Journal of Educational Evaluation for Health Professions

Research articles

Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study: Janghee Park; J Educ Eval Health Prof. 2022;19:23. Published online August 31, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.23

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Purpose
The percent Angoff (PA) method has been recommended as a reliable method to set the cutoff score instead of a fixed cut point of 60% in the Korean Medical Licensing Examination (KMLE). The yes/no Angoff (YNA) method, which is easy for panelists to judge, can be considered as an alternative because the KMLE has many items to evaluate. This study aimed to compare the cutoff score and the reliability depending on whether the PA or the YNA standard-setting method was used in the KMLE.
Methods
The materials were the open-access PA data of the KMLE. The PA data were converted to YNA data in 5 categories, in which the probabilities for a “yes” decision by panelists were 50%, 60%, 70%, 80%, and 90%. SPSS for descriptive analysis and G-string for generalizability theory were used to present the results.
Results
The PA method and the YNA method counting 60% as “yes,” estimated similar cutoff scores. Those cutoff scores were deemed acceptable based on the results of the Hofstee method. The highest reliability coefficients estimated by the generalizability test were from the PA method and the YNA method, with probabilities of 70%, 80%, 60%, and 50% for deciding “yes,” in descending order. The panelist’s specialty was the main cause of the error variance. The error size was similar regardless of the standard-setting method.
Conclusion
The above results showed that the PA method was more reliable than the YNA method in estimating the cutoff score of the KMLE. However, the YNA method with a 60% probability for deciding “yes” also can be used as a substitute for the PA method in estimating the cutoff score of the KMLE.

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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
Sun Huh
Journal of Educational Evaluation for Health Professions.2023; 20: 5. 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

Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom: Jack Barton, Kathrine Sofia Rallis, Amber Elyse Corrigan, Ella Hubbard, Antonia Round, Greta Portone, Ashvin Kuri, Tien Tran, Yu Zhi Phuah, Katie Knight, Jonathan Round; J Educ Eval Health Prof. 2021;18:5. Published online April 6, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.5

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Abstract PDF Supplementary Material

Purpose
Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.
Methods
An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.
Results
The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).
Conclusion
The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

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The state of health professions students’ self-directed learning ability during online study and the factors that influence it
Xiaoyue Xu, Ziyi Li, Louisa Mackay, Na Li, Yaheng Zhang, Yujie Wu, Yang Zhang
BMC Medical Education.2024;[Epub] CrossRef
Assessing medical students’ perception and educational experience during COVID-19 pandemic
Ernest Z. Low, Niall J. O’Sullivan, Vidushi Sharma, Isabella Sebastian, Roisin Meagher, Dalal Alomairi, Ebraheem H. Alhouti, Claire L. Donohoe, Michael E. Kelly
Irish Journal of Medical Science (1971 -).2023; 192(3): 1015. CrossRef
Medical students’ self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school
Jihyun Si
Korean Journal of Medical Education.2022; 34(2): 145. CrossRef
Advances in e-learning in undergraduate clinical medicine: a systematic review
T. Delungahawatta, S. S. Dunne, S. Hyde, L. Halpenny, D. McGrath, A. O’Regan, C. P. Dunne
BMC Medical Education.2022;[Epub] CrossRef

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