From articles published in Journal of Educational Evaluation for Health Professions during the past two years (2022 ~ ).
Brief report
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Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study
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Sun Huh
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J Educ Eval Health Prof. 2023;20:1. Published online January 11, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.1
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10,493
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Abstract
PDFSupplementary Material
- This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.
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Citations
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Journal of Educational Evaluation for Health Professions.2023; 20: 17. CrossRef - Examining Real-World Medication Consultations and Drug-Herb Interactions: ChatGPT Performance Evaluation
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Maximilian Riedel, Katharina Kaefinger, Antonia Stuehrenberg, Viktoria Ritter, Niklas Amann, Anna Graf, Florian Recker, Evelyn Klein, Marion Kiechle, Fabian Riedel, Bastian Meyer
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Malik Sallam, Khaled Al-Salahat
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Malaysian Journal of Medicine and Health Sciences.2023; 19(s12): 98. CrossRef - Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review
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Science Editing.2023; 11(1): 3. CrossRef - Information amount, accuracy, and relevance of generative artificial intelligences’ answers to learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
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Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef
Review
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Can an artificial intelligence chatbot be the author of a scholarly article?
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Ju Yoen Lee
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J Educ Eval Health Prof. 2023;20:6. Published online February 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.6
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6,844
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Abstract
PDFSupplementary Material
- At the end of 2022, the appearance of ChatGPT, an artificial intelligence (AI) chatbot with amazing writing ability, caused a great sensation in academia. The chatbot turned out to be very capable, but also capable of deception, and the news broke that several researchers had listed the chatbot (including its earlier version) as co-authors of their academic papers. In response, Nature and Science expressed their position that this chatbot cannot be listed as an author in the papers they publish. Since an AI chatbot is not a human being, in the current legal system, the text automatically generated by an AI chatbot cannot be a copyrighted work; thus, an AI chatbot cannot be an author of a copyrighted work. Current AI chatbots such as ChatGPT are much more advanced than search engines in that they produce original text, but they still remain at the level of a search engine in that they cannot take responsibility for their writing. For this reason, they also cannot be authors from the perspective of research ethics.
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Citations
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Editorials
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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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Sun Huh
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J Educ Eval Health Prof. 2022;19:2. Published online January 13, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.2
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7,360
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615
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Mrudul A Kawarase, Ashish Anjankar
Cureus.2022;[Epub] CrossRef - What the Literature on Medicine, Nursing, Public Health, Midwifery, and Dentistry Reveals: An Overview of the Rapidly Approaching Metaverse
Muhammet DAMAR
Journal of Metaverse.2022; 2(2): 62. CrossRef - Metaverse Üzerine Kapsamlı Bir Araştırma
Çiğdem BAKIR
European Journal of Science and Technology.2022;[Epub] CrossRef - Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
Journal of Educational Evaluation for Health Professions.2022; 19: 33. CrossRef
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Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
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Sun Huh
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J Educ Eval Health Prof. 2023;20:5. Published online January 31, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.5
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2,576
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13
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PDF
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Soo Jung Shin
Science Editing.2024; 11(1): 81. CrossRef - ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns
