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Research article
Current issues and areas for improvement in the Korean Dental Hygienist National Licensing Examination: an expert Delphi survey among dental hygienists  
Yoon-Sook Hwang, Hyun-Sook Kang, Soo-Hwa Kim, Hee-Jung Moon, Sun-Mi Lee, Jae-Yeon Jung, Su-Jeong Hwang, Jung-Eun Ha
J Educ Eval Health Prof. 2017;14:21.   Published online September 13, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.21
Funded: National Health Personnel Licensing Examination Board of Korea
  • 28,250 View
  • 246 Download
  • 1 Web of Science
AbstractAbstract PDF
Purpose
This study aimed to investigate current issues and areas for improvement in the Korean Dental Hygienist National Licensing Examination (KDHNLE) through an expert Delphi survey.
Methods
A Delphi survey was conducted from May through August 2016 in Korea. This Delphi survey included 20 persons representing the field of dental hygiene (7 groups from various dental hygiene-related organizations). The Delphi survey was administered through e-mail as 3 rounds of questionnaire surveys regarding the issues facing the KDHNLE and potential solutions to those challenges. The primary Delphi survey was an open questionnaire. In each round, subjects’ responses were categorized according to the detailed themes of their responses. The minimum value of the content validity ratio of the survey results was determined by the number of panels participating in the Delphi survey.
Results
Issues facing the KDHNLE were identified from the results of the Delphi survey. The following 4 items had an average importance score of 4.0 or higher and were considered as important by over 85% of the panels: the failure of the practical test to reflect actual clinical settings, the focus of the practical test on dental scaling, the gap between the items evaluated on the national examination and actual practical work, and insufficiency in strengthening the expertise of licensed dental hygienists. The following items were suggested for improvement: more rigorous rater training, adjustment of the difficulty of the licensing examination, the introduction of a specialized dental hygienist system, and more rigorous refresher training for licensed dental hygienists.
Conclusion
Based on the above results, the KDHNLE should be improved according to the core competencies of dental hygienists, including on-site clinical practice experience.
Opinions
Suggestions for a standard clinical practice curriculum and learning objectives for physical therapy education in Korea
Tae Young Oh, Kyung Soon Lee, Byung Jo Kim
J Educ Eval Health Prof. 2017;14:23.   Published online October 19, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.23
Funded: National Health Personnel Licensing Examination Board of Korea
  • 26,738 View
  • 221 Download
  • 1 Web of Science
  • 1 Crossref
PDF

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Citations to this article as recorded by  
  • Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States
    Brad Warren Willis, Anita Sethi Campbell, Stephen Paul Sayers, Kyle Gibson
    Journal of Educational Evaluation for Health Professions.2018; 15: 30.     CrossRef
Utility of eye-tracking technology for preparing medical students in Spain for the summative objective structured clinical examination
Francisco Sánchez-Ferrer, J.M. Ramos-Rincón, M.D. Grima-Murcia, María Luisa Sánchez-Ferrer, Francisco Sánchez-del Campo, Antonio F. Compañ-Rosique, Eduardo Fernández-Jover
J Educ Eval Health Prof. 2017;14:27.   Published online November 12, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.27
Funded: Miguel Hernández University
  • 38,712 View
  • 286 Download
  • 3 Web of Science
  • 2 Crossref
PDFSupplementary Material

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Citations to this article as recorded by  
  • 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
  • Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2017; 14: 36.     CrossRef
Research articles
Perception survey on the introduction of clinical performance examination as part of the national nursing licensing examination in Korea  
Su Jin Shin, Yeong Kyeong Kim, Soon-Rim Suh, Duk Yoo Jung, Yunju Kim, Mi Kyoung Yim
J Educ Eval Health Prof. 2017;14:26.   Published online October 25, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.26
Funded: National Health Personnel Licensing Examination Board of Korea
  • 31,693 View
  • 295 Download
  • 2 Web of Science
  • 5 Crossref
AbstractAbstract PDF
Purpose
The purpose of this study was to analyze opinions about the action plan for implementation of clinical performance exam as part of the national nursing licensing examination and presents the expected effects of the performance exam and aspects to consider regarding its implementation.
Methods
This study used a mixed-methods design. Quantitative data were collected by a questionnaire survey, while qualitative data were collected by focus group interviews with experts. The survey targeted 200 nursing professors and clinical nurses with more than 5 years of work experience, and the focus group interviews were conducted with 28 of professors, clinical instructors, and nurses at hospitals.
Results
First, nursing professors and clinical specialists agreed that the current written tests have limitations in evaluating examinees’ ability, and that the introduction of a clinical performance exam will yield positive results. Clinical performance exam is necessary to evaluate and improve nurses’ work ability, which means that the implementation of a performance exam is advisable if its credibility and validity can be verified. Second, most respondents chose direct performance exams using simulators or standardized patients as the most suitable format of the test.
Conclusion
In conclusion, the current national nursing licensing exam is somewhat limited in its ability to identify competent nurses. Thus, the time has come for us to seriously consider the introduction of a performance exam. The prerequisites for successfully implementing clinical performance exam as part of the national nursing licensing exam are a professional training process and forming a consortium to standardize practical training.

