Journal of Educational Evaluation for Health Professions

Research articles

How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile: Cesar Orsini, Jorge Tricio, Doris Tapia, Cristina Segura; J Educ Eval Health Prof. 2019;16:37. Published online November 29, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.37; Funded: Chilean National Commission for Scientific and Technological Research, Fondo de Fomento al Desarrollo Científico y Tecnológico

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Purpose
This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.
Methods
A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university.
Results
Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies.
Conclusion
Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching.

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Relationship between Psychological Needs and Academic Self-Concept in Physical Education Pre-Service Teachers: A Mediation Analysis
Antonio Granero-Gallegos, Ginés D. López-García, Antonio Baena-Extremera, Raúl Baños
Sustainability.2023; 15(5): 4052. CrossRef
Changes in basic psychological needs, passion, and well-being of first-semester graduate students
Hannah S. Appleseth, Lara J. LaCaille, Rick A. LaCaille, Eric E. Hessler, Jennifer O. Liang
Journal of American College Health.2023; : 1. CrossRef
Medical student motivation in specialised contexts
Stacey M. Frumm, Sam Brondfield
The Clinical Teacher.2023;[Epub] CrossRef
Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration
Hiroyuki Toyama, Katja Upadyaya, Katariina Salmela-Aro
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Evaluation of a portfolio-based course on self-development for pre-medical students in Korea: Dong Mi Yoo, A Ra Cho, Sun Kim; J Educ Eval Health Prof. 2019;16:38. Published online December 11, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.38; Funded: Catholic Medical Center Research Foundation

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Purpose
We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.
Methods
The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.
Results
The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).
Conclusion
The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.

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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 and validation of a portfolio assessment system for medical schools in Korea
Dong Mi Yoo, A Ra Cho, Sun Kim
Journal of Educational Evaluation for Health Professions.2020; 17: 39. CrossRef

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students: Oksana Babenko, Amber Mosewich, Joseph Abraham, Hollis Lai; J Educ Eval Health Prof. 2018;15:2. Published online January 8, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.2; Funded: Social Sciences and Humanities Research Council of Canada

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Purpose
To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (selfcompassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students.
Methods
This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20–29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale–short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed.
Results
The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= −0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= −0.32, P= 0.000), who exercised less (β= −0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students’ gender (β= 0.18, P= 0.005) and year in medical school (β= −0.18, P= 0.004) were related to engagement, but not to exhaustion.
Conclusion
Supporting students’ need for competence and raising students’ awareness of selfcompassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

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Opinion

Pediatric residents’ attitudes towards and experiences with collaboration with primary and secondary schools in the United States: Jeffrey D. Shahidullah; J Educ Eval Health Prof. 2018;15:3. Published online January 29, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.3; Funded: Institute on Ethnicity, Culture, and the Modern Experience, Rutgers University

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Editorial

A two-year progress report on medical education standards in the Western Pacific: Presidential address 2018: Michael Field; J Educ Eval Health Prof. 2018;15:6. Published online March 9, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.6; Funded: Australia Council for the Arts, Australian Government

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Community of inquiry Framework Combined With Podcast Media in Nursing Education innovation During Covid-19 Pandemic: An Evaluative Study
Ah Yusuf, Ronal Surya Aditya, Daifallah M AlRazeeni, Reem Lafi AlMutairi, Fitriana Kurniasari Solikhah, Siti Kotijah, Wiwit Dwi Nurbadriyah
Advances in Medical Education and Practice.2023; Volume 14: 573. CrossRef

Research articles

Does learning style preferences influence academic performance among dental students in Isfahan, Iran?: Najmeh Akhlaghi, Hosein Mirkazemi, Mehdi Jafarzade, Narjes Akhlaghi; J Educ Eval Health Prof. 2018;15:8. Published online March 24, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.8; Funded: Isfahan University of Medical Sciences

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Purpose
The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran.
Methods
This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression.
Results
The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).
Conclusion
Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