Malik Sallam
Healthcare.2023; 11(6): 887. CrossRef - Exploring Determinants of COVID-19 Vaccine Acceptance, Uptake, and Hesitancy in the Pediatric Population: A Study of Parents and Caregivers in Saudi Arabia during the Initial Vaccination Phase
Abdullah N. Alhuzaimi, Abdullah A. Alrasheed, Ayman Al-Eyadhy, Fadi Aljamaan, Khalid Alhasan, Mohammed A. Batais, Amr Jamal, Fatimah S. Alshahrani, Shuliweeh Alenezi, Ali Alhaboob, Fahad AlZamil, Yaser Y. Bashumeel, Ahmad M. Banaeem, Abdulrahman Aldawood,
Healthcare.2023; 11(7): 972. CrossRef - ChatGPT and large language model (LLM) chatbots: The current state of acceptability and a proposal for guidelines on utilization in academic medicine
Jin K. Kim, Michael Chua, Mandy Rickard, Armando Lorenzo
Journal of Pediatric Urology.2023; 19(5): 598. CrossRef - The Potential Usefulness of ChatGPT in Oral and Maxillofacial Radiology
Jyoti Mago, Manoj Sharma
Cureus.2023;[Epub] CrossRef - Decoding ChatGPT: A taxonomy of existing research, current challenges, and possible future directions
Shahab Saquib Sohail, Faiza Farhat, Yassine Himeur, Mohammad Nadeem, Dag Øivind Madsen, Yashbir Singh, Shadi Atalla, Wathiq Mansoor
Journal of King Saud University - Computer and Information Sciences.2023; 35(8): 101675. CrossRef - Universal skepticism of ChatGPT: a review of early literature on chat generative pre-trained transformer
Casey Watters, Michal K. Lemanski
Frontiers in Big Data.2023;[Epub] CrossRef - Journal of Educational Evaluation for Health Professions received the Journal Impact Factor, 4.4 for the first time on June 28, 2023
Sun Huh
Journal of Educational Evaluation for Health Professions.2023; 20: 21. CrossRef - ChatGPT in action: Harnessing artificial intelligence potential and addressing ethical challenges in medicine, education, and scientific research
Madhan Jeyaraman, Swaminathan Ramasubramanian, Sangeetha Balaji, Naveen Jeyaraman, Arulkumar Nallakumarasamy, Shilpa Sharma
World Journal of Methodology.2023; 13(4): 170. CrossRef - ChatGPT in pharmacy practice: a cross-sectional exploration of Jordanian pharmacists' perception, practice, and concerns
Khawla Abu Hammour, Hamza Alhamad, Fahmi Y. Al-Ashwal, Abdulsalam Halboup, Rana Abu Farha, Adnan Abu Hammour
Journal of Pharmaceutical Policy and Practice.2023;[Epub] CrossRef - ChatGPT: unlocking the potential of Artifical Intelligence in COVID-19 monitoring and prediction
Alberto G. GERLI, Joan B. SORIANO, Gianfranco ALICANDRO, Michele SALVAGNO, Fabio TACCONE, Stefano CENTANNI, Carlo LA VECCHIA
Panminerva Medica.2023;[Epub] CrossRef - A systematic review and meta-analysis on ChatGPT and its utilization in medical and dental research
Hiroj Bagde, Ashwini Dhopte, Mohammad Khursheed Alam, Rehana Basri
Heliyon.2023; 9(12): e23050. CrossRef - ChatGPT: A brief narrative review
Bulbul Gupta, Tabish Mufti, Shahab Saquib Sohail, Dag Øivind Madsen
Cogent Business & Management.2023;[Epub] CrossRef
Review
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Prevalence of burnout and related factors in nursing faculty members: a systematic review
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Marziyeh Hosseini, Mitra Soltanian, Camellia Torabizadeh, Zahra Hadian Shirazi
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J Educ Eval Health Prof. 2022;19:16. Published online July 14, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.16
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3,951
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387
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5
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8
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Abstract
PDFSupplementary Material
- Purpose
The current study aimed to identify the prevalence of burnout and related factors in nursing faculty members through a systematic review of the literature.
Methods
A comprehensive search of electronic databases, including Scopus, PubMed, Web of Science, Iranmedex, and Scientific Information Database was conducted via keywords extracted from Medical Subject Headings, including burnout and nursing faculty, for studies published from database inception to April 1, 2022. The quality of the included studies in this review was assessed using the appraisal tool for cross-sectional studies.
Results
A total of 2,551 nursing faculty members were enrolled in 11 studies. The mean score of burnout in nursing faculty members based on the Maslach Burnout Inventory (MBI) was 59.28 out of 132. The burnout score in this study was presented in 3 MBI subscales: emotional exhaustion, 21.24 (standard deviation [SD]=9.70) out of 54; depersonalization, 5.88 (SD=4.20) out of 30; and personal accomplishment, 32.16 (SD=6.45) out of 48. Several factors had significant relationships with burnout in nursing faculty members, including gender, level of education, hours of work, number of classroom, students taught, full-time work, job pressure, perceived stress, subjective well-being, marital status, job satisfaction, work setting satisfaction, workplace empowerment, collegial support, management style, fulfillment of self-expectation, communication style, humor, and academic position.
