Journal of Educational Evaluation for Health Professions

Research articles

Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel: Saeideh Daryazadeh, Nikoo Yamani, Payman Adibi; J Educ Eval Health Prof. 2019;16:34. Published online October 31, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.34

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Purpose
Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.
Methods
This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.
Results
Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.
Conclusion
The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.

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Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
Educational Research in Medical Sciences.2022;[Epub] CrossRef
Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
Journal of Educational Evaluation for Health Professions.2020; 17: 3. CrossRef

Does the acceptance of hybrid learning affect learning approaches in France?: Lionel Di Marco, Alain Venot, Pierre Gillois; J Educ Eval Health Prof. 2017;14:24. Published online October 20, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.24

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Abstract PDF

Purpose
Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.
Methods
We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).
Results
Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r_s= 0.42, P= 0.03).
Conclusion
Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.

Citations

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Nurse Education Today.2021; 103: 104980. CrossRef
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TechTrends.2021; 65(6): 1042. CrossRef
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European Journal of Midwifery.2021; 5(November): 1. CrossRef
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Pédagogie Médicale.2018; 19(2): 77. CrossRef

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