoung Lim, Alex Hung Kuo Chou, Yoon-Ah Kook, Seong Ho Han
Applied Sciences.2023; 13(21): 11665. CrossRef - Reconsidering some standards in immediate autotransplantation of teeth: Case report with 2-year follow-up
Nuraldeen Maher Al-Khanati, Zafin Kara Beit
Annals of Medicine and Surgery.2022; 75: 103470. CrossRef - Effect of restoration material on marginal bone resorption around modified anatomic zirconia dental implants: A randomised controlled trial
Alaa Aldebes, Nuraldeen Maher Al-Khanati, Jihad Abou Nassar, Nour Al-Deen Kharboutly, Feras Aldamman
Annals of Medicine & Surgery.2022;[Epub] CrossRef - Should we predict poor prognosis in autotransplantation of teeth with completed root formation?
Nuraldeen Maher Al-Khanati, Zafin Kara Beit
Annals of Medicine & Surgery.2022;[Epub] CrossRef - Unusual Indications of Teeth Transplantation: A Literature Review
Nuraldeen M Al-Khanati, Ahmad Albassal, Zafin Kara Beit
Cureus.2022;[Epub] CrossRef
Editorial
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The Journal Citation Indicator has arrived for Emerging Sources Citation Index journals, including the Journal of Educational Evaluation for Health Professions, in June 2021
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Sun Huh
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J Educ Eval Health Prof. 2021;18:20. Published online August 2, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.20
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5,344
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8
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L. Liesa, J.M. Porcel
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L. Liesa, J.M. Porcel
Revista Clínica Española.2024; 224(3): 133. CrossRef - Journal metrics, document network, and conceptual and social structures of the Korean Journal of Anesthesiology from 2017 to July 2022: a bibliometric study
Sun Huh
Korean Journal of Anesthesiology.2023; 76(1): 3. CrossRef - Bibliometric Analysis of Granger Causality Studies
Weng Siew Lam, Weng Hoe Lam, Saiful Hafizah Jaaman, Pei Fun Lee
Entropy.2023; 25(4): 632. CrossRef - Evolution of number of citations per article in Materials Science: possible causes and effect on the impact factor of journals
Ana M. Ariza-Guerrero, J. Sebastián Blázquez
Scientometrics.2023; 128(12): 6589. CrossRef - Impact factor surge in Korean medical journals during the COVID-19 era: a bibliometric study
Chansu Park, Sejin Park, Hyeonseok Seo, Janghyeog Oh, Dongryeong Kim, Junha Kang, Hanul Kang, Hyunsung Kang, Yaechan Kim, Mi Ah Han
Science Editing.2023; 11(1): 55. CrossRef - Promotion to Top-Tier Journal and Development Strategy of the Annals of Laboratory Medicine for Strengthening its Leadership in the Medical Laboratory Technology Category: A Bibliometric Study
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Annals of Laboratory Medicine.2022; 42(3): 321. CrossRef - Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef - Citation Rate Challenges for a Small Journal Indexed in Scopus and WoS—Case Study from Central Europe (Croatia), Editorial View
Tomislav Malvić, Željko Andreić, Uroš Barudžija, Gordan Bedeković, Lidia Hrnčević, Josip Ivšinović, Tomislav Korman, Zoran Kovač, Krešimir Pavlić, Borivoje Pašić
Publications.2022; 10(3): 32. CrossRef
Review
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Sample size determination and power analysis using the G*Power software
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Hyun Kang
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J Educ Eval Health Prof. 2021;18:17. Published online July 30, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.17
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65,535
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2,489
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Abstract
PDFSupplementary Material
- Appropriate sample size calculation and power analysis have become major issues in research and publication processes. However, the complexity and difficulty of calculating sample size and power require broad statistical knowledge, there is a shortage of personnel with programming skills, and commercial programs are often too expensive to use in practice. The review article aimed to explain the basic concepts of sample size calculation and power analysis; the process of sample estimation; and how to calculate sample size using G*Power software (latest ver. 3.1.9.7; Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany) with 5 statistical examples. The null and alternative hypothesis, effect size, power, alpha, type I error, and type II error should be described when calculating the sample size or power. G*Power is recommended for sample size and power calculations for various statistical methods (F, t, χ2, Z, and exact tests), because it is easy to use and free. The process of sample estimation consists of establishing research goals and hypotheses, choosing appropriate statistical tests, choosing one of 5 possible power analysis methods, inputting the required variables for analysis, and selecting the “calculate” button. The G*Power software supports sample size and power calculation for various statistical methods (F, t, χ2, z, and exact tests). This software is helpful for researchers to estimate the sample size and to conduct power analysis.
