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- Volume 18; 2021
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Editorial
- Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
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Huilyung Koo
- J Educ Eval Health Prof. 2021;18:33. Published online December 31, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.33
- 6,915 View
- 345 Download
- 34 Citations
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PDF
Supplementary Material -
Citations
Citations to this article as recorded by
- Who really needs a Metaverse in anatomy education? A review with preliminary survey results
Joe Iwanaga, Edward C. Muo, Yoko Tabira, Koichi Watanabe, Susan J. Tubbs, Anthony V. D'Antoni, Mathangi Rajaram‐Gilkes, Marios Loukas, Mohammed K. Khalil, R. Shane Tubbs
Clinical Anatomy.2023; 36(1): 77. CrossRef - Virtual hospitals and digital doctors: how far are we from the CardioVerse?
Ioannis Skalidis, Stephane Fournier, Emmanouil Skalidis, Niccolo Maurizi
European Heart Journal.2023; 44(1): 7. CrossRef - Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
Verónica Crespo-Pereira, Eva Sánchez-Amboage, Matías Membiela-Pollán
El Profesional de la información.2023;[Epub] CrossRef - Metaverse in Healthcare Integrated with Explainable AI and Blockchain: Enabling Immersiveness, Ensuring Trust, and Providing Patient Data Security
Sikandar Ali, Abdullah, Tagne Poupi Theodore Armand, Ali Athar, Ali Hussain, Maisam Ali, Muhammad Yaseen, Moon-Il Joo, Hee-Cheol Kim
Sensors.2023; 23(2): 565. CrossRef - Tumor Lung Visualization and Localization through Virtual Reality and Thermal Feedback Interface
Samir Benbelkacem, Nadia Zenati-Henda, Nabil Zerrouki, Adel Oulefki, Sos Agaian, Mostefa Masmoudi, Ahmed Bentaleb, Alex Liew
Diagnostics.2023; 13(3): 567. CrossRef - How do Plastic Surgeons use the Metaverse: A Systematic Review
Pengfei Sun, Shanbaga Zhao, Yang Yang, Chao Liu, Bo Pan
Journal of Craniofacial Surgery.2023; 34(2): 548. CrossRef - Metaverse for Healthcare: A Survey on Potential Applications, Challenges and Future Directions
Rajeswari Chengoden, Nancy Victor, Thien Huynh-The, Gokul Yenduri, Rutvij H. Jhaveri, Mamoun Alazab, Sweta Bhattacharya, Pawan Hegde, Praveen Kumar Reddy Maddikunta, Thippa Reddy Gadekallu
IEEE Access.2023; 11: 12765. CrossRef - The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations
Sanaa Kaddoura, Fatima Al Husseiny
PeerJ Computer Science.2023; 9: e1252. CrossRef - Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse
Juan M. Román-Belmonte, E. Carlos Rodríguez-Merchán, Hortensia De la Corte-Rodríguez
Postgraduate Medicine.2023; 135(5): 440. CrossRef - Beyond Your Sight Using Metaverse Immersive Vision With Technology Behaviour Model
Poh Soon JosephNg, Xiaoxue Gong, Narinderjit Singh, Toong Hai Sam, Hua Liu, Koo Yuen Phan
Journal of Cases on Information Technology.2023; 25(1): 1. CrossRef - Metaverse and translation studies: analysis of machine translation
Rubén González Vallejo
Metaverse Basic and Applied Research.2023;[Epub] CrossRef - Using the metaverse in training: lessons from real cases
Omaima Hajjami, Sunyoung Park
European Journal of Training and Development.2023;[Epub] CrossRef - What can the metaverse do for urology?
