Journal of Educational Evaluation for Health Professions

Research articles

Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka: Punithalingam Youhasan, Yan Chen, Mataroria Lyndon, Marcus Alexander Henning; J Educ Eval Health Prof. 2020;17:41. Published online December 14, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.41

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Purpose
The aim of this study was to develop and validate a scale to measure nursing students’ readiness for the flipped classroom in Sri Lanka.
Methods
A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices (CVI) were calculated. Cross-sectional surveys among 355 undergraduate nursing students from 3 state universities in Sri Lanka were carried out to assess the psychometric properties of the NSR-FC. Principal component analysis (PCA, n=265), internal consistency (using the Cronbach α coefficient, n=265), and confirmatory factor analysis (CFA, n=90) were done to test construct validity and reliability.
Results
Thirty-seven items were included in the NSR-FC for content validation, resulting in an average scale CVI of 0.94. Two items received item level CVI of less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation, culminating in the identification of 5 factors. These factors were classified as technological readiness, environmental readiness, personal readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal consistency (Cronbach α=0.9). CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items that achieved acceptable fit (standardized root mean square residual=0.08, root mean square error of approximation=0.08, comparative fit index=0.87, and χ2/degrees of freedom=1.57).
Conclusion
The NSR-FC, as a 4-factor model, is an acceptable measurement scale for assessing nursing students’ readiness for the flipped classroom in terms of its construct validity and reliability.

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Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education
Turki Mesfer Alqahtani, Farrah Dina Yusop, Siti Hajar Halili
Humanities and Social Sciences Communications.2023;[Epub] CrossRef
The intensivist's assessment of gastrointestinal function: A pilot study
Varsha M. Asrani, Colin McArthur, Ian Bissett, John A. Windsor
Australian Critical Care.2022; 35(6): 636. CrossRef
Psychometric evidence of a perception scale about covid-19 vaccination process in Peruvian dentists: a preliminary validation
César F. Cayo-Rojas, Nancy Córdova-Limaylla, Gissela Briceño-Vergel, Marysela Ladera-Castañeda, Hernán Cachay-Criado, Carlos López-Gurreonero, Alberto Cornejo-Pinto, Luis Cervantes-Ganoza
BMC Health Services Research.2022;[Epub] CrossRef
Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study
Punithalingam Youhasan, Mataroria P. Lyndon, Yan Chen, Marcus A. Henning
Medical Science Educator.2022; 33(1): 91. CrossRef
Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study
Punithalingam Youhasan, Yan Chen, Mataroria Lyndon, Marcus A. Henning, Gwo-Jen Hwang
PLOS ONE.2021; 16(11): e0259003. 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

Increased competency of registered dietitian nutritionists in physical examination skills after simulation-based education in the United States: Elizabeth MacQuillan, Jennifer Ford, Kristin Baird; J Educ Eval Health Prof. 2020;17:40. Published online December 14, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.40

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Purpose
This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing registered dietitian nutritionists (RDNs). Using a standardized instrument to measure performance on a newly-required clinical skill, the nutrition-focused physical exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session.
Methods
Eighteen practicing RDNs were recruited by their employer, Spectrum Health. Following a pre-briefing session, participants completed an initial 10-minute encounter, performing NFPE on a standardized patient (SP). Next, participants completed a 90-minute SBE training session on skills within the NFPE, including hands-on practice and role play, followed by a post-training SP encounter. Video recordings of the SP encounters were scored to assess competence in 7 skill areas within the NFPE. Scores were analyzed for participants’ initial competence and change in competence.
Results
The proportions of participants with initial competence ranged from 0% to 44% across the 7 skill areas assessed. The only competency where participants initially scored in the “meets expectations” range was “approach to the patient.” When raw competence scores were assessed for changes from pre- to post-SBE training, the paired t-test indicated significant increases in all 7 competency areas following the simulation-based training (P<0.001).
Conclusion
This study showed the effectiveness of a SBE training program for increasing competence scores of practicing RDNs on a defined clinical skill.