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Frontiers in Genetics.2023;[Epub] CrossRef - Pulsed ultrasound promotes secretion of anti-inflammatory extracellular vesicles from skeletal myotubes via elevation of intracellular calcium level
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Scientific Reports.2023;[Epub] CrossRef - Hybrid learning as alternative approach to improve Indonesian medical students’ attitude towards clinical skills during COVID-19 pandemic
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Psychology & Health.2023; : 1. CrossRef - Effects of acoustic neurostimulation in healthy adults on symptoms of depression, anxiety, stress and sleep quality: a randomized clinical study
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Eastern Ukrainian Medical Journal.2023; 11(4): 430. CrossRef - Social support for mothers living with HIV: A pilot investigation of the beneficial roles of positive parenting and community cohesion
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International Journal of General Medicine.2022; Volume 15: 513. CrossRef - Non-Invasive Transcutaneous Vagus Nerve Stimulation for the Treatment of Fibromyalgia Symptoms: A Study Protocol
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Brain Sciences.2022; 12(1): 95. CrossRef - Looking at buildings or trees? Association of human nature relatedness with eye movements in outdoor space
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Frontiers in Bioengineering and Biotechnology.2022;[Epub] CrossRef - Perceived Entrepreneurial Stress and Entrepreneurial Resilience; The Mediating Role of the Well-Being of Entrepreneurs and Moderating Role Perceived Online Social Support
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Journal of Periodontal Research.2022; 57(3): 519. CrossRef - On the management of maternal pushing during the second stage of labor: a biomechanical study considering passive tissue fatigue damage accumulation
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American Journal of Obstetrics and Gynecology.2022; 227(2): 267.e1. CrossRef - Clinical observation of Long chiropractic treatment on patients with neurogenic cervical spondylosis
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Gait & Posture.2022; 94: 210. CrossRef - Assessment of Knowledge, Attitude, and Practice of Obstetricians and Gynecologists Toward Off-Label Medicine Use in Female Reproductive Health Issues
Sadia Shakeel, Wajiha Iffat, Ambreen Qamar, Shagufta Nesar, Fareeha Butt, Sobia Naseem Siddiqui, Hina Rehman, Anees ur Rehman
Frontiers in Public Health.2022;[Epub] CrossRef - Serum D-dimer level as a predictor of neurological functional prognosis in cases of head injuries caused by road traffic accidents
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Frontiers in Sustainable Food Systems.2022;[Epub] CrossRef - Behavioral intentions of rural farmers to recycle human excreta in agriculture
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Scientific Reports.2022;[Epub] CrossRef - Patient Satisfaction with Services in a University Oral and Maxillofacial Surgery Clinic during the First Wave of COVID-19 Pandemic
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Journal of Inflammation Research.2022; Volume 15: 2387. CrossRef - Training and Transfer Effects of Combining Inhibitory Control Training With Transcutaneous Vagus Nerve Stimulation in Healthy Adults
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Frontiers in Psychology.2022;[Epub] CrossRef - The Performance, Physiology and Morphology of Female and Male Olympic-Distance Triathletes
Paulo J. Puccinelli, Claudio A. B. de Lira, Rodrigo L. Vancini, Pantelis T. Nikolaidis, Beat Knechtle, Thomas Rosemann, Marilia S. Andrade
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Małgorzata Szcześniak, Andrzej Potemkowski, Waldemar Brola, Zdzisław Kroplewski, Roman Ryszard Szałachowski, Marek Zak, Maciej Wilski, Piotr Sobolewski, Halina Bartosik-Psujek, Katarzyna Kapica-Topczewska, Joanna Tarasiuk, Agata Czarnowska, Alina Kułakows
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Damiana Scuteri, Laura Rombolà, Michele Crudo, Chizuko Watanabe, Hirokazu Mizoguchi, Shinobu Sakurada, Kengo Hamamura, Tsukasa Sakurada, Luigi Antonio Morrone, Paolo Tonin, Giacinto Bagetta, Maria Tiziana Corasaniti
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Research articles
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The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam
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Tran Thi Hoang Oanh, Nguyen Thi Yen Hoai, Pham Thi Thuy
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J Educ Eval Health Prof. 2021;18:16. Published online July 30, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.16
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5,734
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407
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6
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6
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Abstract
PDFSupplementary Material
- Purpose
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.