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Shwu‐Ru Liou, Ching‐Yu Cheng, Tsui‐Ping Chu, Chia‐Hao Chang, Hsiu‐Chen Liu
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SaurabhRamBihariLal Shrivastava, DhiyaulAthifah M. Jasri
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Bahareh Tahani, Skekoufeh Sedaghat Manesh
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The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students
Tahereh Baherimoghadam, Shahram Hamedani, Manoosh mehrabi, Navid Naseri, Nooshin Marzban
BMC Medical Education.2021;[Epub] CrossRef
Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire
Ayesha Fahim, Saba Rehman, Fariha Fayyaz, Mariyah Javed, Muhammad Anwaar Alam, Sadia Rana, Fahim Haider Jafari, Mohammad Khursheed Alam, Mauro Henrique Nogueira Guimarães Abreu
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Shahla Momeni Danaei, Niloofar Azadeh, Dana Jafarpur
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Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran
Horyeh Sarbazvatan, Abolghasem Amini, Nayyereh Aminisani, SeyedMorteza Shamshirgaran, Saeideh Ghaffarifar
Research and Development in Medical Education.2018; 7(2): 77. CrossRef

Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory: Yera Hur, A Ra Cho, Eun Ji Song, Sun Kim; J Educ Eval Health Prof. 2018;15:10.; DOI: https://doi.org/10.3352/jeehp.2018.15.10; Funded: National Research Foundation of Korea

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Purpose
The purpose of this study was to implement a systematic career coaching program for medical students and to evaluate its effectiveness.
Methods
First-year medical students of Konyang University College of Medicine took part in the FLEX Mentoring II: Career Coaching Program from September to December in 2016 and 2017. This program included 16 weekly sessions, comprising a total of 32 hours. The students took the Career Readiness Inventory before and after the program, as a pre- and post-test of the program. Data from 100 students were used (46 students in 2016, 54 students in 2017) for the evaluation.
Results
Medical students’ career readiness pre-test was rated as medium. In particular, many students were at a low level in terms of ‘support from colleagues and peers’ (53.0%), ‘career decision’ (48.0%), and ‘efforts for job preparation’ (60.0%). After 16 sessions of a systematic career coaching program, their career readiness level showed a significant increase except for ‘career decision’ (t= 4.242, P= 0.001) and ‘independence’ (t= 0.731, P= 0.466), a sub-factor of ‘career maturity.’
Conclusion
The career readiness level of medical students was not sufficiently high. However, a semester of educational training in a systematic career coaching program helped the students to be better prepared for their career. In particular, the significant reduction in the ‘career decision’ variable after the program can be interpreted as indicating that the students changed their behavior to explore and approach their career more seriously and carefully, which also underscores the need for the implementation of career coaching programs in medical schools.

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Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile: Cesar A. Orsini, Vivian I. Binnie, Jorge A. Tricio; J Educ Eval Health Prof. 2018;15:11. Published online April 19, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.11; Funded: American Dental Education Association

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Purpose
To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality.
Methods
A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables.
Results
All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation.
Conclusion
Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

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Bibliometric and content analysis of Journal of Educational Evaluation for Health Professions in 2018
Yera Hur
Journal of Educational Evaluation for Health Professions.2018; 15: 35. CrossRef

Opinion

Experiences with a graduate course on sex and gender medicine in Korea: Seon Mee Park, Nayoung Kim, Hee Young Paik; J Educ Eval Health Prof. 2018;15:13. Published online May 4, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.13; Funded: National Research Foundation of Korea, Ministry of Science, ICT and Future Planning

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Research article

Post-hoc simulation study of computerized adaptive testing for the Korean Medical Licensing Examination: Dong Gi Seo, Jeongwook Choi; J Educ Eval Health Prof. 2018;15:14. Published online May 17, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.14; Correction in: J Educ Eval Health Prof 2018;15(0):27; Funded: Hallym University, National Research Foundation of Korea

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Abstract PDF Supplementary Material