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Barriers for Liver Transplant in Patients with Alcohol-Related Hepatitis
Gina Choi, Jihane N. Benhammou, Jung J. Yum, Elena G. Saab, Ankur P. Patel, Andrew J. Baird, Stephanie Aguirre, Douglas G. Farmer, Sammy Saab
Journal of Clinical and Experimental Hepatology.2022; 12(1): 13. CrossRef

Development and validation of a portfolio assessment system for medical schools in Korea: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2020;17:39. Published online December 9, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.39

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Purpose
Consistent evaluation procedures based on objective and rational standards are essential for the sustainability of portfolio-based education, which has been widely introduced in medical education. We aimed to develop and implement a portfolio assessment system, and to assess its validity and reliability.
Methods
We developed a portfolio assessment system from March 2019 to August 2019 and confirmed its content validity through expert assessment by an expert group comprising 2 medical education specialists, 2 professors involved in education at medical school, and a professor of basic medical science. Six trained assessors conducted 2 rounds of evaluation of 7 randomly selected portfolios for the “Self-Development and Portfolio II” course from January 2020 to July 2020. These data are used inter-rater reliability was evaluated using intra-class correlation coefficients (ICCs) in September 2020.
Results
The portfolio assessment system is based on the following process; assessor selection, training, analytical/comprehensive evaluation, and consensus. Appropriately trained assessors evaluated portfolios based on specific assessment criteria and a rubric for assigning points. In the analysis of inter-rater reliability, the first round of evaluation grades was submitted, and all assessment areas except “goal-setting” showed a high ICC of 0.81 or higher. After the first round of assessment, we attempted to standardize objective assessment procedures. As a result, all components of the assessments showed close correlations, with ICCs of 0.81 or higher.
Conclusion
We confirmed that when assessors with an appropriate training conduct portfolio assessment based on specified standards through a systematic procedure, the results are reliable.

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Development of an electronic learning progression dashboard to monitor student clinical experiences
Hollis Lai, Nazila Ameli, Steven Patterson, Anthea Senior, Doris Lunardon
Journal of Dental Education.2022; 86(6): 759. CrossRef
Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
Journal of Medical Education and Curricular Development.2022; 9: 238212052210760. CrossRef
Development of Teaching and Learning Manual for Competency-Based Practice for Meridian & Acupuncture Points Class
Eunbyul Cho, Jiseong Hong, Yeonkyeong Nam, Haegue Shin, Jae-Hyo Kim
Korean Journal of Acupuncture.2022; 39(4): 184. CrossRef

Differences in nurses’ perceptions of self-reported pain and the administered morphine dose according to the patient’s facial expression in Korea: Jeong Yun Park, Da In Lee; J Educ Eval Health Prof. 2020;17:38. Published online December 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.38

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Abstract PDF Supplementary Material: Purpose
This study aimed to compare nurses’ perceptions of self-reported pain, the recorded pain score, and pain treatment according to the patient’s facial expression.
Methods
In this descriptive cross-sectional survey, the participants were 472 nurses working at a tertiary hospital in Seoul, Korea. A self-report questionnaire presented nurses with a smiling patient complaining of acute post-surgical pain and a grimacing patient with cancer pain, both of whom reported a pain level of 8 out of 10, and asked nurses to indicate their perception of the pain intensity, the pain score that they would record, and the medication that they would provide for each patient.
Results
The pain intensity perceived by nurses for the grimacing patient was significantly higher than that for the smiling patient (P<0.001). The recorded pain score was likewise significantly higher for the grimacing patient than for the smiling patient (P<0.001). There was a significant difference in the amount of morphine chosen by the nurses for pain interventions between the smiling and grimacing patients (P=0.040). Higher perceived pain intensity and score were associated with higher administered doses of morphine.
Conclusion
These findings suggest that nurses might be affected by patients’ facial expressions when treating pain. A pain management program should be developed that trains nurses to accurately recognize pain hidden in patients’ faces and provides them with the knowledge of how to appropriately assess and manage patients’ pain.

