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Research articles
Importance, performance frequency, and predicted future importance of dietitians’ jobs by practicing dietitians in Korea: a survey study
Cheongmin Sohn, Sooyoun Kwon, Won Gyoung Kim, Kyung-Eun Lee, Sun-Young Lee, Seungmin Lee
J Educ Eval Health Prof. 2024;21:1.   Published online January 2, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.1
Funded: Korea Health Personnel Licensing Examination Institute
  • 1,240 View
  • 243 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to explore the perceptions held by practicing dietitians of the importance of their tasks performed in current work environments, the frequency at which those tasks are performed, and predictions about the importance of those tasks in future work environments.
Methods
This was a cross-sectional survey study. An online survey was administered to 350 practicing dietitians. They were asked to assess the importance, performance frequency, and predicted changes in the importance of 27 tasks using a 5-point scale. Descriptive statistics were calculated, and the means of the variables were compared across categorized work environments using analysis of variance.
Results
The importance scores of all surveyed tasks were higher than 3.0, except for the marketing management task. Self-development, nutrition education/counseling, menu planning, food safety management, and documentation/data management were all rated higher than 4.0. The highest performance frequency score was related to documentation/data management. The importance scores of all duties, except for professional development, differed significantly by workplace. As for predictions about the future importance of the tasks surveyed, dietitians responded that the importance of all 27 tasks would either remain at current levels or increase in the future.
Conclusion
Twenty-seven tasks were confirmed to represent dietitians’ job functions in various workplaces. These tasks can be used to improve the test specifications of the Korean Dietitian Licensing Examination and the curriculum of dietetic education programs.
Development and validity evidence for the resident-led large group teaching assessment instrument in the United States: a methodological study  
Ariel Shana Frey-Vogel, Kristina Dzara, Kimberly Anne Gifford, Yoon Soo Park, Justin Berk, Allison Heinly, Darcy Wolcott, Daniel Adam Hall, Shannon Elliott Scott-Vernaglia, Katherine Anne Sparger, Erica Ye-pyng Chung
J Educ Eval Health Prof. 2024;21:3.   Published online February 23, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.3
Funded: Association of American Medical Colleges, Northeastern Group on Educational Affairs
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  • 184 Download
AbstractAbstract PDFSupplementary Material
Purpose
Despite educational mandates to assess resident teaching competence, limited instruments with validity evidence exist for this purpose. Existing instruments do not allow faculty to assess resident-led teaching in a large group format or whether teaching was interactive. This study gathers validity evidence on the use of the Resident-led Large Group Teaching Assessment Instrument (Relate), an instrument used by faculty to assess resident teaching competency. Relate comprises 23 behaviors divided into 6 elements: learning environment, goals and objectives, content of talk, promotion of understanding and retention, session management, and closure.
Methods
Messick’s unified validity framework was used for this study. Investigators used video recordings of resident-led teaching from 3 pediatric residency programs to develop Relate and a rater guidebook. Faculty were trained on instrument use through frame-of-reference training. Resident teaching at all sites was video-recorded during 2018–2019. Two trained faculty raters assessed each video. Descriptive statistics on performance were obtained. Validity evidence sources include: rater training effect (response process), reliability and variability (internal structure), and impact on Milestones assessment (relations to other variables).
Results
Forty-eight videos, from 16 residents, were analyzed. Rater training improved inter-rater reliability from 0.04 to 0.64. The Φ-coefficient reliability was 0.50. There was a significant correlation between overall Relate performance and the pediatric teaching Milestone (r=0.34, P=0.019).
Conclusion
Relate provides validity evidence with sufficient reliability to measure resident-led large-group teaching competence.
Development and psychometric evaluation of a 360-degree evaluation instrument to assess medical students’ performance in clinical settings at the emergency medicine department in Iran: a methodological study  
Golnaz Azami, Sanaz Aazami, Boshra Ebrahimy, Payam Emami
J Educ Eval Health Prof. 2024;21:7.   Published online April 1, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.7
Funded: Kurdistan University of Medical Sciences
  • 788 View
  • 163 Download
AbstractAbstract PDFSupplementary Material
Background
In the Iranian context, no 360-degree evaluation tool has been developed to assess the performance of prehospital medical emergency students in clinical settings. This article describes the development of a 360-degree evaluation tool and presents its first psychometric evaluation.