Conclusion
Overall, the mean burnout scores in nursing faculty members were moderate. Therefore, health policymakers and managers can reduce the likelihood of burnout in nursing faculty members by using psychosocial interventions and support.
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- Civility and resilience practices to address chronic workplace stress in nursing academia
Teresa M. Stephens, Cynthia M. Clark
Teaching and Learning in Nursing.2024;[Epub] CrossRef - The state of mental health, burnout, mattering and perceived wellness culture in Doctorally prepared nursing faculty with implications for action
Bernadette Mazurek Melnyk, Lee Ann Strait, Cindy Beckett, Andreanna Pavan Hsieh, Jeffery Messinger, Randee Masciola
Worldviews on Evidence-Based Nursing.2023; 20(2): 142. CrossRef - Pressures in the Ivory Tower: An Empirical Study of Burnout Scores among Nursing Faculty
Sheila A. Boamah, Michael Kalu, Rosain Stennett, Emily Belita, Jasmine Travers
International Journal of Environmental Research and Public Health.2023; 20(5): 4398. CrossRef - Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review
Dalal Hammoudi Halat, Abderrezzaq Soltani, Roua Dalli, Lama Alsarraj, Ahmed Malki
Journal of Clinical Medicine.2023; 12(13): 4425. CrossRef - Strategies to promote nurse educator well-being and prevent burnout: An integrative review
Allan Lovern, Lindsay Quinlan, Stephanie Brogdon, Cora Rabe, Laura S. Bonanno
Teaching and Learning in Nursing.2023;[Epub] CrossRef - ALS Health care provider wellness
Gregory Hansen, Sarah Burton-MacLeod, Kerri Lynn Schellenberg
Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration.2023; : 1. CrossRef - Cuidando al profesorado: resultados de un programa a distancia de autocuidado para educadores de profesiones de la salud
Denisse Zúñiga, Guadalupe Echeverría, Pía Nitsche, Nuria Pedrals, Attilio Rigotti, Marisol Sirhan, Klaus Puschel, Marcela Bitran
Educación Médica.2023; : 100871. CrossRef - A mixed-methods study of the effectiveness and perceptions of a course design institute for health science educators
Julie Speer, Quincy Conley, Derek Thurber, Brittany Williams, Mitzi Wasden, Brenda Jackson
BMC Medical Education.2022;[Epub] CrossRef
Educational/Faculty development material
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Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation
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Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
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J Educ Eval Health Prof. 2022;19:5. Published online February 28, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.5
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4,256
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Abstract
PDFSupplementary Material
- Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.
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Citations
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- A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
Radiography.2024; 30(2): 474. CrossRef - Inculcating Critical Thinking Skills in Medical Students: Ways and Means
Mandeep Kaur, Rajiv Mahajan
International Journal of Applied & Basic Medical Research.2023; 13(2): 57. CrossRef - Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub] CrossRef - Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
Educación Médica.2022; 23(5): 100758. CrossRef - Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
BMC Medical Education.2022;[Epub] CrossRef
Review
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Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review
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Mahbubeh Tabatabaeichehr, Samane Babaei, Mahdieh Dartomi, Peiman Alesheikh, Amir Tabatabaee, Hamed Mortazavi, Zohreh Khoshgoftar
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J Educ Eval Health Prof. 2022;19:37. Published online December 20, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.37
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2,081
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185
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5
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4
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Abstract
PDFSupplementary Material
- Purpose
This review investigated medical students’ satisfaction level with e-learning during the coronavirus disease 2019 (COVID-19) pandemic and its related factors.