Female medical and nursing students’ knowledge, attitudes, and skills regarding breast self-examination in Oman: a comparison between pre- and post-training: Rajani Ranganath, John Muthusami, Miriam Simon, Tatiyana Mandal, Meena Anand Kukkamulla; J Educ Eval Health Prof. 2020;17:37. Published online December 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.37

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Purpose
Breast cancer is one of the most common cancers in women worldwide. Educational and awareness programs impact early practices of breast self-examination, resulting in the early detection of cancer and thereby decreasing mortality. The study aimed to assess the levels of knowledge and awareness of breast cancer and breast self-examination among medical and nursing students in Oman and to compare their knowledge, attitudes, and skills after a training program.
Methods
This quasi-experimental study was carried out for female 90 medical and 80 nursing students in Oman in November 2019. A pre-test questionnaire was given before the training program and a post-test questionnaire was administered after the training program. Students’ knowledge, attitude, and skills regarding breast cancer and breast self-examination were compared. Scores for skills of practicing breast self-examination were compared between lecture and activity group and lecture-only group.
Results
Pre-test and post-test data were collected from 170 female students. Significant improvements were observed in the post-test scores for students’ knowledge, attitude, and skills after the intervention (P<0.001). The mean scores for skills of practicing breast self-examination after the lecture and the activity were higher than those obtained after the lecture only (P=0.014 for medical students and P=0.016 for nursing students).
Conclusion
An educational training program on breast cancer and breast examination with an emphasis on skills can motivate participants to perform breast self-examination regularly, and may therefore help students to train other women to perform breast self-examination for the early detection of breast cancer.

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Nursing Students’ Motivation, Awareness, and Knowledge of Women’s Health: A Norwegian Quasi-Experimental Study
Christine Tørris
Education Sciences.2024; 14(3): 273. CrossRef
Kavram Haritası ile Verilen Kendi Kendine Meme Muayenesi Eğitiminin Hemşirelik Öğrencilerinin Sağlık İnançları ve Öz Yeterlilik Düzeylerine Etkisi
Aysun ACUN, Yadigar ORDU
Black Sea Journal of Health Science.2023; 6(4): 632. CrossRef

Key competencies for Korean nurses in prenatal genetic nursing: experiential genetic nursing knowledge, and ethics and law: Gyeyoung Shin, Myunghee Jun, Hye-Kyung Kim, Michael Wreen, Sylvia Mimi Kubsch; J Educ Eval Health Prof. 2020;17:36. Published online November 26, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.36

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Purpose
This study aims at determining the competencies of Korean nurses in prenatal genetic nursing.
Methods
First, a 3-round Delphi survey was conducted to establish prenatal genetic nursing competencies. Second, a prenatal genetic nursing education program (PGNEP), incorporating the findings from the Delphi survey, was designed. Third, a single group pre- and post-quasi-experimental study at a PGNEP workshop was conducted to assess the effectiveness of the integration of the competencies into the PGNEP with the measurements of knowledge about prenatal genetic testing and nursing (K-PGTN) and information needs about prenatal genetic testing and nursing (I-PGTN). Finally, the identified competencies were reexamined for their clarity.
Results
Based on the Delphi survey 78 competency components were identified. The components were then classified under 10 categories, which were organized under 4 domains. The domain of “experiential genetic nursing knowledge” and the domain of “ethics and law” were ranked as the first and the second in significance. The quasi-experimental study showed that the mean scores in K-PGTN were significantly increased from 8.19±2.67 to 11.25±2.51 (P<0.001). The mean scores of “ethics and law” in I-PGTN decreased significantly (P=0.023). The headings of 4 categories and 2 domains were revised.
Conclusion
This study identified competencies for prenatal genetic nursing and nursing education in Korea. There is a need for nursing instructors and researchers to improve the competencies of nurses in the identified areas. Particular emphasis should be placed on experiential nursing knowledge and on ethics and law related to prenatal genetic nursing.