Carlo Gandi, Luigi Cosenza, Marco Campetella, Filippo Marino, Mauro Ragonese, Riccardo Bientinesi, Angelo Totaro, Marco Racioppi, Emilio Sacco
Urologia Journal.2023; 90(3): 454. CrossRef - Metaverse: Freezing the time
Pengxin Qian, Dawei Yang, Chunxue Bai
Clinical eHealth.2023; 6: 29. CrossRef - Metaverse Chronicles: A Bibliometric Analysis of Its Evolving Landscape
Walton Wider, Leilei Jiang, Jiaming Lin, Muhammad Ashraf Fauzi, Jingjing Li, Choon Kit Chan
International Journal of Human–Computer Interaction.2023; : 1. CrossRef - Merging virtual and physical experiences: extended realities in cardiovascular medicine
Tsung-Ying Tsai, Yoshinobu Onuma, Adriana Złahoda-Huzior, Shigetaka Kageyama, Dariusz Dudek, Qingdi Wang, Ruth P Lim, Scot Garg, Eric K W Poon, John Puskas, Fabio Ramponi, Christian Jung, Faisal Sharif, Arif A Khokhar, Patrick W Serruys
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Electronic Commerce Research.2023;[Epub] CrossRef - Teaching Building Information Modeling in the Metaverse—An Approach Based on Quantitative and Qualitative Evaluation of the Students Perspective
Niels Bartels, Kristina Hahne
Buildings.2023; 13(9): 2198. 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 - The Metaverse in Cardiovascular Medicine: Applications, Challenges, and the Role of Non-Fungible Tokens
Ioannis Skalidis, Olivier Muller, Stephane Fournier
Canadian Journal of Cardiology.2022; 38(9): 1467. CrossRef - CardioVerse: The cardiovascular medicine in the era of Metaverse
Ioannis Skalidis, Olivier Muller, Stephane Fournier
Trends in Cardiovascular Medicine.2022;[Epub] CrossRef - Metaverse phenomenon and its impact on health: A scoping review
Ali Garavand, Nasim Aslani
Informatics in Medicine Unlocked.2022; 32: 101029. CrossRef - Provision of surgical pre-operative patient counseling services through the Metaverse technology
Anusha Anwer, Yumna Jamil, Maham Bilal
International Journal of Surgery.2022; 104: 106792. CrossRef - Evolution of Medical Conferences for Congenital Heart Disease Imagers in the Era of COVID-19: From Onsite to Virtual Meetings
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Cardiovascular Imaging Asia.2022; 6(3): 82. CrossRef - Gastroenterology in the Metaverse: The dawn of a new era?
Chi Zhang, Shuyan Feng, Ruonan He, Yi Fang, Shuo Zhang
Frontiers in Medicine.2022;[Epub] CrossRef - The Metaverse: A New Challenge for the Healthcare System: A Scoping Review
Luca Petrigna, Giuseppe Musumeci
Journal of Functional Morphology and Kinesiology.2022; 7(3): 63. CrossRef - The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics
Xinli Zhang, Yuchen Chen, Lailin Hu, Youmei Wang
Frontiers in Psychology.2022;[Epub] CrossRef - Novel pathway regarding good cosmetics brands by NFT in the metaverse world
Jinkyung Lee, Ki Han Kwon
Journal of Cosmetic Dermatology.2022; 21(12): 6584. CrossRef - Advances in Metaverse Investigation: Streams of Research and Future Agenda
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Virtual Worlds.2022; 1(2): 103. CrossRef - Dynamics of Metaverse and Medicine: A Review Article
Mrudul A Kawarase, Ashish Anjankar
Cureus.2022;[Epub] CrossRef - What the Literature on Medicine, Nursing, Public Health, Midwifery, and Dentistry Reveals: An Overview of the Rapidly Approaching Metaverse
Muhammet DAMAR
Journal of Metaverse.2022; 2(2): 62. CrossRef - Interactive and innovative technologies for smart education
Babatomiwa Omonayajo, Fadi Al-Turjman, Nadire Cavus
Computer Science and Information Systems.2022; 19(3): 1549. CrossRef
- Who really needs a Metaverse in anatomy education? A review with preliminary survey results
Reviews
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Educational applications of metaverse: possibilities and limitations
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Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, Soyoung Jo
- J Educ Eval Health Prof. 2021;18:32. Published online December 13, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.32
- 27,499 View
- 2,399 Download
- 137 Citations
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Abstract
PDFSupplementary Material - This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.