Methods
A comprehensive systematic search was performed of international literature databases, including Scopus, PubMed, Web of Science, and Persian databases such as Iranmedex and Scientific Information Database using keywords extracted from Medical Subject Headings such as “Distance learning,” “Distance education,” “Online learning,” “Online education,” and “COVID-19” from the earliest date to July 10, 2022. The quality of the studies included in this review was evaluated using the appraisal tool for cross-sectional studies (AXIS tool).
Results
A total of 15,473 medical science students were enrolled in 24 studies. The level of satisfaction with e-learning during the COVID-19 pandemic among medical science students was 51.8%. Factors such as age, gender, clinical year, experience with e-learning before COVID-19, level of study, adaptation content of course materials, interactivity, understanding of the content, active participation of the instructor in the discussion, multimedia use in teaching sessions, adequate time dedicated to the e-learning, stress perception, and convenience had significant relationships with the satisfaction of medical students with e-learning during the COVID-19 pandemic.
Conclusion
Therefore, due to the inevitability of online education and e-learning, it is suggested that educational managers and policymakers choose the best online education method for medical students by examining various studies in this field to increase their satisfaction with e-learning.
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Citations
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- Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey
Özlem Serpil Çakmakkaya, Elif Güzel Meydanlı, Ali Metin Kafadar, Mehmet Selman Demirci, Öner Süzer, Muhlis Cem Ar, Muhittin Onur Yaman, Kaan Can Demirbaş, Mustafa Sait Gönen
BMC Medical Education.2024;[Epub] CrossRef - A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments
Jing Shen, Hongyan Qi, Ruhuan Mei, Cencen Sun
BMC Medical Education.2024;[Epub] CrossRef - Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study
Daniel L Anderson, Jeffrey L Alexander
Cureus.2023;[Epub] CrossRef - Mediating Role of PERMA Wellbeing in the Relationship between Insomnia and Psychological Distress among Nursing College Students
Qian Sun, Xiangyu Zhao, Yiming Gao, Di Zhao, Meiling Qi
Behavioral Sciences.2023; 13(9): 764. CrossRef
Research articles
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Improvement of the clinical skills of nurse anesthesia students using mini-clinical evaluation exercises in Iran: a randomized controlled study
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Ali Khalafi, Yasamin Sharbatdar, Nasrin Khajeali, Mohammad Hosein Haghighizadeh, Mahshid Vaziri
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J Educ Eval Health Prof. 2023;20:12. Published online April 6, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.12
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1,712
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115
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1
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3
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Abstract
PDFSupplementary Material
- Purpose
The present study aimed to investigate the effect of a mini-clinical evaluation exercise (CEX) assessment on improving the clinical skills of nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Methods
This study started on November 1, 2022, and ended on December 1, 2022. It was conducted among 50 nurse anesthesia students divided into intervention and control groups. The intervention group’s clinical skills were evaluated 4 times using the mini-CEX method. In contrast, the same skills were evaluated in the control group based on the conventional method—that is, general supervision by the instructor during the internship and a summative evaluation based on a checklist at the end of the course. The intervention group students also filled out a questionnaire to measure their satisfaction with the mini-CEX method.
Results
The mean score of the students in both the control and intervention groups increased significantly on the post-test (P<0.0001), but the improvement in the scores of the intervention group was significantly greater compared with the control group (P<0.0001). The overall mean score for satisfaction in the intervention group was 76.3 out of a maximum of 95.
Conclusion
The findings of this study showed that using mini-CEX as a formative evaluation method to evaluate clinical skills had a significant effect on the improvement of nurse anesthesia students’ clinical skills, and they had a very favorable opinion about this evaluation method.