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Current State of Genomics in Nursing: A Scoping Review of Healthcare Provider Oriented (Clinical and Educational) Outcomes (2012–2022)
Joanne Thomas, Jordan Keels, Kathleen A. Calzone, Laurie Badzek, Sarah Dewell, Christine Patch, Emma T. Tonkin, Andrew A. Dwyer
Genes.2023; 14(11): 2013. CrossRef

Estimation of item parameters and examinees’ mastery probability in each domain of the Korean Medical Licensing Examination using a deterministic inputs, noisy “and” gate (DINA) model: Younyoung Choi, Dong Gi Seo; J Educ Eval Health Prof. 2020;17:35. Published online November 17, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.35

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Abstract PDF Supplementary Material: Purpose
The deterministic inputs, noisy “and” gate (DINA) model is a promising statistical method for providing useful diagnostic information about students’ level of achievement, as educators often want to receive diagnostic information on how examinees did on each content strand, which is referred to as a diagnostic profile. The purpose of this paper was to classify examinees of the Korean Medical Licensing Examination (KMLE) in different content domains using the DINA model.
Methods
This paper analyzed data from the KMLE, with 360 items and 3,259 examinees. An application study was conducted to estimate examinees’ parameters and item characteristics. The guessing and slipping parameters of each item were estimated, and statistical analysis was conducted using the DINA model.
Results
The output table shows examples of some items that can be used to check item quality. The probabilities of mastery of each content domain were also estimated, indicating the mastery profile of each examinee. The classification accuracy and consistency for 8 content domains ranged from 0.849 to 0.972 and from 0.839 to 0.994, respectively. As a result, the classification reliability of the cognitive diagnosis model was very high for the 8 content domains of the KMLE.
Conclusion
This mastery profile can provide useful diagnostic information for each examinee in terms of each content domain of the KMLE. Individual mastery profiles allow educators and examinees to understand which domain(s) should be improved in order to master all domains in the KMLE. In addition, all items showed reasonable results in terms of item parameters.

Level of professional ethics awareness and medical ethics competency of dental hygienists and dental hygiene students: the need to add ethics items to the Korean Dental Hygienist Licensing Examination: Yoon-Sook Hwang, Jong-Hwa Jang, Kyung-Hee Kang, Minji Kim, Jeong-Ran Park, Sohyun Son, Sun-Mi Lee, Da-Yee Jeung, Jung-Eun Ha, Su-Min Hong, Young-Eun Jang; J Educ Eval Health Prof. 2020;17:34. Published online November 17, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.34

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Abstract PDF Supplementary Material: Purpose
This study aimed to evaluate the level of professional ethics awareness and medical ethics competency in order to assess the potential need for ethics items to be included on the Korean Dental Hygienist Licensing Examination.
Methods
In total, 358 clinical dental hygienists and dental hygiene students completed a structured questionnaire to evaluate their level of ethical awareness and medical ethics competency. The sub-factors of medical ethics were classified into relationships with patients, medical and social relations, and individual specialized fields.
Results
Only 32.1% of participants indicated that they had taken a course on professional ethics in the university curriculum, but 95.2% of respondents considered professional ethics to be important. The overall score for medical ethics competency was average (3.37 out of 5). The score for relationships with patients was 3.75 points, followed by medical and social relations (3.19 points) and individual specialized fields (3.16 points). The level of professional ethics awareness was higher among participants who had taken a course on professional ethics than among those who had not done so or who did not remember whether they had done so.
Conclusion
Dental hygienists were aware of the importance of professional ethics, but their medical ethics competency was moderate. Therefore, medical ethics should be treated as a required subject in the university curriculum, and medical ethics competency evaluations should be strengthened by adding ethics items to the Korean Dental Hygienist Licensing Examination.

Similarity of the cut score in test sets with different item amounts using the modified Angoff, modified Ebel, and Hofstee standard-setting methods for the Korean Medical Licensing Examination: Janghee Park, Mi Kyoung Yim, Na Jin Kim, Duck Sun Ahn, Young-Min Kim; J Educ Eval Health Prof. 2020;17:28. Published online October 5, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.28

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Abstract PDF Supplementary Material