Citations

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  • The Clinical Nursing Competency Assessment System of Ghana: Perspectives of Key Informants
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    SAGE Open.2022; 12(2): 215824402210899.     CrossRef
  • Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study
    Sun Kyung Kim, Youngho Lee, Hyoseok Yoon, Jongmyung Choi
    Journal of Medical Internet Research.2021; 23(3): e24313.     CrossRef
  • Nursing Students’ Experiences on Clinical Competency Assessment in Ghana
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Nurse Media Journal of Nursing.2021; 11(3): 278.     CrossRef
  • Clinical nursing competency assessment: a scoping review
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Frontiers of Nursing.2021; 8(4): 341.     CrossRef
  • Factors Influencing the Success of the National Nursing Competency Examination taken by the Nursing Diploma Students in Yogyakarta
    Yulia Wardani
    Jurnal Ners.2020; 14(2): 172.     CrossRef
Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study  
Manuel Lillo-Crespo, M. Cristina Sierras-Davó, Rhoda MacRae, Kevin Rooney
J Educ Eval Health Prof. 2017;14:28.   Published online November 29, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.28
Funded: Improvement Science Training for European Healthcare Workers
  • 33,810 View
  • 417 Download
  • 11 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS) education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.
Methods
The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.
Results
The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.
Conclusion
We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

Citations

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  • Evaluation of cost-effectiveness of single-credit traffic safety course based on Kirkpatrick model: a case study of Iran
    Mina Golestani, Homayoun Sadeghi-bazargani, Sepideh Harzand-Jadidi, Hamid Soori
    BMC Medical Education.2024;[Epub]     CrossRef
  • Yemen Advanced Field Epidemiology Training Program: An Impact Evaluation, 2021
    Maeen Abduljalil, Abdulhakeem Al Kohlani, Aisha Jumaan, Abdulwahed Al Serouri
    Epidemiologia.2023; 4(3): 235.     CrossRef
  • How, and under what contexts, do academic–practice partnerships collaborate to implement healthcare improvement education into preregistration nursing curriculums: a realist review protocol
    Lorraine Armstrong, Chris Moir, Peta Taylor
    BMJ Open.2023; 13(10): e077784.     CrossRef
  • Developing the American College of Surgeons Quality Improvement Framework to Evaluate Local Surgical Improvement Efforts
    Clifford Y. Ko, Tejen Shah, Heidi Nelson, Avery B. Nathens
    JAMA Surgery.2022; 157(8): 737.     CrossRef
  • Kirkpatrick Model: Its Limitations as Used in Higher Education Evaluation
    Michael CAHAPAY
    International Journal of Assessment Tools in Education.2021; 8(1): 135.     CrossRef
  • Transforming the Future Healthcare Workforce across Europe through Improvement Science Training: A Qualitative Approach
    Maria Cristina Sierras-Davo, Manuel Lillo-Crespo, Patricia Verdu, Aimilia Karapostoli
    International Journal of Environmental Research and Public Health.2021; 18(3): 1298.     CrossRef
  • Qualitative evaluation of an educational intervention about healthcare improvement for nursing students
    María Cristina Sierras-Davó, Manuel Lillo-Crespo, Patricia Verdú Rodríguez
    Aquichan.2021; 21(1): 1.     CrossRef
  • Evaluation of Advanced Field Epidemiology Training Programs in the Eastern Mediterranean Region: A Multi-Country Study
    Mohannad Al Nsour, Yousef Khader, Haitham Bashier, Majd Alsoukhni
    Frontiers in Public Health.2021;[Epub]     CrossRef
  • The United Kingdom Field Epidemiology Training Programme: meeting programme objectives
    Paola Dey, Jeremy Brown, John Sandars, Yvonne Young, Ruth Ruggles, Samantha Bracebridge
    Eurosurveillance.2019;[Epub]     CrossRef
  • Mapping the Status of Healthcare Improvement Science through a Narrative Review in Six European Countries
    Manuel Lillo-Crespo, Maria Cristina Sierras-Davó, Alan Taylor, Katrina Ritters, Aimilia Karapostoli
    International Journal of Environmental Research and Public Health.2019; 16(22): 4480.     CrossRef
Educational/faculty development material
The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students  
José M. Ramos-Rincón, Isabel Belinchón-Romero, Francisco Sánchez-Ferrer, Guillermo Martínez-de la Torre, Meggan Harris, Javier Sánchez-Fernández
J Educ Eval Health Prof. 2017;14:31.   Published online December 19, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.31
Funded: Miguel Hernández University
  • 33,499 View
  • 220 Download
  • 2 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