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Citations
Citations to this article as recorded by
- Psychometric testing of anesthesia nursing competence scale (AnestComp)
Samira Mahmoudi, Akram Yazdani, Fatemeh Hasanshiri
Perioperative Care and Operating Room Management.2024; 34: 100368. CrossRef - Comparing Satisfaction of Undergraduate Nursing Students`: Mini-CEX vs CIM in Assessing Clinical Competence
Somia Saghir, Anny Ashiq Ali, Kashif Khan, Uzma Bibi, Shafaat Ullah, Rafi Ullah, Zaifullah Khan, Tahir Khan
Pakistan Journal of Health Sciences.2023; : 134. CrossRef - Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani
Journal of Educational Evaluation for Health Professions.2023; 20: 19. CrossRef
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Suggestion of more suitable study designs and the corresponding reporting guidelines in articles published in the Journal of Educational Evaluation for Health Professions from 2021 to September 2022: a descriptive study
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Soo Young Kim
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J Educ Eval Health Prof. 2022;19:36. Published online December 26, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.36
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1,170
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106
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3
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3
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Abstract
PDFSupplementary Material
- Purpose
This study aimed to suggest a more suitable study design and the corresponding reporting guidelines in the papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022.
Methods
Among 59 papers published in the Journal of Educational Evaluation for Health Professionals from January 2021 to September 2022, research articles, review articles, and brief reports were selected. The followings were analyzed: first, the percentage of articles describing the study design in the title, abstracts, or methods; second, the portion of articles describing reporting guidelines; third, the types of study design and corresponding reporting guidelines; and fourth, the suggestion of a more suitable study design based on the study design algorithm for medical literature on interventions, systematic reviews & other review types, and epidemiological studies overview.
Results
Out of 45 articles, 44 described study designs (97.8%). Out of 44, 19 articles were suggested to be described with more suitable study designs, which mainly occurred in before-and-after studies, diagnostic research, and non-randomized trials. Of the 18 reporting guidelines mentioned, 8 (44.4%) were considered perfect. STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) was used for descriptive studies, before-and-after studies, and randomized controlled trials; however, its use should be reconsidered.
Conclusion
Some declarations of study design and reporting guidelines were suggested to be described with more suitable ones. Education and training on study design and reporting guidelines for researchers are needed, and reporting guideline policies for descriptive studies should also be implemented.
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Citations
Citations to this article as recorded by
- Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
Sun Huh
Journal of Educational Evaluation for Health Professions.2023; 20: 5. CrossRef - A comprehensive perspective on the interaction between gut microbiota and COVID-19 vaccines
Ming Hong, Tin Lan, Qiuxia Li, Binfei Li, Yong Yuan, Feng Xu, Weijia Wang
Gut Microbes.2023;[Epub] CrossRef - Why do editors of local nursing society journals strive to have their journals included in MEDLINE? A case study of the Korean Journal of Women Health Nursing
Sun Huh
Korean Journal of Women Health Nursing.2023; 29(3): 147. CrossRef
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Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design
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Fabian Bizama, Mansoor Alameri, Kristy Jean Demers, Derrick Ferguson Campbell
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J Educ Eval Health Prof. 2022;19:34. Published online December 19, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.34
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2,191
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177
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3
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Abstract
PDFSupplementary Material
- Purpose
It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States.
Methods
Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022.
Results
Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience.
Conclusion
The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.
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Citations
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- Physiotherapists' training in oncology rehabilitation from entry‐level to advanced education: A qualitative study
Gianluca Bertoni, Valentina Conti, Marco Testa, Ilaria Coppola, Stefania Costi, Simone Battista
Physiotherapy Research International.2024;[Epub] CrossRef - Simulación clínica mediada por tecnología: un escenario didáctico a partir de recursos para la formación de los profesionales en rehabilitación
Cyndi Yacira Meneses Castaño, Isabel Jimenez Becerra, Paola Teresa Penagos Gomez
Educación Médica.2023; 24(4): 100810. CrossRef - Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective
Derrick F. Campbell, Jean-Michel Brismee, Brad Allen, Troy Hooper, Manuel A. Domenech, Kathleen J. Manella
Philippine Journal of Physical Therapy.2023; 2(2): 12. CrossRef
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Performance of ChatGPT, Bard, Claude, and Bing on the Peruvian National Licensing Medical Examination: a cross-sectional study
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Betzy Clariza Torres-Zegarra, Wagner Rios-Garcia, Alvaro Micael Ñaña-Cordova, Karen Fatima Arteaga-Cisneros, Xiomara Cristina Benavente Chalco, Marina Atena Bustamante Ordoñez, Carlos Jesus Gutierrez Rios, Carlos Alberto Ramos Godoy, Kristell Luisa Teresa Panta Quezada, Jesus Daniel Gutierrez-Arratia, Javier Alejandro Flores-Cohaila
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J Educ Eval Health Prof. 2023;20:30. Published online November 20, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.30
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893
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143
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Abstract
PDFSupplementary Material
- Purpose
We aimed to describe the performance and evaluate the educational value of justifications provided by artificial intelligence chatbots, including GPT-3.5, GPT-4, Bard, Claude, and Bing, on the Peruvian National Medical Licensing Examination (P-NLME).