Methods
This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.
Results
Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).
Conclusion
Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.
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Citations
Citations to this article as recorded by
- The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference
Xinchao Li, Flavian Adhiambo Odhiambo, Dickson Kofi Wiredu Ocansey
Frontiers in Psychology.2023;[Epub] CrossRef - Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses
Hsiao-Ling Wu, Der-Fa Lu, Pei-Kwei Tsay
The Journal of Continuing Education in Nursing.2023; 54(5): 233. CrossRef - Effect of video on satisfaction and self-confidence in simulation training: a randomized clinical trial
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef - Efeito do vídeo na satisfação e autoconfiança no treinamento por simulação: estudo clínico randomizado
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef - Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students
Dalia Toqan, Ahmad Ayed, Inaam A. Khalaf, Mohammad Alsadi
SAGE Open Nursing.2023;[Epub] CrossRef - The effect of home visit simulation on emotional intelligence, self-efficacy, empowerment, and stress in nursing students. A single group pre-post intervention study
Maria Dolores Ruiz-Fernández, Andrea Alcaraz-Córdoba, Maria Mar López-Rodríguez, Cayetano Fernández-Sola, Jose Granero-Molina, Jose Manuel Hernández-Padilla
Nurse Education Today.2022; 117: 105487. CrossRef
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The accuracy and consistency of mastery for each content domain using the Rasch and deterministic inputs, noisy “and” gate diagnostic classification models: a simulation study and a real-world analysis using data from the Korean Medical Licensing Examination
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Dong Gi Seo, Jae Kum Kim
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J Educ Eval Health Prof. 2021;18:15. Published online July 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.15
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4,316
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288
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2
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2
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Abstract
PDFSupplementary Material
- Purpose
Diagnostic classification models (DCMs) were developed to identify the mastery or non-mastery of the attributes required for solving test items, but their application has been limited to very low-level attributes, and the accuracy and consistency of high-level attributes using DCMs have rarely been reported compared with classical test theory (CTT) and item response theory models. This paper compared the accuracy of high-level attribute mastery between deterministic inputs, noisy “and” gate (DINA) and Rasch models, along with sub-scores based on CTT.
Methods
First, a simulation study explored the effects of attribute length (number of items per attribute) and the correlations among attributes with respect to the accuracy of mastery. Second, a real-data study examined model and item fit and investigated the consistency of mastery for each attribute among the 3 models using the 2017 Korean Medical Licensing Examination with 360 items.
Results
Accuracy of mastery increased with a higher number of items measuring each attribute across all conditions. The DINA model was more accurate than the CTT and Rasch models for attributes with high correlations (>0.5) and few items. In the real-data analysis, the DINA and Rasch models generally showed better item fits and appropriate model fit. The consistency of mastery between the Rasch and DINA models ranged from 0.541 to 0.633 and the correlations of person attribute scores between the Rasch and DINA models ranged from 0.579 to 0.786.
Conclusion
Although all 3 models provide a mastery decision for each examinee, the individual mastery profile using the DINA model provides more accurate decisions for attributes with high correlations than the CTT and Rasch models. The DINA model can also be directly applied to tests with complex structures, unlike the CTT and Rasch models, and it provides different diagnostic information from the CTT and Rasch models.
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Citations
Citations to this article as recorded by
- Stable Knowledge Tracing Using Causal Inference
Jia Zhu, Xiaodong Ma, Changqin Huang
IEEE Transactions on Learning Technologies.2024; 17: 124. CrossRef - Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
Yera Hur, Dong Gi Seo
Journal of Educational Evaluation for Health Professions.2023; 20: 20. CrossRef
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Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study
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Akbar Soltani, Mahboobeh Khabaz Mafinejad, Maryam Tajik, Hamideh Moosapour, Taha Bayat, Fatemeh Mohseni
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J Educ Eval Health Prof. 2021;18:14. Published online July 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.14
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4,259
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346
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2
Web of Science
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5
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Abstract
PDFSupplementary Material
- Purpose
Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.
Methods
A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.
Results
Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).
Conclusion
The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.
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Citations
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Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(10): em2342. CrossRef - Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial
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