Citations

Citations to this article as recorded by  
  • Student video production within health professions education: A scoping review
    Qian Liu, Susan Geertshuis, Tehmina Gladman, Rebecca Grainger
    Medical Education Online.2022;[Epub]     CrossRef
Research article
Usefulness of the DETECT program for assessing the internal structure of dimensionality in simulated data and results of the Korean nursing licensing examination  
Dong Gi Seo, Younyoung Choi, Sun Huh
J Educ Eval Health Prof. 2017;14:32.   Published online December 27, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.32
Funded: Hallym University
  • 25,248 View
  • 262 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The dimensionality of examinations provides empirical evidence of the internal test structure underlying the responses to a set of items. In turn, the internal structure is an important piece of evidence of the validity of an examination. Thus, the aim of this study was to investigate the performance of the DETECT program and to use it to examine the internal structure of the Korean nursing licensing examination.
Methods
Non-parametric methods of dimensional testing, such as the DETECT program, have been proposed as ways of overcoming the limitations of traditional parametric methods. A non-parametric method (the DETECT program) was investigated using simulation data under several conditions and applied to the Korean nursing licensing examination.
Results
The DETECT program performed well in terms of determining the number of underlying dimensions under several different conditions in the simulated data. Further, the DETECT program correctly revealed the internal structure of the Korean nursing licensing examination, meaning that it detected the proper number of dimensions and appropriately clustered the items within each dimension.
Conclusion
The DETECT program performed well in detecting the number of dimensions and in assigning items for each dimension. This result implies that the DETECT method can be useful for examining the internal structure of assessments, such as licensing examinations, that possess relatively many domains and content areas.

Citations

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  • Meanings of Rough Sex across Gender, Sexual Identity, and Political Ideology: A Conditional Covariance Approach
    Dubravka Svetina Valdivia, Debby Herbenick, Tsung-chieh Fu, Heather Eastman-Mueller, Lucia Guerra-Reyes, Molly Rosenberg
    Journal of Sex & Marital Therapy.2022; 48(6): 579.     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
  • 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
    Journal of Educational Evaluation for Health Professions.2020; 17: 35.     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
Research Article
Is there an agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions?  
Min-Hyeok Kang, Oh-Yun Kwon, Yong-Wook Kim, Ji-Won Kim, Tae-Ho Kim, Tae-Young Oh, Jong-Hyuk Weon, Tae-Sik Lee, Jae-Seop Oh
J Educ Eval Health Prof. 2016;13:3.   Published online January 12, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.3
Funded: National Health Personnel Licensing Examination Board of Korea
  • 43,973 View
  • 196 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDF
Purpose
To determine the agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists’ job descriptions.
Methods
The main tasks of physical therapists were classified, and university courses related to the main tasks were also classified. Frequency analysis was used to determine the proportions of credits for the classified courses out of the total credits of major subjects, exam items related to the classified courses out of the total number of exam items, and universities that offer courses related to the Korean physical therapist licensing examination among the surveyed universities.
Results
The proportions of credits for clinical decision making and physical therapy diagnosis-related courses out of the total number credits for major subjects at universities were relatively low (2.06% and 2.58%, respectively). Although the main tasks of physical therapists are related to diagnosis and evaluation, the proportion of physiotherapy intervention-related items (35%) was higher than that of examination and evaluation-related items (25%) on the Korean physical therapist licensing examination. The percentages of universities that offer physical therapy diagnosis and clinical decision making-related courses were 58.62% and 68.97%, respectively.
Conclusion
Both the proportion of physiotherapy diagnosis and evaluation-related items on the Korean physical therapist licensing examination, and the number of subjects related to clinical decision making and physical therapy diagnosis in the physical therapy curriculum, should be increased to ensure that the examination items and physical therapy curriculum reflect the practical tasks of physical therapists.

