Journal of Educational Evaluation for Health Professions

Educational/Faculty development material

Radiotorax.es: a web-based tool for formative self-assessment in chest X-ray interpretation: Verónica Illescas-Megías, Jorge Manuel Maqueda-Pérez, Dolores Domínguez-Pinos, Teodoro Rudolphi Solero, Francisco Sendra-Portero; J Educ Eval Health Prof. 2025;22:17. Published online June 9, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.17

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Abstract PDF Supplementary Material: Radiotorax.es is a free, non-profit web-based tool designed to support formative self-assessment in chest X-ray interpretation. This article presents its structure, educational applications, and usage data from 11 years of continuous operation. Users complete interpretation rounds of 20 clinical cases, compare their reports with expert evaluations, and conduct a structured self-assessment. From 2011 to 2022, 14,389 users registered, and 7,726 completed at least one session. Most were medical students (75.8%), followed by residents (15.2%) and practicing physicians (9.0%). The platform has been integrated into undergraduate medical curricula and used in various educational contexts, including tutorials, peer and expert review, and longitudinal tracking. Its flexible design supports self-directed learning, instructor-guided use, and multicenter research. As a freely accessible resource based on real clinical cases, Radiotorax.es provides a scalable, realistic, and well-received training environment that promotes diagnostic skill development, reflection, and educational innovation in radiology education.

Research article

Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia: Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen; J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.23

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Purpose
It aimed to compare the use of the tele-objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE.
Methods
This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.
Results
In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference=–0.277, P<0.001, effect size=0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.
Conclusion
The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.

Citations

Citations to this article as recorded by

Feasibility of an online clinical assessment of competence in physiotherapy students
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
Physiotherapy Theory and Practice.2025; 41(3): 508. CrossRef
Navigating digital assessments in medical education: Findings from a scoping review
Chin-Siang Ang, Sakura Ito, Jennifer Cleland
Medical Teacher.2025; 47(8): 1274. CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef

Review

Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review: Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen; J Educ Eval Health Prof. 2021;18:11. Published online June 1, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.11

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Abstract PDF Supplementary Material

The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.

Citations

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Intra-rater reliability of in-person versus simulated remote synchronous faculty evaluation of pharmacy student objective structured clinical examinations
Alex N. Isaacs, Jenny L. Newlon, Kimberly S. Illingworth, Alan J. Zillich, Zachary A. Weber, Jamie L. Woodyard
Currents in Pharmacy Teaching and Learning.2026; 18(2): 102520. CrossRef
Introducing a Smartphone Tele-Objective Structured Clinical Examination to Support High-Stakes Competency Decisions: A Quasi-Experimental Study and Curricular Implications
Xiaozhi Wang, Junjie Du, Binlin Luo, Liling Chen, Huanhuan Chen, Surong Jiang, Wei Sun, Lei Zhou, Lars Konge, Hua Huang, Qiang Ding
Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Validity of pediatric index of mortality 2 scoring in a pediatric ICU setting in Ethiopia: A prospective observational study
Mikiyas G. Teferi, Bethel A. Awoke, Iyassu S. Melkie, Oghenekenu Oshare, Soliana Solomon Birhanu, Gelila Gemeda Gage, Biruk T. Mengistie, Chernet T. Mengistie, Alehilign M. Abebe
Global Pediatrics.2026; 15: 100322. CrossRef
Assessing fundamental clinical skills of osteopathic medical students
John R. Boulet, Jeanne M. Sandella, John Gimpel, Richard LaBaere
Journal of Osteopathic Medicine.2025; 125(10): 469. CrossRef
Exploring an online clinical competency assessment: an alternative to a traditional in-person assessment for internationally trained physiotherapists
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
BMC Medical Education.2025;[Epub] CrossRef
Structured oral clinical assessment for pharmacotherapy competencies in medical education: a study of validity and reliability analyses of seven domains
Abdul Khairul Rizki Purba, David Sontani Perdanakusuma, Arifa Mustika, Tanja Fens, Maarten Jacobus Postma
Korean Journal of Medical Education.2025; 37(3): 331. CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
A level playing field? Evaluation of the virtual Objective Structured Clinical Examination in Psychiatry and Addiction Medicine: A mixed methods study
Rebecca E Reay, Paul A Maguire, Jeffrey CL Looi
Australasian Psychiatry.2024; 32(4): 359. CrossRef
Conducting an objective structured clinical examination under COVID-restricted conditions
Andrea Gotzmann, John Boulet, Yichi Zhang, Judy McCormick, Mathieu Wojcik, Ilona Bartman, Debra Pugh
BMC Medical Education.2024;[Epub] CrossRef
The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination
Kenny Chu, Shivanthi Sathanandan
BJPsych Bulletin.2023; 47(2): 110. CrossRef
Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited
Rachel M. Wolfe, Faye N. Hant, Rumey C. Ishizawar, Lisa G. Criscione‐Schreiber, Beth L. Jonas, Kenneth S. O'Rourke, Marcy B. Bolster
Arthritis Care & Research.2023; 75(12): 2435. CrossRef
Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review
Jamal Giri, Claire Stewart
The Clinical Teacher.2023;[Epub] CrossRef
Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef
Comparison of student pharmacists' performance on in-person vs. virtual OSCEs in a pre-APPE capstone course
Justine S. Gortney, Joseph P. Fava, Andrew D. Berti, Brittany Stewart
Currents in Pharmacy Teaching and Learning.2022; 14(9): 1116. CrossRef
Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
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Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study
Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf
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Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic
Chih-Tsung Hung, Shao-An Fang, Feng-Cheng Liu, Chih-Hsiung Hsu, Ting-Yu Yu, Wei-Ming Wang
Indian Journal of Dermatology.2022; 67(4): 477. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef

Research articles

Voluntary assignments during the pediatric clerkship to enhance the clinical experiences of medical students in the United States: Conrad Krawiec, Abigail Kate Myers; J Educ Eval Health Prof. 2020;17:17. Published online May 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.17

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Abstract PDF Supplementary Material

Purpose
Pediatric clerkships that utilize off-campus clinical sites ensure clinical comparability by requiring completion of patient-focused tasks. Some tasks may not be attainable (especially off-campus); thus, they are not assigned. The objective of this study was to evaluate the feasibility of providing a voluntary assignment list to third-year medical students in their pediatric clerkship.
Methods
This is a retrospective single-center cross-sectional analysis of voluntary assignment completion during the 2019–2020 academic year. Third-year medical students were provided a voluntary assignment list (observe a procedure, use an interpreter phone to obtain a pediatric history, ask a preceptor to critique a clinical note, and follow-up on a patient after the rotation ends). Descriptive statistics were used to assess the timing and distribution of voluntary assignment completion.
Results
In total, 132 subjects (77 on the main campus, 55 off-campus) were included. Eighteen (13.6%) main-campus and 16 (12.1%) off-campus students completed at least 1 voluntary assignment. The following voluntary assignments were completed: observe a procedure (15, 11.4%), use an interpreter phone (26, 19.7%), ask a preceptor to critique a clinical note (12, 9.1%), and follow-up on a patient after the rotation ends (7, 5.3%). Off-campus students completed the assignments more often (29.1%) than on-campus students (23.4%)
Conclusion
Our clerkship values specific patient-focused tasks that may enhance student development, but are not attainable at all clinical sites. When provided a voluntary assignment list, 34 out of 132 students (25.8%) completed them. Clerkships that utilize off-campus sites should consider this approach to optimize the pediatric educational experience.

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Adherence to Self - Care Practice Among Type 2 Diabetes Mellitus Patients Using the Theory of Planned Behavior and Health Belief Model at Comprehensive Specialized Hospitals of Amhara Region, Ethiopia: Mixed Method
Wudneh Simegn, Solomon Ahmed Mohammed, Getachew Moges
Patient Preference and Adherence.2023; Volume 17: 3367. CrossRef

Effect of student-directed solicitation of evaluation forms on the timeliness of completion by preceptors in the United States: Conrad Krawiec, Vonn Walter, Abigail Kate Myers; J Educ Eval Health Prof. 2019;16:32. Published online October 16, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.32

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Abstract PDF Supplementary Material

Purpose
Summative evaluation forms assessing a student’s clinical performance are often completed by a faculty preceptor at the end of a clinical training experience. At our institution, despite the use of an electronic system, timeliness of completion has been suboptimal, potentially limiting our ability to monitor students’ progress. The aim of the present study was to determine whether a student-directed approach to summative evaluation form collection at the end of a pediatrics clerkship would enhance timeliness of completion for third-year medical students.
Methods
This was a pre- and post-intervention educational quality improvement project focused on 156 (82 pre-intervention, 74 post-intervention) third-year medical students at Penn State College of Medicine completing their 4-week pediatric clerkship. Utilizing REDCap (Research Electronic Data Capture) informatics support, student-directed evaluation form solicitation was encouraged. The Wilcoxon rank-sum test was applied to compare the pre-intervention (May 1, 2017 to March 2, 2018) and post-intervention (April 2, 2018 to December 21, 2018) percentages of forms completed before the rotation midpoint.
Results
In total, 740 evaluation forms were submitted during the pre-intervention phase and 517 during the post-intervention phase. The percentage of forms completed before the rotation midpoint increased after implementing student-directed solicitation (9.6% vs. 39.7%, P<0.05).
Conclusion
Our clerkship relies on subjective summative evaluations to track students’ progress, deploy improvement strategies, and determine criteria for advancement; however, our preceptors struggled with timely submission. Allowing students to direct the solicitation of evaluation forms enhanced the timeliness of completion and should be considered in clerkships facing similar challenges.

Citations

Citations to this article as recorded by

Improving Time to Completion of Medical Student Clerkship Evaluations
Michelle D. Veters, Brian May, Chang L. Wu, Erinn O. Schmit, Stephanie Berger
Hospital Pediatrics.2025; 15(1): 74. CrossRef

Case report

Dental students’ learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea: Chang Wan Seo, A Ra Cho, Jung Chul Park, Hag Yeon Cho, Sun Kim; J Educ Eval Health Prof. 2018;15:24. Published online October 11, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.24

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402 Download
19 Web of Science
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Abstract PDF Supplementary Material

Purpose
The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.
Methods
Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook University College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors.
Results
Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%).
Conclusion
Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.

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Ryan T. Gross, Nare Ghaltakhchyan, Eleanor M. Nanney, Tate H. Jackson, Christopher A. Wiesen, Paul Mihas, Adam M. Persky, Sylvia A. Frazier‐Bowers, Laura A. Jacox
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Nuria E. Gallardo, Antonia M. Caleya, Maria Esperanza Sánchez, Gonzalo Feijóo
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Zhonggen Yu, Mingle Gao
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Syed Rashid Habib, Aleshba Saba Khan, Mohsin Ali, Essam Abdulla Abutheraa, Ahmad khaled alkhrayef, Faisal Jibrin Aljibrin, Nawaf Saad Almutairi, Ammar A. Siddiqui
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Mona T. Rajeh, Shahinaz N. Sembawa, Afnan A. Nassar, Seba A. Al Hebshi, Khalid T. Aboalshamat, Mohammed K. Badri
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