Journal of Educational Evaluation for Health Professions

Research articles

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: Fabian Bizama, Mansoor Alameri, Kristy Jean Demers, Derrick Ferguson Campbell; J Educ Eval Health Prof. 2022;19:34. Published online December 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.34

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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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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

Effect of a forensic nursing virtual education course on knowledge and clinical decision-making of master’s nursing students in Iran: a non-equivalent control group pre- and post-test study: Zeynab Firuzi, Mitra Sedghi Sabet, Fateme Jafaraghaee, Hedayat Jafari, Ehsan Kazemnezhad Leyli, Samad Karkhah, Mohammad Javad Ghazanfari; J Educ Eval Health Prof. 2022;19:20. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.20

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Abstract PDF Supplementary Material: Purpose
Forensic nursing is a specialty in the nursing profession based on legal procedures. This study aimed to assess the effect of a forensic nursing virtual education course on knowledge and clinical decision-making among master’s nursing students.
Methods
In a quasi-experimental study with a pre- and post-test, 106 master’s nursing students at Guilan (n=65) and Mazandaran (n=41) Universities of Medical Sciences, Iran were enrolled. Data were collected using census sampling from March to April 2021. Participants in the intervention group received a forensic nursing virtual education course in three 90-minute sessions for 2 days.
Results
A total of 88 out of 106 master’s nursing students were enrolled in this study. The mean post-education score for knowledge in the intervention group was significantly higher than in the control group (12.52 vs. 7.67, P<0.001). The mean post-education score for clinical decision-making in the intervention group was significantly higher than in the control group (16.96 vs. 13.64, P<0.001).
Conclusion
The level of knowledge and clinical decision-making of master’s nursing students regarding forensic evidence improved after the forensic nursing virtual education course in the intervention group compared to the control group. Nursing managers and policymakers can develop appropriate strategies to improve the knowledge and clinical decision-making of nursing students by using forensic nursing education courses in the curricula of nursing programs, especially in postgraduate education as an elective or mandatory course.

Training in statistical analysis reduces the framing effect among medical students and residents in Argentina: Raúl Alfredo Borracci, Eduardo Benigno Arribalzaga, Jorge Thierer; J Educ Eval Health Prof. 2020;17:25. Published online September 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.25

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Abstract PDF Supplementary Material

Purpose
The framing effect refers to a phenomenon wherein, when the same problem is presented using different representations of information, people make significant changes in their decisions. This study aimed to explore whether the framing effect could be reduced in medical students and residents by teaching them the statistical concepts of effect size, probability, and sampling for use in the medical decision-making process.
Methods
Ninety-five second-year medical students and 100 second-year medical residents of Austral University and Buenos Aires University, Argentina were invited to participate in the study between March and June 2017. A questionnaire was developed to assess the different types of framing effects in medical situations. After an initial administration of the survey, students and residents were taught statistical concepts including effect size, probability, and sampling during 2 individual independent official biostatistics courses. After these interventions, the same questionnaire was randomly administered again, and pre- and post-intervention outcomes were compared among students and residents.
Results
Almost every type of framing effect was reproduced either in the students or in the residents. After teaching medical students and residents the analytical process behind statistical concepts, a significant reduction in sample-size, risky-choice, pseudo-certainty, number-size, attribute, goal, and probabilistic formulation framing effects was observed.
Conclusion
The decision-making of medical students and residents in simulated medical situations may be affected by different frame descriptions, and these framing effects can be partially reduced by training individuals in probability analysis and statistical sampling methods.

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Numeracy Education for Health Care Providers: A Scoping Review
Casey Goldstein, Nicole Woods, Rebecca MacKinnon, Rouhi Fazelzad, Bhajan Gill, Meredith Elana Giuliani, Tina Papadakos, Qinge Wei, Janet Papadakos
Journal of Continuing Education in the Health Professions.2024; 44(1): 35. CrossRef

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