Citations

Citations to this article as recorded by  
  • Proposal for improving the system of physical therapy education and the Korean physical therapist licensing examination based on a comparison of the systems in World Confederation for Physical Therapy member countries
    Min-Hyeok Kang, Tae-Hwan Lee, Sang-Min Cha, Jae-Seop Oh, Tae-Sik Lee, Tae-Young Oh, Suhn-Yeop Kim, Hyoung-Soo Lee, Gyu-Wan Lee, Ki-Song Kim
    Journal of Educational Evaluation for Health Professions.2017; 14: 10.     CrossRef
  • Suggestions for a standard clinical practice curriculum and learning objectives for physical therapy education in Korea
    Tae Young Oh, Kyung Soon Lee, Byung Jo Kim
    Journal of Educational Evaluation for Health Professions.2017; 14: 23.     CrossRef
Technical report
Varying levels of difficulty index of skills-test items randomly selected by examinees on the Korean emergency medical technician licensing examination  
Bongyeun Koh, Sunggi Hong, Soon-Sim Kim, Jin-Sook Hyun, Milye Baek, Jundong Moon, Hayran Kwon, Gyoungyong Kim, Seonggi Min, Gu-Hyun Kang
J Educ Eval Health Prof. 2016;13:5.   Published online January 15, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.5
Funded: National Health Personnel Licensing Examination Board of Korea
  • 34,921 View
  • 168 Download
  • 1 Crossref
AbstractAbstract PDF
Purpose
The goal of this study was to characterize the difficulty index of the items in the skills test components of the class I and II Korean emergency medical technician licensing examination (KEMTLE), which requires examinees to select items randomly.
Methods
The results of 1,309 class I KEMTLE examinations and 1,801 class II KEMTLE examinations in 2013 were subjected to analysis. Items from the basic and advanced skills test sections of the KEMTLE were compared to determine whether some were significantly more difficult than others.
Results
In the class I KEMTLE, all 4 of the items on the basic skills test showed significant variation in difficulty index (P< 0.01), as well as 4 of the 5 items on the advanced skills test (P< 0.05). In the class II KEMTLE, 4 of the 5 items on the basic skills test showed significantly different difficulty index (P< 0.01), as well as all 3 of the advanced skills test items (P< 0.01).
Conclusion
In the skills test components of the class I and II KEMTLE, the procedure in which examinees randomly select questions should be revised to require examinees to respond to a set of fixed items in order to improve the reliability of the national licensing examination.

Citations

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  • Multimedia-Based online Test on Indonesian Language Receptive Skills Development
    M Sudaryanto, D Mardapi, S Hadi
    Journal of Physics: Conference Series.2019; 1339(1): 012120.     CrossRef
Brief Report
How many schools adopt interviews during the student admission process across the health professions in the United States of America?  
Greer Glazer, Laura F. Startsman, Karen Bankston, Julia Michaels, Jennifer C. Danek, Malika Fair
J Educ Eval Health Prof. 2016;13:12.   Published online February 27, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.12
Funded: National Institute on Minority Health and Health Disparities of the National Institutes of Health, Health Resources and Services Administration
  • 41,028 View
  • 198 Download
  • 18 Web of Science
  • 19 Crossref
AbstractAbstract PDF
Health profession schools use interviews during the admissions process to identify certain non-cognitive skills that are needed for success in diverse, inter-professional settings. This study aimed to assess the use of interviews during the student admissions process across health disciplines at schools in the United States of America in 2014. The type and frequency of non-cognitive skills assessed were also evaluated. Descriptive methods were used to analyze a sample of interview rubrics collected as part of a national survey on admissions in the health professions, which surveyed 228 schools of medicine, dentistry, pharmacy, nursing, and public health. Of the 228 schools, 130 used interviews. The most desirable non-cognitive skills from 34 schools were identified as follows: communication skills (30), motivation (22), readiness for the profession (17), service (12), and problem-solving (12). Ten schools reported using the multiple mini-interview format, which may indicate potential for expanding this practice. Disparities in the use of interviewing across health professions should be verified to help schools adopt interviews during student admissions processes.