Purpose
The Korea Medical Licensing Exam (KMLE) typically contains a large number of items. The purpose of this study was to investigate whether there is a difference in the cut score between evaluating all items of the exam and evaluating only some items when conducting standard-setting.
Methods
We divided the item sets that appeared on 3 recent KMLEs for the past 3 years into 4 subsets of each year of 25% each based on their item content categories, discrimination index, and difficulty index. The entire panel of 15 members assessed all the items (360 items, 100%) of the year 2017. In split-half set 1, each item set contained 184 (51%) items of year 2018 and each set from split-half set 2 contained 182 (51%) items of the year 2019 using the same method. We used the modified Angoff, modified Ebel, and Hofstee methods in the standard-setting process.
Results
Less than a 1% cut score difference was observed when the same method was used to stratify item subsets containing 25%, 51%, or 100% of the entire set. When rating fewer items, higher rater reliability was observed.
Conclusion
When the entire item set was divided into equivalent subsets, assessing the exam using a portion of the item set (90 out of 360 items) yielded similar cut scores to those derived using the entire item set. There was a higher correlation between panelists’ individual assessments and the overall assessments.

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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
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
Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef
Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
Journal of Educational Evaluation for Health Professions.2022; 19: 33. CrossRef
Presidential address: Quarantine guidelines to protect examinees from coronavirus disease 2019, clinical skills examination for dental licensing, and computer-based testing for medical, dental, and oriental medicine licensing
Yoon-Seong Lee
Journal of Educational Evaluation for Health Professions.2021; 18: 1. CrossRef
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
Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
Journal of Educational Evaluation for Health Professions.2021; 18: 25. CrossRef

Training in statistical analysis reduces the framing effect among medical students and residents in Argentina: Raúl Alfredo Borracci, Eduardo Benigno Arribalzaga, Jorge Thierer; J Educ Eval Health Prof. 2020;17:25. Published online September 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.25

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Purpose
The framing effect refers to a phenomenon wherein, when the same problem is presented using different representations of information, people make significant changes in their decisions. This study aimed to explore whether the framing effect could be reduced in medical students and residents by teaching them the statistical concepts of effect size, probability, and sampling for use in the medical decision-making process.
Methods
Ninety-five second-year medical students and 100 second-year medical residents of Austral University and Buenos Aires University, Argentina were invited to participate in the study between March and June 2017. A questionnaire was developed to assess the different types of framing effects in medical situations. After an initial administration of the survey, students and residents were taught statistical concepts including effect size, probability, and sampling during 2 individual independent official biostatistics courses. After these interventions, the same questionnaire was randomly administered again, and pre- and post-intervention outcomes were compared among students and residents.
Results
Almost every type of framing effect was reproduced either in the students or in the residents. After teaching medical students and residents the analytical process behind statistical concepts, a significant reduction in sample-size, risky-choice, pseudo-certainty, number-size, attribute, goal, and probabilistic formulation framing effects was observed.
Conclusion
The decision-making of medical students and residents in simulated medical situations may be affected by different frame descriptions, and these framing effects can be partially reduced by training individuals in probability analysis and statistical sampling methods.

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Numeracy Education for Health Care Providers: A Scoping Review
Casey Goldstein, Nicole Woods, Rebecca MacKinnon, Rouhi Fazelzad, Bhajan Gill, Meredith Elana Giuliani, Tina Papadakos, Qinge Wei, Janet Papadakos
Journal of Continuing Education in the Health Professions.2024; 44(1): 35. CrossRef

Opinion

Importance and utilization frequency of essential competencies of Korean physical therapists: Junghyun Choi, Taeyoung Oh, Jae Seop Oh, Wootaek Lim, Jeonhyeong Lee, Seul Ki Han, Yun Sang Park, Hyeok Gyu Kwon, Chang Sik Ahn; J Educ Eval Health Prof. 2020;17:24. Published online September 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.24

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Educational/faculty development material

Guidelines for the management of extravasation: Jung Tae Kim, Jeong Yun Park, Hyun Jung Lee, Young Ju Cheon; J Educ Eval Health Prof. 2020;17:21. Published online August 10, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.21

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Abstract PDF Supplementary Material

