Journal of Educational Evaluation for Health Professions

Research articles

Validity of the formative physical therapy Student and Clinical Instructor Performance Assessment Instrument in the United States: a quasi-experimental, time-series study: Sean Gallivan, Jamie Bayliss; J Educ Eval Health Prof. 2025;22:26. Published online September 26, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.26

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Abstract PDF Supplementary Material: Purpose
The aim of this study was to assess the validity of the Student and Clinical Instructor Performance Instrument (SCIPAI), a novel formative tool used in physical therapist education to assess student and clinical instructor (CI) performance throughout clinical education experiences (CEEs). The researchers hypothesized that the SCIPAI would demonstrate concurrent, predictive, and construct validity while offering additional contemporary validity evidence.
Methods
This quasi-experimental, time-series study had 811 student-CI pairs complete 2 SCIPAIs before after CEE midpoint, and an endpoint Clinical Performance Instrument (CPI) during beginning to terminal CEEs in a 1-year period. Spearman rank correlation analyses used final SCIPAI and CPI like-item scores to assess concurrent validity; and earlier SCIPAI and final CPI like-item scores to assess predictive validity. Construct validity was assessed via progression of student and CI performance scores within CEEs using Wilcoxon signed-rank testing. No randomization/grouping of subjects occurred.
Results
Moderate correlation existed between like final SCIPAI and CPI items (P<0.005) and between some like items of earlier SCIPAIs and final CPIs (P<0.005). Student performance scores demonstrated progress from SCIPAIs 1 to 4 within CEEs (P<0.005). While a greater number of CIs demonstrated progression rather than regression in performance from SCIPAI 1 to SCIPAI 4, the greater magnitude of decreases in CI performance contributed to an aggregate ratings decrease of CI performance (P<0.005).
Conclusion
The SCIPAI demonstrates concurrent, predictive, and construct validity when used by students and CIs to rate student performance at regular points throughout clinical education experiences.

Inter-rater reliability and content validity of the measurement tool for portfolio assessments used in the Introduction to Clinical Medicine course at Ewha Womans University College of Medicine: a methodological study: Dong-Mi Yoo, Jae Jin Han; J Educ Eval Health Prof. 2024;21:39. Published online December 10, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.39

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Purpose
This study aimed to examine the reliability and validity of a measurement tool for portfolio assessments in medical education. Specifically, it investigated scoring consistency among raters and assessment criteria appropriateness according to an expert panel.
Methods
A cross-sectional observational study was conducted from September to December 2018 for the Introduction to Clinical Medicine course at the Ewha Womans University College of Medicine. Data were collected for 5 randomly selected portfolios scored by a gold-standard rater and 6 trained raters. An expert panel assessed the validity of 12 assessment items using the content validity index (CVI). Statistical analysis included Pearson correlation coefficients for rater alignment, the intraclass correlation coefficient (ICC) for inter-rater reliability, and the CVI for item-level validity.
Results
Rater 1 had the highest Pearson correlation (0.8916) with the gold-standard rater, while Rater 5 had the lowest (0.4203). The ICC for all raters was 0.3821, improving to 0.4415 after excluding Raters 1 and 5, indicating a 15.6% reliability increase. All assessment items met the CVI threshold of ≥0.75, with some achieving a perfect score (CVI=1.0). However, items like “sources” and “level and degree of performance” showed lower validity (CVI=0.72).
Conclusion
The present measurement tool for portfolio assessments demonstrated moderate reliability and strong validity, supporting its use as a credible tool. For a more reliable portfolio assessment, more faculty training is needed.