Methods
There were 2 steps in this study: step 1 involved developing the instrument (i.e., generating the items) and step 2 constituted the psychometric evaluation of the instrument. We performed exploratory and confirmatory factor analyses and also evaluated the instrument’s face, content, and convergent validity and reliability.
Results
The instrument contains 55 items across 6 domains, including leadership, management, and teamwork (19 items), consciousness and responsiveness (14 items), clinical and interpersonal communication skills (8 items), integrity (7 items), knowledge and accountability (4 items), and loyalty and transparency (3 items). The instrument was confirmed to be a valid measure, as the 6 domains had eigenvalues over Kaiser’s criterion of 1 and in combination explained 60.1% of the variance (Bartlett’s test of sphericity [1,485]=19,867.99, P<0.01). Furthermore, this study provided evidence for the instrument’s convergent validity and internal consistency (α=0.98), suggesting its suitability for assessing student performance.
Conclusion
We found good evidence for the validity and reliability of the instrument. Our instrument can be used to make future evaluations of student performance in the clinical setting more structured, transparent, informative, and comparable.
Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study  
Yoonjung Lee, Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee
J Educ Eval Health Prof. 2024;21:8.   Published online April 2, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.8
Funded: Korean Institute of Medical Education and Evaluation, Korea Association of Medical Colleges, Korean Society of Medical Education
  • 769 View
  • 222 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.

Citations

Citations to this article as recorded by  
  • The new placement of 2,000 entrants at Korean medical schools in 2025: is the government’s policy evidence-based?
    Sun Huh
    The Ewha Medical Journal.2024;[Epub]     CrossRef
Review
Attraction and achievement as 2 attributes of gamification in healthcare: an evolutionary concept analysis  
Hyun Kyoung Kim
J Educ Eval Health Prof. 2024;21:10.   Published online April 11, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.10
Funded: National Research Foundation of Korea, Ministry of Science and ICT
  • 650 View
  • 214 Download
AbstractAbstract PDFSupplementary Material
This study conducted a conceptual analysis of gamification in healthcare utilizing Rogers’ evolutionary concept analysis methodology to identify its attributes and provide a method for its applications in the healthcare field. Gamification has recently been used as a health intervention and education method, but the concept is used inconsistently and confusingly. A literature review was conducted to derive definitions, surrogate terms, antecedents, influencing factors, attributes (characteristics with dimensions and features), related concepts, consequences, implications, and hypotheses from various academic fields. A total of 56 journal articles in English and Korean, published between August 2 and August 7, 2023, were extracted from databases such as PubMed Central, the Institute of Electrical and Electronics Engineers, the Association for Computing Machinery Digital Library, the Research Information Sharing Service, and the Korean Studies Information Service System, using the keywords “gamification” and “healthcare.” These articles were then analyzed. Gamification in healthcare is defined as the application of game elements in health-related contexts to improve health outcomes. The attributes of this concept were categorized into 2 main areas: attraction and achievement. These categories encompass various strategies for synchronization, enjoyable engagement, visual rewards, and goal-reinforcing frames. Through a multidisciplinary analysis of the concept’s attributes and influencing factors, this paper provides practical strategies for implementing gamification in health interventions. When developing a gamification strategy, healthcare providers can reference this analysis to ensure the game elements are used both appropriately and effectively.
Research articles
Revised evaluation objectives of the Korean Dentist Clinical Skill Test: a survey study and focus group interviews  
Jae-Hoon Kim, Young J Kim, Deuk-Sang Ma, Se-Hee Park, Ahran Pae, June-Sung Shim, Il-Hyung Yang, Ui-Won Jung, Byung-Joon Choi, Yang-Hyun Chun
J Educ Eval Health Prof. 2024;21:11.   Published online May 30, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.11
Funded: Korea Health Personnel Licensing Examination Institute
  • 286 View
  • 116 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to propose a revision of the evaluation objectives of the Korean Dentist Clinical Skill Test by analyzing the opinions of those involved in the examination after a review of those objectives.