Methods
This was a cross-sectional analytical study. On July 25, 2023, each multiple-choice question (MCQ) from the P-NLME was entered into each chatbot (GPT-3, GPT-4, Bing, Bard, and Claude) 3 times. Then, 4 medical educators categorized the MCQs in terms of medical area, item type, and whether the MCQ required Peru-specific knowledge. They assessed the educational value of the justifications from the 2 top performers (GPT-4 and Bing).
Results
GPT-4 scored 86.7% and Bing scored 82.2%, followed by Bard and Claude, and the historical performance of Peruvian examinees was 55%. Among the factors associated with correct answers, only MCQs that required Peru-specific knowledge had lower odds (odds ratio, 0.23; 95% confidence interval, 0.09–0.61), whereas the remaining factors showed no associations. In assessing the educational value of justifications provided by GPT-4 and Bing, neither showed any significant differences in certainty, usefulness, or potential use in the classroom.
Conclusion
Among chatbots, GPT-4 and Bing were the top performers, with Bing performing better at Peru-specific MCQs. Moreover, the educational value of justifications provided by the GPT-4 and Bing could be deemed appropriate. However, it is essential to start addressing the educational value of these chatbots, rather than merely their performance on examinations.
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Citations
Citations to this article as recorded by
- Performance of GPT-4V in answering the Japanese otolaryngology board certification examination questions: An evaluation study (Preprint)
Masao Noda, Takayoshi Ueno, Ryota Koshu, Yuji Takaso, Mari Dias Shimada, Chizu Saito, Hisashi Sugimoto, Hiroaki Fushiki, Makoto Ito, Akihiro Nomura, Tomokazu Yoshizaki
JMIR Medical Education.2024;[Epub] CrossRef - Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
Hyunju Lee, Soobin Park
Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef
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Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study
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Janghee Park
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J Educ Eval Health Prof. 2023;20:29. Published online November 10, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.29
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1,015
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111
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2
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Abstract
PDFSupplementary Material
- Purpose
This study aimed to analyze patterns of using ChatGPT before and after group activities and to explore medical students’ perceptions of ChatGPT as a feedback tool in the classroom.
Methods
The study included 99 2nd-year pre-medical students who participated in a “Leadership and Communication” course from March to June 2023. Students engaged in both individual and group activities related to negotiation strategies. ChatGPT was used to provide feedback on their solutions. A survey was administered to assess students’ perceptions of ChatGPT’s feedback, its use in the classroom, and the strengths and challenges of ChatGPT from May 17 to 19, 2023.
Results
The students responded by indicating that ChatGPT’s feedback was helpful, and revised and resubmitted their group answers in various ways after receiving feedback. The majority of respondents expressed agreement with the use of ChatGPT during class. The most common response concerning the appropriate context of using ChatGPT’s feedback was “after the first round of discussion, for revisions.” There was a significant difference in satisfaction with ChatGPT’s feedback, including correctness, usefulness, and ethics, depending on whether or not ChatGPT was used during class, but there was no significant difference according to gender or whether students had previous experience with ChatGPT. The strongest advantages were “providing answers to questions” and “summarizing information,” and the worst disadvantage was “producing information without supporting evidence.”
Conclusion
The students were aware of the advantages and disadvantages of ChatGPT, and they had a positive attitude toward using ChatGPT in the classroom.