Citations

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  • Comparison of the Multiple Mini-Interview and the Traditional Interview in Medical School Admissions: Lessons Learned Using a Hybrid Model at One Institution
    Madeline Abrams, Doreen M. Olvet, Lisa Ellenbogen, Jeffrey B. Bird, Christopher Fazio, Lauren Caprioglio, Samara Ginzburg, Lawrence Smith, Rona Woldenberg
    Academic Medicine.2023; 98(5): 606.     CrossRef
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    Christine M. Carmichael, Kerry Callahan Mandulak, Diana Watkins
    Perspectives of the ASHA Special Interest Groups.2022; 7(2): 426.     CrossRef
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    Loretta Hsueh, Alexandra Werntz, Steven Hobaica, Sarah A. Owens, Mark A. Lumley, Jason J. Washburn
    Journal of Clinical Psychology.2021; 77(1): 105.     CrossRef
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    Ken Cor, Ravina Snghera, Dion R. Brocks
    Currents in Pharmacy Teaching and Learning.2021; 13(6): 616.     CrossRef
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    Kassidy James, Ziemowit Mazur, Michel Statler, Theresa Hegmann, Grace Landel, Venetia L. Orcutt
    Journal of Physician Assistant Education.2021; 32(2): 74.     CrossRef
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    Keith D. Baker, Roy T. Sabo, Meagan Rawls, Moshe Feldman, Sally A. Santen
    Medical Teacher.2020; 42(4): 411.     CrossRef
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    Jennifer R. Clark, Catherine A. Miller, Erin L. Garwood
    Psychological Reports.2020; 123(5): 1869.     CrossRef
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    Robin Wagner, Krista R. Maddox, Greer Glazer, Beverly M. Hittle
    Nurse Educator.2020; 45(2): 73.     CrossRef
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    Julie A. Murphy, Anthony J. Pattin, Jeffrey G. Sarver, Michelle L. Seegert, Sean Mertz, Ethan Blashford
    Currents in Pharmacy Teaching and Learning.2020; 12(7): 864.     CrossRef
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    Alex Mommert, Josefin Wagner, Jana Jünger, Jürgen Westermann
    BMC Medical Education.2020;[Epub]     CrossRef
  • The multiple mini‐interview and dental hygiene admissions: A feasible option?
    Monica Williamson Nenad
    Journal of Dental Education.2020; 84(6): 634.     CrossRef
  • Do Admissions Multiple Mini-Interview and Traditional Interview Scores Predict Subsequent Academic Performance? A Study of Five California Medical Schools
    Anthony Jerant, Mark C. Henderson, Erin Griffin, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Daniel J. Tancredi, Francis J. Sousa, Peter Franks
    Academic Medicine.2019; 94(3): 388.     CrossRef
  • Admission Criteria as Predictors of Student Success in a Dental Hygiene Program
    Ava K. Chow, Nadine C. Milos
    Journal of Dental Education.2019; 83(2): 183.     CrossRef
  • Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy
    Richard E. Wilcox, Kenneth A. Lawson
    Currents in Pharmacy Teaching and Learning.2018; 10(4): 529.     CrossRef
  • Medical School Applicant Characteristics Associated With Performance in Multiple Mini-Interviews Versus Traditional Interviews: A Multi-Institutional Study
    Mark C. Henderson, Carolyn J. Kelly, Erin Griffin, Theodore R. Hall, Anthony Jerant, Ellena M. Peterson, Julie A. Rainwater, Francis J. Sousa, David Wofsy, Peter Franks
    Academic Medicine.2018; 93(7): 1029.     CrossRef
  • Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools?
    Anthony Jerant, Mark C. Henderson, Erin Griffin, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Peter Franks
    Academic Medicine.2018; 93(8): 1227.     CrossRef
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    Jack Novovic, Theresa L. Charrois, M. Ken Cor, Jill J. Hall
    Currents in Pharmacy Teaching and Learning.2018; 10(12): 1550.     CrossRef
  • The utility of multiple mini-interviews: experience of a medical school
    Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon
    Korean Journal of Medical Education.2017; 29(1): 7.     CrossRef
  • Reliability of Multiple Mini-Interviews and traditional interviews within and between institutions: a study of five California medical schools
    Anthony Jerant, Mark C. Henderson, Erin Griffin, Julie A. Rainwater, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Peter Franks
    BMC Medical Education.2017;[Epub]     CrossRef
Research Articles
Is a decentralized continuing medical education program feasible for Chinese rural health professionals?  
Guijie Hu, Yanhua Yi
J Educ Eval Health Prof. 2016;13:18.   Published online April 28, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.18
Funded: China Medical Board, Prince of Songkla University
  • 29,485 View
  • 156 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDF
Purpose
Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. Methods: A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. Results: The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor’s degree and who rated themselves as “partially capable” in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. Conclusion: A decentralized CME program was perceived feasible to upgrade rural health workers’ education level to a bachelor’s degree and improve their clinical competency.