The purpose of these practice guidelines is to offer and share strategies for preventing extravasation and measures for handling drugs known to cause tissue necrosis, which may occur even with the most skilled experts at intravenous (IV) injection. Herein, general knowledge about extravasation is first described, including its definition, incidence, risk factors, diagnosis, differential diagnosis, and extravasation injuries. Management of extravasation includes nursing intervention and thermal application. At the first sign of extravasation, nursing intervention with following steps is recommended: stop administration of IV fluids immediately, disconnect the IV tube from the cannula, aspirate any remaining drug from the cannula, administer drug-specific antidote, and notify the physician. Local thermal treatments are used to decrease the site reaction and absorption of the infiltrate. Local cooling (ice packs) aids in vasoconstriction, theoretically limiting the drug dispersion. Although clear benefit has not been demonstrated with thermal applications, it remains a standard supportive care. The recommended application schedule for both warm and cold applications is 15 to 20 minutes, every 4 hours, for 24 to 48 hours. For prevention of extravasation, health professionals should be familiar with the extravasation management standard guidelines. They should regularly check the extravasation kit, assess patients’ sensory changes, tingling or burning, and always pay attention to patients’ words. The medical team’s continuous education on extravasation is essential. With the practical use of these guidelines, it is expected to reduce the occurrence rate of extravasation and contribute to patient care improvement.

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Research article

Self-care perspective taking and empathy in a student-faculty book club in the United States: Rebecca Henderson, Melanie Gross Hagen, Zareen Zaidi, Valentina Dunder, Edlira Maska, Ying Nagoshi; J Educ Eval Health Prof. 2020;17:22. Published online July 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.22

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172 Download
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Abstract PDF Supplementary Material

Purpose
We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.
Methods
Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.
Results
Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.
Conclusion
Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

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Educational/faculty development material

Rules and guidelines for distancing in daily life to control coronavirus disease 2019 in Korea: 3rd version, announced on July 3, 2020: J Educ Eval Health Prof. 2020;17:20. Published online July 13, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.20

5,357 View
157 Download
8 Crossref

Abstract PDF Supplementary Material

In Korea, the first case of coronavirus disease 2019 (COVID-19) was reported on January 21, 2020, after which the number of infected people began to increase. Intensive control measures stabilized the spread of COVID-19 in Korea. Therefore, the Korean government introduced the policy of “distancing in daily life” to support the maintenance of normal life starting on March 22, 2020. This policy provides rules and guidelines on distancing in daily life to facilitate the control of COVID-19 in Korea. “Distancing in daily life” refers to a new, sustainable way of life and social interactions that prepares society to face the possibility of long-term prevalence of COVID-19. These guidelines aim to achieve the goal of infection prevention and containment, while sustaining people’s everyday life, economic, and social activities. All members of society and communities are called upon to fulfill their respective responsibilities to combat the COVID-19 pandemic and to safeguard everyone’s health and well-being. Five key rules govern personal distancing in daily life: stay home for 3–4 days if you feel unwell; keep a distance of 2 arms’ length from others; wash your hands for 30 seconds and cough or sneeze into your sleeve; ventilate spaces at least twice a day and disinfect regularly; and stay connected while physically distancing. Collective distancing in daily life for communities and organizations is supported by these 5 key rules, and detailed guidelines are set out for different types of facilities. All individuals and communities are obliged to abide by these rules and guidelines for distancing as part of daily life.

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Brief report

Impact of multi-professional simulation-based training on perceptions of safety and preparedness among health workers caring for coronavirus disease 2019 patients in Pakistan: Jamal Azfar Khan, Muhammad Rizwan Bashir Kiani; J Educ Eval Health Prof. 2020;17:19. Published online June 29, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.19

6,379 View
211 Download
13 Web of Science
13 Crossref

Abstract PDF Supplementary Material

This study aimed to evaluate perceptions of safety and preparedness among health workers caring for coronavirus disease 2019 (COVID-19) patients before and after a multi-professional simulation-based course in Pakistan. Health workers’ perceptions of preparedness, safety, and their willingness to care for COVID-19 patients were measured before and after they attended a simulation-based training course to prepare them to care for COVID-19 patients at Combined Military Hospital Landi Kotal Cantt, from March 1 to April 30, 2020. The participants’ perceived level of safety and preparedness to care for COVID-19 patients before the simulation-based course was low, but increased after completing it (P<0.05). They felt confident and were significantly more willing to care for patients with COVID-19 or other infections requiring strict isolation. Simulation-based training is an effective tool to improve perceptions of risk and readiness to deal with COVID-19 among medical and non-medical health workers in Pakistan.

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