Purpose
Computerized adaptive testing (CAT) has been adopted in licensing examinations because it improves the efficiency and accuracy of the tests, as shown in many studies. This simulation study investigated CAT scoring and item selection methods for the Korean Medical Licensing Examination (KMLE).
Methods
This study used a post-hoc (real data) simulation design. The item bank used in this study included all items from the January 2017 KMLE. All CAT algorithms for this study were implemented using the ‘catR’ package in the R program.
Results
In terms of accuracy, the Rasch and 2-parametric logistic (PL) models performed better than the 3PL model. The ‘modal a posteriori’ and ‘expected a posterior’ methods provided more accurate estimates than maximum likelihood estimation or weighted likelihood estimation. Furthermore, maximum posterior weighted information and minimum expected posterior variance performed better than other item selection methods. In terms of efficiency, the Rasch model is recommended to reduce test length.
Conclusion
Before implementing live CAT, a simulation study should be performed under varied test conditions. Based on a simulation study, and based on the results, specific scoring and item selection methods should be predetermined.

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Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
Hyunjoo Pai
Journal of Educational Evaluation for Health Professions.2023; 20: 8. CrossRef
Developing Computerized Adaptive Testing for a National Health Professionals Exam: An Attempt from Psychometric Simulations
Lingling Xu, Zhehan Jiang, Yuting Han, Haiying Liang, Jinying Ouyang
Perspectives on Medical Education.2023;[Epub] CrossRef
Optimizing Computer Adaptive Test Performance: A Hybrid Simulation Study to Customize the Administration Rules of the CAT-EyeQ in Macular Edema Patients
T. Petra Rausch-Koster, Michiel A. J. Luijten, Frank D. Verbraak, Ger H. M. B. van Rens, Ruth M. A. van Nispen
Translational Vision Science & Technology.2022; 11(11): 14. CrossRef
The accuracy and consistency of mastery for each content domain using the Rasch and deterministic inputs, noisy “and” gate diagnostic classification models: a simulation study and a real-world analysis using data from the Korean Medical Licensing Examinat
Dong Gi Seo, Jae Kum Kim
Journal of Educational Evaluation for Health Professions.2021; 18: 15. CrossRef
Linear programming method to construct equated item sets for the implementation of periodical computer-based testing for the Korean Medical Licensing Examination
Dong Gi Seo, Myeong Gi Kim, Na Hui Kim, Hye Sook Shin, Hyun Jung Kim
Journal of Educational Evaluation for Health Professions.2018; 15: 26. CrossRef
Funding information of the article entitled “Post-hoc simulation study of computerized adaptive testing for the Korean Medical Licensing Examination”
Dong Gi Seo, Jeongwook Choi
Journal of Educational Evaluation for Health Professions.2018; 15: 27. CrossRef
Updates from 2018: Being indexed in Embase, becoming an affiliated journal of the World Federation for Medical Education, implementing an optional open data policy, adopting principles of transparency and best practice in scholarly publishing, and appreci
Sun Huh
Journal of Educational Evaluation for Health Professions.2018; 15: 36. CrossRef

Opinion

Proposal for improving the education and licensing examination for medical record administrators in Korea: Hyunchun Park, Hyunkyung Lee, Yookyung Boo; J Educ Eval Health Prof. 2018;15:16. Published online July 11, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.16; Funded: Korea Health Industry Development Institute

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Brief report

The implementation and evaluation of an e-Learning training module for objective structured clinical examination raters in Canada: Karima Khamisa, Samantha Halman, Isabelle Desjardins, Mireille St. Jean, Debra Pugh; J Educ Eval Health Prof. 2018;15:18. Published online August 6, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.18; Funded: University of Ottawa Heart Institute Foundation

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Abstract PDF Supplementary Material

Improving the reliability and consistency of objective structured clinical examination (OSCE) raters’ marking poses a continual challenge in medical education. The purpose of this study was to evaluate an e-Learning training module for OSCE raters who participated in the assessment of third-year medical students at the University of Ottawa, Canada. The effects of online training and those of traditional in-person (face-to-face) orientation were compared. Of the 90 physicians recruited as raters for this OSCE, 60 consented to participate (67.7%) in the study in March 2017. Of the 60 participants, 55 rated students during the OSCE, while the remaining 5 were back-up raters. The number of raters in the online training group was 41, while that in the traditional in-person training group was 19. Of those with prior OSCE experience (n= 18) who participated in the online group, 13 (68%) reported that they preferred this format to the in-person orientation. The total average time needed to complete the online module was 15 minutes. Furthermore, 89% of the participants felt the module provided clarity in the rater training process. There was no significant difference in the number of missing ratings based on the type of orientation that raters received. Our study indicates that online OSCE rater training is comparable to traditional face-to-face orientation.