Methods
The clinical skill test objectives were reviewed based on the national-level dental practitioner competencies, dental school educational competencies, and the third dental practitioner job analysis. Current and former examinees were surveyed about their perceptions of the evaluation objectives. The validity of 22 evaluation objectives and overlapping perceptions based on area of specialty were surveyed on a 5-point Likert scale by professors who participated in the clinical skill test and dental school faculty members. Additionally, focus group interviews were conducted with experts on the examination.
Results
It was necessary to consider including competency assessments for “emergency rescue skills” and “planning and performing prosthetic treatment.” There were no significant differences between current and former examinees in their perceptions of the clinical skill test’s objectives. The professors who participated in the examination and dental school faculty members recognized that most of the objectives were valid. However, some responses stated that “oromaxillofacial cranial nerve examination,” “temporomandibular disorder palpation test,” and “space management for primary and mixed dentition” were unfeasible evaluation objectives and overlapped with dental specialty areas.
Conclusion
When revising the Korean Dentist Clinical Skill Test’s objectives, it is advisable to consider incorporating competency assessments related to “emergency rescue skills” and “planning and performing prosthetic treatment.”
Development of examination objectives for the Korean paramedic and emergency medical technician examination: a survey study  
Tai-hwan Uhm, Heakyung Choi, Seok Hwan Hong, Hyungsub Kim, Minju Kang, Keunyoung Kim, Hyejin Seo, Eunyoung Ki, Hyeryeong Lee, Heejeong Ahn, Uk-jin Choi, Sang Woong Park
J Educ Eval Health Prof. 2024;21:13.   Published online June 12, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.13
Funded: Korea Health Personnel Licensing Examination Institute Research Fund
  • 227 View
  • 93 Download
AbstractAbstract PDFSupplementary Material
Purpose
The duties of paramedics and emergency medical technicians (P&EMTs) are continuously changing due to developments in medical systems. This study presents evaluation goals for P&EMTs by analyzing their work, especially the tasks that new P&EMTs (with less than 3 years’ experience) find difficult, to foster the training of P&EMTs who could adapt to emergency situations after graduation.
Methods
A questionnaire was created based on prior job analyses of P&EMTs. The survey questions were reviewed through focus group interviews, from which 253 task elements were derived. A survey was conducted from July 10, 2023 to October 13, 2023 on the frequency, importance, and difficulty of the 6 occupations in which P&EMTs were employed.
Results
The P&EMTs’ most common tasks involved obtaining patients’ medical histories and measuring vital signs, whereas the most important task was cardiopulmonary resuscitation (CPR). The task elements that the P&EMTs found most difficult were newborn delivery and infant CPR. New paramedics reported that treating patients with fractures, poisoning, and childhood fever was difficult, while new EMTs reported that they had difficulty keeping diaries, managing ambulances, and controlling infection.
Conclusion
Communication was the most important item for P&EMTs, whereas CPR was the most important skill. It is important for P&EMTs to have knowledge of all tasks; however, they also need to master frequently performed tasks and those that pose difficulties in the field. By deriving goals for evaluating P&EMTs, changes could be made to their education, thereby making it possible to train more capable P&EMTs.
Identifying the nutrition support nurses’ tasks using importance–performance analysis in Korea: a descriptive study  
Jeong Yun Park
J Educ Eval Health Prof. 2023;20:3.   Published online January 18, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.3
Funded: National Research Foundation of Korea
  • 1,826 View
  • 144 Download
AbstractAbstract PDFSupplementary Material
Purpose
Nutrition support nurse is a member of a nutrition support team and is a health care professional who takes a significant part in all aspects of nutritional care. This study aims to investigate ways to improve the quality of tasks performed by nutrition support nurses through survey questionnaires in Korea.
Methods
An online survey was conducted between October 12 and November 31, 2018. The questionnaire consists of 36 items categorized into 5 subscales: nutrition-focused support care, education and counseling, consultation and coordination, research and quality improvement, and leadership. The importance–performance analysis method was used to confirm the relationship between the importance and performance of nutrition support nurses’ tasks.