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Citations
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The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
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Kelly Reynolds
, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn - J Educ Eval Health Prof. 2021;18:31. Published online November 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.31
- 4,378 View
- 221 Download
- 3 Citations
-
Abstract
PDFSupplementary Material
- Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions. -
Citations
Citations to this article as recorded by- Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
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Educational/faculty development material
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Interprofessional health education teacher training at the University of Chile
-
Mónica Espinoza Barrios
, Sandra Oyarzo Torres - J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.30
- 3,211 View
- 200 Download
- 2 Citations
-
Abstract
PDFSupplementary Material
- The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
-
Citations
Citations to this article as recorded by- Metaverse applications in education: a systematic review and a cost-benefit analysis
Mark Anthony Camilleri
Interactive Technology and Smart Education.2023;[Epub] CrossRef - The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
Andrea Schlicker, Jan Ehlers
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Research article
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Are we teaching health science students in the United States what they need to know about death and dying coping strategies?
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Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel
- J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.29
- 3,461 View
- 203 Download
- 1 Citations
-
Abstract
PDFSupplementary Material
- Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness. -
Citations
Citations to this article as recorded by- Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef
- Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
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
- J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.28
- 3,580 View
- 161 Download
- 1 Citations
-
Abstract
PDFSupplementary Material
- 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
Citations to this article as recorded by- 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
- 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
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 - J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.27
- 7,902 View
- 497 Download
- 46 Citations
-
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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Kyoko Koto-Shimada, Rogie Royce Carandang, Akira Shibanuma, Junko Kiriya, Ken Ing Cherng Ong, Sokneang Touch, Virya Koy, Masamine Jimba
BMC Nursing.2023;[Epub] CrossRef - Editorial: Public health promotion and medical education reform, volume II
Jing Tian, Jian Chen
Frontiers in Public Health.2023;[Epub] CrossRef - How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews
Boulus Shehata, Ahmed Tlili, Ronghuai Huang, Michael Agyemang Adarkwah, Mengyu Liu, Tingwen Chang
Education and Information Technologies.2023;[Epub] CrossRef - South African health sciences students’ perspectives on utilisation, constraints and future possibilities of mHealth and e-Learning
Noorbhai Habib, Sims Danica, Hartman Nadia
Discover Education.2023;[Epub] CrossRef - Systematic review of distributed practice and retrieval practice in health professions education
Emma Trumble, Jason Lodge, Allison Mandrusiak, Roma Forbes
Advances in Health Sciences Education.2023;[Epub] CrossRef - Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
Dan Wang, Junhai Zhou, Qiuhui Wu, Guannan Sheng, Xin Li, Huiling Lu, Jing Tian
Frontiers in Public Health.2022;[Epub] CrossRef - Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef - ‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef - Polysomnograph-e : un outil pédagogique en ligne pour l’apprentissage de la lecture des polysomnographies
M. Boulais, J.C. Comte, E. Stauffer, F. Gormand, I. Lambert, N. Limousin, R. Lopez, A. Leotard, A. Guyon, A. Raoux, M.J. Challamel, P. Franco, L. Peter-Derex
Médecine du Sommeil.2022; 19(3): 156. CrossRef - Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef - E-Learning in Clinical Chemistry: Indian Scenario
Prasenjit Mitra, Praveen Sharma
Indian Journal of Clinical Biochemistry.2022; 37(3): 255. CrossRef - Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China
Weicai Peng, Shuchao Wang
Frontiers in Public Health.2022;[Epub] CrossRef - The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals
Maximilian Riedel, Niklas Amann, Florian Recker, André Hennigs, Sabine Heublein, Bastian Meyer, Anne Karge, Gabriel Eisenkolb, Jacqueline Lammert, Anna Graf, Evelyn Klein, Martin Weiss, Fabian Riedel, Mohammed Saqr
PLOS ONE.2022; 17(8): e0269562. 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 - An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study
Isabel Antón-Solanas, Beatriz Rodríguez-Roca, Fernando Urcola-Pardo, Ana Anguas-Gracia, Pedro J. Satústegui-Dordá, Emmanuel Echániz-Serrano, Ana B. Subirón-Valera
Nurse Education Today.2022; 118: 105527. CrossRef - ProTransition – ein Online-Kurs für Fachkräfte zur Versorgungsoptimierung junger Menschen mit psychischen Störungen im Übergang zwischen Jugend- und Erwachsenenalter