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Values Education in Curriculum Reform: A Qualitative Document Analysis of the Türkiye Century Maarif Model for Primary Education
Ethem Gürhan
Journal of Educational Research and Practice.2026; 4(1): 24. CrossRef
On the quantitative analysis of assessment scores with implicit and explicit constraints
Sanjeeb Shrestha, Xiaoying Kong, Paul Kwan
Studies in Educational Evaluation.2025; 87: 101509. CrossRef

Are we teaching health science students in the United States what they need to know about death and dying coping strategies?: Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel; J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.29

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Abstract PDF Supplementary Material

Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

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Death education, communication, and happiness: An unlikely general education triad?
Kurt Wise, Laura Bruns
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Research Articles

Learning styles and academic achievement among undergraduate medical students in Thailand: Wichuda Jiraporncharoen, Chaisiri Angkurawaranon, Manoch Chockjamsai, Athavudh Deesomchok, Juntima Euathrongchit; J Educ Eval Health Prof. 2015;12:38. Published online July 8, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.38

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Abstract PDF

Purpose
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

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Mehmet Semih Velioğlu, Sinem Özdemir, Serkan Polat, Nimet Ünlü
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Narjes Rohani, Stephen Sowa, Areti Manataki
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Liudmyla V. Hapon-Baida, Tetiana M. Derkach
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Educational data mining: factors influencing medical student success and the exploration of visualization techniques
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Б. Ю. Бадалян, А. Л. Торгомян
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Learning style preference and the academic achievements of medical students in an integrated curriculum
Adel Mohamed Aboregela
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Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics
Ghada Bawazeer, Ibrahim Sales, Huda Albogami, Ahmed Aldemerdash, Mansour Mahmoud, Majidah A. Aljohani, Abdullah Alhammad
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Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study
Kiran Kumar Ganji, Mohammad Khursheed Alam, Ravi Kumar Gudipaneni, Hmoud Algarni, Manay Srinivas Munisekhar, May Osman Hamza, Mohammed Assayed Mousa, Mohammed Ghazi Sghaireen
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Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection
Joydeep Dutta Chaudhuri
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Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students
Mahdokht Taheri, Mehran Falahchai, Mandana Javanak, Yasamin Babaee Hemmati, Mehdi Dasht Bozorgi
Journal of Education and Health Promotion.2021;[Epub] CrossRef
An Assessment of Learning Styles of Undergraduate Medical Students in Three Different Types of Curriculum
Abdulrahman Alfawzan, Moeber Mahzari, Sajida Agha, Aamir Omair, Omar Alfawzan, Reema Alessa, Abdulaziz Alturki, Kholoud Alshiha
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A cross-sectional study of learning styles among continuing medical education participants
C. Scott Collins, Sanjeev Nanda, Brian A. Palmer, Arya B. Mohabbat, Cathy D. Schleck, Jayawant N. Mandrekar, Saswati Mahapatra, Thomas J. Beckman, Christopher M. Wittich
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Does learning style preferences influence academic performance among dental students in Isfahan, Iran?
Najmeh Akhlaghi, Hosein Mirkazemi, Mehdi Jafarzade, Narjes Akhlaghi
Journal of Educational Evaluation for Health Professions.2018; 15: 8. CrossRef
Learning styles preferences and e-learning experience of undergraduate dental students
Ana Cláudia DALMOLIN, Giselle Ariana Otto MACKEIVICZ, Márcia Thaís POCHAPSKI, Gibson Luiz PILATTI, Fábio André SANTOS
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Serpil Yorganci
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Agustín Freiberg-Hoffmann, Juliana Beatriz Stover, Natalia Donis
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Learning styles, academic achievement, and mental health problems among medical students in Thailand
Salilthip Paiboonsithiwong, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, Tinakon Wongpakaran
Journal of Educational Evaluation for Health Professions.2016; 13: 38. CrossRef

Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana: Victor Mogre, Anthony Amalba, Mark Saaka, Kwabena Kyei-Aboagye; J Educ Eval Health Prof. 2014;11:10. Published online May 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.10

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Abstract PDF

Purpose
Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.
Methods
In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.
Results
The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.
Conclusion
The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

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Nutrition in Medicine: Medical Students׳ Satisfaction, Perceived Relevance and Preparedness for Practice
Victor Mogre, Fred Stevens, Paul A. Aryee, Albert J.J.A. Scherpbier
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