Citations

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  • Evaluation of the star family doctors training program: an observational cohort study of a novel continuing medical education program for general practitioners within a compact medical consortium: a quantitative analysis
    Ling-Bo Liang, Xu Li, Xiang-Ping Liu, Cai-Zheng Li, Dan Luo, Feng Liu, Ting-Rui Mao, Qiao-Li Su
    BMC Medical Education.2023;[Epub]     CrossRef
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    Ling Chen, Jie Liu, Zhihui Zheng, Sangphel Yeshi
    Australian Journal of Rural Health.2021; 29(4): 578.     CrossRef
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    Jinlin Liu, Ying Mao
    BMJ Open.2020; 10(8): e037985.     CrossRef
  • A Checklist for Implementing Rural Pathways to Train, Develop and Support Health Workers in Low and Middle-Income Countries
    Belinda O'Sullivan, Bruce Chater, Amie Bingham, John Wynn-Jones, Ian Couper, Nagwa Nashat Hegazy, Raman Kumar, Henry Lawson, Viviana Martinez-Bianchi, Sankha Randenikumara, James Rourke, Sarah Strasser, Paul Worley
    Frontiers in Medicine.2020;[Epub]     CrossRef
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    Yan Mo, Guijie Hu, Yanhua Yi, Yanping Ying, Huiqiao Huang, Zhongxian Huang, Jiafeng Lin
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Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model  
Hyun Bae Yoon, Jwa-Seop Shin, Ketsomsouk Bouphavanh, Yu Min Kang
J Educ Eval Health Prof. 2016;13:21.   Published online May 31, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.21
Funded: Korea International Cooperation Agency
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  • 323 Download
  • 21 Web of Science
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AbstractAbstract PDF
Purpose
Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. Methods: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees’ performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. Results: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees’ performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. Conclusion: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

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Technical Reports
Relevance of the test content of the Korean Nursing Licensing Examination to nursing job  
In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Kwang Sung Kim
J Educ Eval Health Prof. 2016;13:23.   Published online June 2, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.23
Funded: National Health Personnel Licensing Examination Board of Korea
  • 30,227 View
  • 209 Download
  • 2 Web of Science
  • 3 Crossref
AbstractAbstract PDF
Purpose
This study aimed at identifying if there is a relevance of content of the Korean Nursing Licensing Examination (KNLE) revised in 2014 to nursing job. It will be able to provide the validity of revised content of the KNLE. Methods: From October 13 to November 13, 2015, print version of 8 duties with 49-tasks, 155-job item questionnaires were distributed to 1,305 hospital nurses and 202 nursing faculties in Korea. Results were treated by descriptive statistics and comparison analysis. There were responses from 946 nurses or professors (72.5%). Results: The relevance of test content of KNLE to nursing job was shown to be valid with over 3 points out of 4 point Likert scale in all items: from 3.23 at lowest to 3.64 at top. Conclusion: Above results showed that the revised version of KNLE in 2014 was valid to test the nursing students’ knowledge for job performance.