Elisa König, Christina Stahl, Sandra Reetz, Ulrike M. E. Schulze, Jörg M. Fegert, Ulrike Hoffmann
Nervenheilkunde.2022; 41(09): 551. CrossRef - At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study
Lina Vogt, Michael Schauwinhold, Rolf Rossaint, Henning Schenkat, Martin Klasen, Saša Sopka
Frontiers in Medicine.2022;[Epub] CrossRef - Flexibel, zeit- und ortsunabhängig
Alexander Kraus, Patrick Mülleder, Verena Leinemann, Daniel Hausmann, Valentin Fischill-Neudeck, Peter Kaufmann, Patrizia Ebner, Jürgen Osterbrink
ProCare.2022; 27(6-7): 52. CrossRef - Students’ Experiences with Online Teaching and Learning in Norway: A Qualitative Study into Nutrition Education One Year after the COVID-19 Lockdown
Christine Tørris, Eli Gjølstad, Marianne Morseth, Jonas Debesay, Kari Almendingen
Education Sciences.2022; 12(10): 670. CrossRef - Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam
Thang Xuân Do, Huong Thi Lan Tran, Thuy Thu Le, Ogochukwu Chinedum Okoye
PLOS ONE.2022; 17(12): e0278109. CrossRef - Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study
Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi
Journal of Educational Evaluation for Health Professions.2022; 19: 28. CrossRef
- The First Hybrid International Educational Comprehensive Cleft Care Workshop
Research articles
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Definition of character for medical education based on expert opinions in Korea
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Yera Hur
- J Educ Eval Health Prof. 2021;18:26. Published online September 29, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.26
- 4,177 View
- 231 Download
- 2 Citations
-
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. -
Citations
Citations to this article as recorded by- 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
- Medical students’ self-evaluation of character, and method of character education
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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
- J Educ Eval Health Prof. 2021;18:25. Published online September 27, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.25
- 4,633 View
- 280 Download
- 2 Citations
-
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. -
Citations
Citations to this article as recorded by- 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
- 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
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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
- J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.24
- 5,106 View
- 300 Download
- 7 Citations
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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. -
Citations
Citations to this article as recorded by- 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;[Epub] 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 - 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
- The nationwide impact of COVID-19 on life support courses. A retrospective evaluation by Resuscitation Council UK
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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 - J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.23
- 4,240 View
- 217 Download
- 2 Citations
-
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. -
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 - 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
- Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
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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
- J Educ Eval Health Prof. 2021;18:22. Published online August 18, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.22
- 4,445 View
- 330 Download
- 4 Citations
-
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. -
Citations
Citations to this article as recorded by- 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 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
- Influence of Hand Tracking in Immersive Virtual Reality for Memory Assessment
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 - J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.21
- 4,852 View
- 293 Download
- 1 Citations
-
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
- Perceived team roles of medical students: a five year cross-sectional study
Editorial
- The Journal Citation Indicator has arrived for Emerging Sources Citation Index journals, including the Journal of Educational Evaluation for Health Professions, in June 2021
-
Sun Huh
- J Educ Eval Health Prof. 2021;18:20. Published online August 2, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.20
- 4,770 View
- 245 Download
- 5 Citations
-
PDF
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Citations
Citations to this article as recorded by- 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 - 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
Sun Huh
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
- Journal metrics, document network, and conceptual and social structures of the Korean Journal of Anesthesiology from 2017 to July 2022: a bibliometric study
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 - J Educ Eval Health Prof. 2021;18:19. Published online August 9, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.19
- 4,162 View
- 312 Download
- 1 Citations
-
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. -
Citations
Citations to this article as recorded by- 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
- Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
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