Results
A total of 101 nutrition support nurses participated in this survey. The importance (5.56±0.78) and performance (4.50±1.06) of nutrition support nurses’ tasks showed a significant difference (t=11.27, P<0.001). Education, counseling/consultation, and participation in developing their processes and guidelines were identified as low-performance activities compared with their importance.
Conclusion
To intervene nutrition support effectively, nutrition support nurses should have the qualification or competency through the education program based on their practice. Improved awareness of nutrition support nurses participating in research and quality improvement activity for role development is required.
Evaluation of medical school faculty members’ educational performance in Korea in 2022 through analysis of the promotion regulations: a mixed methods study  
Hye Won Jang, Janghee Park
J Educ Eval Health Prof. 2023;20:7.   Published online February 28, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.7
Funded: Soonchunhyang University Research Fund
  • 2,851 View
  • 128 Download
AbstractAbstract PDFSupplementary Material
Purpose
To ensure faculty members’ active participation in education in response to growing demand, medical schools should clearly describe educational activities in their promotion regulations. This study analyzed the status of how medical education activities are evaluated in promotion regulations in 2022, in Korea.
Methods
Data were collected from promotion regulations retrieved by searching the websites of 22 medical schools/universities in August 2022. To categorize educational activities and evaluation methods, the Association of American Medical Colleges framework for educational activities was utilized. Correlations between medical schools’ characteristics and the evaluation of medical educational activities were analyzed.
Results
We defined 6 categories, including teaching, development of education products, education administration and service, scholarship in education, student affairs, and others, and 20 activities with 57 sub-activities. The average number of included activities was highest in the development of education products category and lowest in the scholarship in education category. The weight adjustment factors of medical educational activities were the characteristics of the target subjects and faculty members, the number of involved faculty members, and the difficulty of activities. Private medical schools tended to have more educational activities in the regulations than public medical schools. The greater the number of faculty members, the greater the number of educational activities in the education administration and service categories.
Conclusion
Medical schools included various medical education activities and their evaluation methods in promotion regulations in Korea. This study provides basic data for improving the rewarding system for efforts of medical faculty members in education.
Brief report
Training and implementation of handheld ultrasound technology at Georgetown Public Hospital Corporation in Guyana: a virtual learning cohort study  
Michelle Bui, Adrian Fernandez, Budheshwar Ramsukh, Onika Noel, Chris Prashad, David Bayne
J Educ Eval Health Prof. 2023;20:11.   Published online April 4, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.11
Funded: University of California, San Francisco Center for Health Equity in Surgery and Anesthesia, University of California, San Francisco Summer Explore Research Fellowship, Harold Varmus Endowed Fund for Global Health Scholars
  • 2,534 View
  • 94 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
A virtual point-of-care ultrasound (POCUS) education program was initiated to introduce handheld ultrasound technology to Georgetown Public Hospital Corporation in Guyana, a low-resource setting. We studied ultrasound competency and participant satisfaction in a cohort of 20 physicians-in-training through the urology clinic. The program consisted of a training phase, where they learned how to use the Butterfly iQ ultrasound, and a mentored implementation phase, where they applied their skills in the clinic. The assessment was through written exams and an objective structured clinical exam (OSCE). Fourteen students completed the program. The written exam scores were 3.36/5 in the training phase and 3.57/5 in the mentored implementation phase, and all students earned 100% on the OSCE. Students expressed satisfaction with the program. Our POCUS education program demonstrates the potential to teach clinical skills in low-resource settings and the value of virtual global health partnerships in advancing POCUS and minimally invasive diagnostics.