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Citations
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- ChatGPT and Clinical Training: Perception, Concerns, and Practice of Pharm-D Students
Mohammed Zawiah, Fahmi Al-Ashwal, Lobna Gharaibeh, Rana Abu Farha, Karem Alzoubi, Khawla Abu Hammour, Qutaiba A Qasim, Fahd Abrah
Journal of Multidisciplinary Healthcare.2023; Volume 16: 4099. CrossRef - Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
Hyunju Lee, Soobin Park
Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef
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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
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Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim
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J Educ Eval Health Prof. 2023;20:14. Published online April 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.14
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1,261
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141
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2
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2
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Abstract
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.
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Citations
Citations to this article as recorded by
- 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
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Priorities in updating training paradigms in orthopedic manual therapy: an international Delphi study
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Damian Keter, David Griswold, Kenneth Learman, Chad Cook
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J Educ Eval Health Prof. 2023;20:4. Published online January 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.4
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Abstract
PDFSupplementary Material
- Purpose
Orthopedic manual therapy (OMT) education demonstrates significant variability between philosophies and while literature has offered a more comprehensive understanding of the contextual, patient specific, and technique factors which interact to influence outcome, most OMT training paradigms continue to emphasize the mechanical basis for OMT application. The purpose of this study was to establish consensus on modifications & adaptions to training paradigms which need to occur within OMT education to align with current evidence.
Methods
A 3-round Delphi survey instrument designed to identify foundational knowledge to include and omit from OMT education was completed by 28 educators working within high level manual therapy education programs internationally. Round 1 consisted of open-ended questions to identify content in each area. Round 2 and Round 3 allowed participants to rank the themes identified in Round 1.
Results
Consensus was reached on 25 content areas to include within OMT education, 1 content area to omit from OMT education, and 34 knowledge components which should be present in those providing OMT. Support was seen for education promoting understanding the complex psychological, neurophysiological, and biomechanical systems as they relate to both evaluation and treatment effect. While some concepts were more consistently supported there was significant variability in responses which is largely expected to be related to previous training.
Conclusion
The results of this study indicate manual therapy educators understanding of evidence-based practice as support for all 3 tiers of evidence were represented. The results of this study should guide OMT training program development and modification.
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Citations
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- A critical review of the role of manual therapy in the treatment of individuals with low back pain
Jean-Pascal Grenier, Maria Rothmund
Journal of Manual & Manipulative Therapy.2024; : 1. CrossRef - Modernizing patient-centered manual therapy: Findings from a Delphi study on orthopaedic manual therapy application
Damian Keter, David Griswold, Kenneth Learman, Chad Cook
Musculoskeletal Science and Practice.2023; 65: 102777. CrossRef
Educational/Faculty development material
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Common models and approaches for the clinical educator to plan effective feedback encounters
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Cesar Orsini, Veena Rodrigues, Jorge Tricio, Margarita Rosel
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J Educ Eval Health Prof. 2022;19:35. Published online December 19, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.35
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3,675
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Abstract
PDFSupplementary Material
- Giving constructive feedback is crucial for learners to bridge the gap between their current performance and the desired standards of competence. Giving effective feedback is a skill that can be learned, practiced, and improved. Therefore, our aim was to explore models in clinical settings and assess their transferability to different clinical feedback encounters. We identified the 6 most common and accepted feedback models, including the Feedback Sandwich, the Pendleton Rules, the One-Minute Preceptor, the SET-GO model, the R2C2 (Rapport/Reaction/Content/Coach), and the ALOBA (Agenda Led Outcome-based Analysis) model. We present a handy resource describing their structure, strengths and weaknesses, requirements for educators and learners, and suitable feedback encounters for use for each model. These feedback models represent practical frameworks for educators to adopt but also to adapt to their preferred style, combining and modifying them if necessary to suit their needs and context.
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- Navigating power dynamics between pharmacy preceptors and learners
Shane Tolleson, Mabel Truong, Natalie Rosario
Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100408. CrossRef - Feedback conversations: First things first?
Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese, Jane L. Miller
Patient Education and Counseling.2023; 115: 107849. CrossRef