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Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
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ОБ’ЄКТИВНИЙ СТРУКТУРОВАНИЙ КЛІНІЧНИЙ ІСПИТ ЯК ВИМІР ПРАКТИЧНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ЛІКАРЯ
M. M. Korda, A. H. Shulhai, N. V. Pasyaka, N. V. Petrenko, N. V. Haliyash, N. A. Bilkevich
Медична освіта.2019; (3): 19. CrossRef

Research article

Linear programming method to construct equated item sets for the implementation of periodical computer-based testing for the Korean Medical Licensing Examination: Dong Gi Seo, Myeong Gi Kim, Na Hui Kim, Hye Sook Shin, Hyun Jung Kim; J Educ Eval Health Prof. 2018;15:26. Published online October 18, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.26; Funded: Korea Health Industry Development Institute

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify the best way of developing equivalent item sets and to propose a stable and effective management plan for periodical licensing examinations.
Methods
Five pre-equated item sets were developed based on the predicted correct answer rate of each item using linear programming. These pre-equated item sets were compared to the ones that were developed with a random item selection method based on the actual correct answer rate (ACAR) and difficulty from item response theory (IRT). The results with and without common items were also compared in the same way. ACAR and the IRT difficulty were used to determine whether there was a significant difference between the pre-equating conditions.
Results
There was a statistically significant difference in IRT difficulty among the results from different pre-equated conditions. The predicted correct answer rate was divided using 2 or 3 difficulty categories, and the ACAR and IRT difficulty parameters of the 5 item sets were equally constructed. Comparing the item set conditions with and without common items, including common items did not make a significant contribution to the equating of the 5 item sets.
Conclusion
This study suggested that the linear programming method is applicable to construct equated-item sets that reflect each content area. The suggested best method to construct equated item sets is to divide the predicted correct answer rate using 2 or 3 difficulty categories, regardless of common items. If pre-equated item sets are required to construct a test based on the actual data, several methods should be considered by simulation studies to determine which is optimal before administering a real test.

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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
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Frontiers in Psychology.2021;[Epub] CrossRef

Corrigendum

Funding information of the article entitled “Post-hoc simulation study of computerized adaptive testing for the Korean Medical Licensing Examination”: Dong Gi Seo, Jeongwook Choi; J Educ Eval Health Prof. 2018;15:27. Published online December 4, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.27 [Epub ahead of print]; Corrects: J Educ Eval Health Prof 2018;15(0):14; Funded: Hallym University, National Research Foundation of Korea

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Research article

The effects of an empathy role-playing program for operating room nursing students in Iran: Negin Larti, Elaheh Ashouri, Akram Aarabi; J Educ Eval Health Prof. 2018;15:29. Published online December 13, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.29; Funded: Isfahan University of Medical Sciences

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Abstract PDF Supplementary Material

Purpose
The purpose of this study was to investigate the effects of a role-playing training program conducted among operating room nursing students on empathetic communication with patients through measurements of empathy scores.
Methods
This study was carried out among 77 operating room nursing students from the first to the fourth years studying at the School of Nursing and Midwifery of Isfahan University of Medical Sciences in the academic year 2017–2018. The intervention administered to the experimental group included a 12-hour training program on expressing empathy to patients that incorporated roleplaying. The Jefferson Scale of Empathy-Health Profession Student version was completed by the participants before, immediately after, and 1 month after the intervention. A comparative analysis of these 3 time points was conducted.
Results
No significant difference was found in the total pre-intervention mean empathy scores before the intervention between the control group and the experimental group (P= 0.50). However, the total mean empathy scores in the experimental group immediately after and 1 month after the intervention were higher than those in the control group (P< 0.001).
Conclusion
Empathy training through a role-playing technique was effective at improving the empathy scores of operating room nursing students, and this finding also underscores the fact that empathy can be promoted by education. Changing the educational curriculum of operating room nursing students is suggested in order to familiarize them with the concept of empathy in the operating room.

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