Citations

Citations to this article as recorded by  
  • A Clinician’s Guide to the Implementation of Point-of-Care Ultrasound (POCUS) in the Outpatient Practice
    Joshua Overgaard, Bright P. Thilagar, Mohammed Nadir Bhuiyan
    Journal of Primary Care & Community Health.2024;[Epub]     CrossRef
  • Efficacy of Handheld Ultrasound in Medical Education: A Comprehensive Systematic Review and Narrative Analysis
    Mariam Haji-Hassan, Roxana-Denisa Capraș, Sorana D. Bolboacă
    Diagnostics.2023; 13(24): 3665.     CrossRef
Research articles
Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study  
Catharina Hultgren, Annica Lindkvist, Sophie Curbo, Maura Heverin
J Educ Eval Health Prof. 2023;20:13.   Published online April 6, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.13
Funded: Karolinska Institutet
  • 1,499 View
  • 123 Download
  • 1 Web of Science
AbstractAbstract PDFSupplementary Material
Purpose
It aims to find students’ performance of and perspectives on an objective structured practical examination (OSPE) for assessment of laboratory and preclinical skills in biomedical laboratory science (BLS). It also aims to investigate the perception, acceptability, and usefulness of OSPE from the students’ and examiners’ point of view.
Methods
This was a longitudinal study to implement an OSPE in BLS. The student group consisted of 198 BLS students enrolled in semester 4, 2015–2019 at Karolinska University Hospital Huddinge, Sweden. Fourteen teachers evaluated the performance by completing a checklist and global rating scales. A student survey questionnaire was administered to the participants to evaluate the student perspective. To assess quality, 4 independent observers were included to monitor the examiners.
Results
Almost 50% of the students passed the initial OSPE. During the repeat OSPE, 73% of the students passed the OSPE. There was a statistically significant difference between the first and the second repeat OSPE (P<0.01) but not between the first and the third attempt (P=0.09). The student survey questionnaire was completed by 99 of the 198 students (50%) and only 63 students responded to the free-text questions (32%). According to these responses, some stations were perceived as more difficult, albeit they considered the assessment to be valid. The observers found the assessment protocols and examiner’s instructions assured the objectivity of the examination.
Conclusion
The introduction of an OSPE in the education of biomedical laboratory scientists was a reliable, and useful examination of practical skills.
Factors influencing the learning transfer of nursing students in a non-face-to-face educational environment during the COVID-19 pandemic in Korea: a cross-sectional study using structural equation modeling  
Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim
J Educ Eval Health Prof. 2023;20:14.   Published online April 27, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.14
Funded: Gangneung-Wonju National University
  • 1,810 View
  • 155 Download
  • 3 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning.
Methods
In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0.
Results
The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%.
Conclusion
The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students’ learning environment in non-face-to-face conditions.

Citations

Citations to this article as recorded by  
  • Flow in Relation to Academic Achievement in Online-Learning: A Meta-Analysis Study
    Da Xing, Yunjung Lee, Gyun Heo
    Measurement: Interdisciplinary Research and Perspectives.2024; : 1.     CrossRef
  • The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education
    Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu, Bajpai Ankita
    Sustainability.2023; 15(17): 13195.     CrossRef
  • Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience
    Helena Roig-Ester, Paulina Elizabeth Robalino Guerra, Carla Quesada-Pallarès, Andreas Gegenfurtner
    Education Sciences.2023; 14(1): 52.     CrossRef
Adequacy of the examination-based licensing system and a training-based licensing system for midwifery license according to changes in childbirth medical infrastructure in Korea: a survey-based descriptive study  
Yun Mi Kim, Sun Hee Lee, Sun Ok Lee, Mi Young An, Bu Youn Kim, Jum Mi Park
J Educ Eval Health Prof. 2023;20:15.   Published online May 22, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.15
Funded: Korea Health Personnel Licensing Examination Institute
  • 1,246 View
  • 68 Download
AbstractAbstract PDFSupplementary Material
Purpose
The number of Korean midwifery licensing examination applicants has steadily decreased due to the low birth rate and lack of training institutions for midwives. This study aimed to evaluate the adequacy of the examination-based licensing system and the possibility of a training-based licensing system.
Methods
A survey questionnaire was developed and dispatched to 230 professionals from December 28, 2022 to January 13, 2023, through an online form using Google Surveys. Descriptive statistics were used to analyze the results.
Results
Responses from 217 persons (94.3%) were analyzed after excluding incomplete responses. Out of the 217 participants, 198 (91.2%) agreed with maintaining the current examination-based licensing system; 94 (43.3%) agreed with implementing a training-based licensing system to cover the examination costs due to the decreasing number of applicants; 132 (60.8%) agreed with establishing a midwifery education evaluation center for a training-based licensing system; 163 (75.1%) said that the quality of midwifery might be lowered if midwives were produced only by a training-based licensing system, and 197 (90.8%) said that the training of midwives as birth support personnel should be promoted in Korea.