Citations

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  • 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
    Journal of Educational Evaluation for Health Professions.2023; 20: 18.     CrossRef
  • Nursing Students’ Experiences on Clinical Competency Assessment in Ghana
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Nurse Media Journal of Nursing.2021; 11(3): 278.     CrossRef
  • Item development process and analysis of 50 case-based items for implementation on the Korean Nursing Licensing Examination
    In Sook Park, Yeon Ok Suh, Hae Sook Park, So Young Kang, Kwang Sung Kim, Gyung Hee Kim, Yeon-Hee Choi, Hyun-Ju Kim
    Journal of Educational Evaluation for Health Professions.2017; 14: 20.     CrossRef
The job analysis of Korean nurses as a strategy to improve the Korean Nursing Licensing Examination  
In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Il Sun Ko
J Educ Eval Health Prof. 2016;13:24.   Published online June 7, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.24
Funded: Korea Health Personnel Licensing Examination Institute
  • 33,253 View
  • 275 Download
  • 4 Web of Science
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AbstractAbstract PDF
Purpose
This study aimed at characterizing Korean nurses’ occupational responsibilities to apply the results for improvement of the Korean Nursing Licensing Examination. Methods: First, the contents of nursing job were defined based on a focus group interview of 15 nurses. Developing a Curriculum (DACOM) method was used to examine those results and produce the questionnaire by 13 experts. After that, the questionnaire survey to 5,065 hospital nurses was done. Results: The occupational responsibilities of nurses were characterized as involving 8 duties, 49 tasks, and 303 task elements. Those 8 duties are nursing management and professional development, safety and infection control, the management of potential risk factors, basic nursing and caring, the maintenance of physiological integrity, medication and parenteral treatments, socio-psychological integrity, and the maintenance and improvement of health. Conclusion: The content of Korean Nursing Licensing Examination should be improved based on 8 duties and 49 tasks of the occupational responsibilities of Korean nurses.

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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
  • 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
    Journal of Educational Evaluation for Health Professions.2023; 20: 18.     CrossRef
  • Item development process and analysis of 50 case-based items for implementation on the Korean Nursing Licensing Examination
    In Sook Park, Yeon Ok Suh, Hae Sook Park, So Young Kang, Kwang Sung Kim, Gyung Hee Kim, Yeon-Hee Choi, Hyun-Ju Kim
    Journal of Educational Evaluation for Health Professions.2017; 14: 20.     CrossRef
  • The Knowledge of Nurses on Standards of Job Description at the Intensive Care Units of Broujerd Hospitals, 2016
    Kobrs Rashidi, Mahoush Kalhor, Mahdi Berjandi
    Iranian Journal of Nursing Research.2017; 12(4): 32.     CrossRef
  • Relevance of the test content of the Korean Nursing Licensing Examination to nursing job
    In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Kwang Sung Kim
    Journal of Educational Evaluation for Health Professions.2016; 13: 23.     CrossRef
Research Article
Impact of a novel, resource appropriate resuscitation curriculum on Nicaraguan resident physician’s management of cardiac arrest  
Breena R. Taira, Aristides Orue, Edward Stapleton, Luis Lovato, Sitaram Vangala, Lucia Solorzano Tinoco, Orlando Morales
J Educ Eval Health Prof. 2016;13:25.   Published online June 9, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.25
Funded: Laerdal Foundation for Acute Medicine, National Center for Advancing Translational Sciences
  • 27,488 View
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  • 4 Web of Science
  • 6 Crossref
AbstractAbstract PDF
Purpose
Project Strengthening Emergency Medicine, Investing in Learners in Latin America (SEMILLA) created a novel, language and resource appropriate course for the resuscitation of cardiac arrest for Nicaraguan resident physicians. We hypothesized that participation in the Project SEMILLA resuscitation program would significantly improve the physician’s management of simulated code scenarios. Methods: Thirteen Nicaraguan resident physicians were evaluated while managing simulated cardiac arrest scenarios before, immediately, and at 6 months after participating in the Project SEMILLA resuscitation program. This project was completed in 2014 in Leon, Nicaragua. The Cardiac Arrest Simulation Test (CASTest), a validated scoring system, was used to evaluate performance on a standardized simulated cardiac arrest scenario. Mixed effect logistic regression models were constructed to assess outcomes. Results: On the pre-course simulation exam, only 7.7% of subjects passed the test. Immediately post-course, the subjects achieved a 30.8% pass rate and at 6 months after the course, the pass rate was 46.2%. Compared with pre-test scores, the odds of passing the CASTest at 6 months after the course were 21.7 times higher (95% CI 4.2 to 112.8, P<0.001). Statistically significant improvement was also seen on the number of critical items completed (OR=3.75, 95% CI 2.71-5.19), total items completed (OR=4.55, 95% CI 3.4-6.11), and number of “excellent” scores on a Likert scale (OR=2.66, 95% CI 1.85-3.81). Conclusions: Nicaraguan resident physicians demonstrate improved ability to manage simulated cardiac arrest scenarios after participation in the Project SEMILLA resuscitation course and retain these skills.

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JEEHP : Journal of Educational Evaluation for Health Professions