Conclusion
Favorable results were reported for the examination-based licensing system; however, if a training-based licensing system is implemented, it will be necessary to establish a midwifery education evaluation center to manage the quality of midwives. As the annual number of candidates for the Korean midwifery licensing examination has been approximately 10 in recent years, it is necessary to consider more actively granting midwifery licenses through a training-based licensing system.
Brief report
Comparing ChatGPT’s ability to rate the degree of stereotypes and the consistency of stereotype attribution with those of medical students in New Zealand in developing a similarity rating test: a methodological study  
Chao-Cheng Lin, Zaine Akuhata-Huntington, Che-Wei Hsu
J Educ Eval Health Prof. 2023;20:17.   Published online June 12, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.17
Funded: Division of Health Sciences, University of Otago
  • 2,286 View
  • 140 Download
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AbstractAbstract PDFSupplementary Material
Learning about one’s implicit bias is crucial for improving one’s cultural competency and thereby reducing health inequity. To evaluate bias among medical students following a previously developed cultural training program targeting New Zealand Māori, we developed a text-based, self-evaluation tool called the Similarity Rating Test (SRT). The development process of the SRT was resource-intensive, limiting its generalizability and applicability. Here, we explored the potential of ChatGPT, an automated chatbot, to assist in the development process of the SRT by comparing ChatGPT’s and students’ evaluations of the SRT. Despite results showing non-significant equivalence and difference between ChatGPT’s and students’ ratings, ChatGPT’s ratings were more consistent than students’ ratings. The consistency rate was higher for non-stereotypical than for stereotypical statements, regardless of rater type. Further studies are warranted to validate ChatGPT’s potential for assisting in SRT development for implementation in medical education and evaluation of ethnic stereotypes and related topics.

Citations

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  • The Performance of ChatGPT on Short-answer Questions in a Psychiatry Examination: A Pilot Study
    Chao-Cheng Lin, Kobus du Plooy, Andrew Gray, Deirdre Brown, Linda Hobbs, Tess Patterson, Valerie Tan, Daniel Fridberg, Che-Wei Hsu
    Taiwanese Journal of Psychiatry.2024; 38(2): 94.     CrossRef
  • Efficacy and limitations of ChatGPT as a biostatistical problem-solving tool in medical education in Serbia: a descriptive study
    Aleksandra Ignjatović, Lazar Stevanović
    Journal of Educational Evaluation for Health Professions.2023; 20: 28.     CrossRef
Research article
Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study  
Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
J Educ Eval Health Prof. 2023;20:18.   Published online June 12, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.18
Funded: Korea Health Personnel Licensing Examination Institute
  • 1,784 View
  • 114 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aims to suggest the number of test items in each of 8 nursing activity categories of the Korean Nursing Licensing Examination, which comprises 134 activity statements including 275 items. The examination will be able to evaluate the minimum ability that nursing graduates must have to perform their duties. Methods: Two opinion surveys involving the members of 7 academic societies were conducted from March 19 to May 14, 2021. The survey results were reviewed by members of 4 expert associations from May 21 to June 4, 2021. The results for revised numbers of items in each category were compared with those reported by Tak and his colleagues and the National Council License Examination for Registered Nurses of the United States. Results: Based on 2 opinion surveys and previous studies, the suggestions for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination in this study are as follows: 50 items for management of care and improvement of professionalism, 33 items for safety and infection control, 40 items for management of potential risk, 28 items for basic care, 47 items for physiological integrity and maintenance, 33 items for pharmacological and parenteral therapies, 24 items for psychosocial integrity and maintenance, and 20 items for health promotion and maintenance. Twenty other items related to health and medical laws were not included due to their mandatory status. Conclusion: These suggestions for the number of test items for each activity category will be helpful in developing new items for the Korean Nursing Licensing Examination.

JEEHP : Journal of Educational Evaluation for Health Professions