Journal of Educational Evaluation for Health Professions

Research article

Decline in attrition rates in United States pediatric residency and fellowship programs, 2007–2020: a repeated cross-sectional study: Emma Omoruyi, Greg Russell, Kimberly Montez; J Educ Eval Health Prof. 2025;22:24. Published online September 5, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.24

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Abstract PDF Supplementary Material: Purpose
Declining fill rates in US pediatric residency and subspecialty programs requires trainee retention. Attrition, defined as transfers, withdrawals, dismissals, unsuccessful completions, or deaths, disrupts program function and impacts the pediatric workforce pipeline. It aims to evaluate attrition trends among pediatric residents and fellows in Accreditation Council for Graduate Medical Education (ACGME)-accredited programs from 2007 to 2020.
Methods
This repeated cross-sectional study analyzed publicly available ACGME Data Resource Book records. Attrition rates and 95% confidence intervals (CIs) were calculated overall and by subspecialty. Logistic regression assessed temporal changes; odds ratios (ORs) compared 2020 to 2007.
Results
From 2007–2020, pediatric residents increased from 8,145 to 9,419 and fellows from 2,875 to 4,279. Aggregate annual resident attrition averaged 1.71% (range, 0.93%–2.64%), and fellow attrition ranged from 12.39%–30.87%. Transfer rates declined from 18.05 to 5.20 per 1,000 trainees (P<0.0001), withdrawals from 5.65 to 2.76 (P=0.030), and dismissals from 3.14 in 2010 to 1.27 in 2020 (P=0.0068). Odds of unsuccessful completion significantly decreased in categorical pediatrics (OR, 0.41; 95% CI, 0.29–0.58), pediatric cardiology (OR, 0.08; 95% CI, 0.01–0.64), pediatric critical care (OR, 0.14; 95% CI, 0.06–0.35), and neonatal-perinatal medicine (OR, 0.46; 95% CI, 0.20–1.08).
Conclusion
Although attrition has improved, premature trainee loss can still disrupt program operations and threaten workforce development. Attrition may reflect educational environment quality, support structures, or selection processes. Greater data transparency is needed to understand demographic trends and inform equitable retention strategies, ultimately strengthening training programs and sustaining the United States pediatric workforce.

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 articles

Performance of large language models on Thailand’s national medical licensing examination: a cross-sectional study: Prut Saowaprut, Romen Samuel Wabina, Junwei Yang, Lertboon Siriwat; J Educ Eval Health Prof. 2025;22:16. Published online May 12, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.16

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the feasibility of general-purpose large language models (LLMs) in addressing inequities in medical licensure exam preparation for Thailand’s National Medical Licensing Examination (ThaiNLE), which currently lacks standardized public study materials.
Methods
We assessed 4 multi-modal LLMs (GPT-4, Claude 3 Opus, Gemini 1.0/1.5 Pro) using a 304-question ThaiNLE Step 1 mock examination (10.2% image-based), applying deterministic API configurations and 5 inference repetitions per model. Performance was measured via micro- and macro-accuracy metrics compared against historical passing thresholds.
Results
All models exceeded passing scores, with GPT-4 achieving the highest accuracy (88.9%; 95% confidence interval, 88.7–89.1), surpassing Thailand’s national average by more than 2 standard deviations. Claude 3.5 Sonnet (80.1%) and Gemini 1.5 Pro (72.8%) followed hierarchically. Models demonstrated robustness across 17 of 20 medical domains, but variability was noted in genetics (74.0%) and cardiovascular topics (58.3%). While models demonstrated proficiency with images (Gemini 1.0 Pro: +9.9% vs. text), text-only accuracy remained superior (GPT-4o: 90.0% vs. 82.6%).
Conclusion
General-purpose LLMs show promise as equitable preparatory tools for ThaiNLE Step 1. However, domain-specific knowledge gaps and inconsistent multi-modal integration warrant refinement before clinical deployment.

Citations

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Performance of GPT-4o and o1-Pro on United Kingdom Medical Licensing Assessment-style items: a comparative study
Behrad Vakili, Aadam Ahmad, Mahsa Zolfaghari
Journal of Educational Evaluation for Health Professions.2025; 22: 30. CrossRef
Large Language Models for the National Radiological Technologist Licensure Examination in Japan: Cross-Sectional Comparative Benchmarking and Evaluation of Model-Generated Items Study
Toshimune Ito, Toru Ishibashi, Tatsuya Hayashi, Shinya Kojima, Kazumi Sogabe
JMIR Medical Education.2025; 11: e81807. CrossRef
Technologies, opportunities, challenges, and future directions for integrating generative artificial intelligence into medical education: a narrative review
Junseok Kang, Jihyun Ahn
Ewha Medical Journal.2025; 48(4): e53. CrossRef

Empirical effect of the Dr LEE Jong-wook Fellowship Program to empower sustainable change for the health workforce in Tanzania: a mixed-methods study: Masoud Dauda, Swabaha Aidarus Yusuph, Harouni Yasini, Issa Mmbaga, Perpetua Mwambinngu, Hansol Park, Gyeongbae Seo, Kyoung Kyun Oh; J Educ Eval Health Prof. 2025;22:6. Published online January 20, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.6

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Abstract PDF Supplementary Material: Purpose
This study evaluated the Dr LEE Jong-wook Fellowship Program’s impact on Tanzania’s health workforce, focusing on relevance, effectiveness, efficiency, impact, and sustainability in addressing healthcare gaps.
Methods
A mixed-methods research design was employed. Data were collected from 97 out of 140 alumni through an online survey, 35 in-depth interviews, and one focus group discussion. The study was conducted from November to December 2023 and included alumni from 2009 to 2022. Measurement instruments included structured questionnaires for quantitative data and semi-structured guides for qualitative data. Quantitative analysis involved descriptive and inferential statistics (Spearman’s rank correlation, non-parametric tests) using Python ver. 3.11.0 and Stata ver. 14.0. Thematic analysis was employed to analyze qualitative data using NVivo ver. 12.0.
Results
Findings indicated high relevance (mean=91.6, standard deviation [SD]=8.6), effectiveness (mean=86.1, SD=11.2), efficiency (mean=82.7, SD=10.2), and impact (mean=87.7, SD=9.9), with improved skills, confidence, and institutional service quality. However, sustainability had a lower score (mean=58.0, SD=11.1), reflecting challenges in follow-up support and resource allocation. Effectiveness strongly correlated with impact (ρ=0.746, P<0.001). The qualitative findings revealed that participants valued tailored training but highlighted barriers, such as language challenges and insufficient practical components. Alumni-led initiatives contributed to knowledge sharing, but limited resources constrained sustainability.
Conclusion
The Fellowship Program enhanced Tanzania’s health workforce capacity, but it requires localized curricula and strengthened alumni networks for sustainability. These findings provide actionable insights for improving similar programs globally, confirming the hypothesis that tailored training positively influences workforce and institutional outcomes.

Reliability and construct validation of the Blended Learning Usability Evaluation–Questionnaire with interprofessional clinicians in Canada: a methodological study: Anish Kumar Arora, Jeff Myers, Tavis Apramian, Kulamakan Kulasegaram, Daryl Bainbridge, Hsien Seow; J Educ Eval Health Prof. 2025;22:5. Published online January 16, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.5

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Abstract PDF Supplementary Material

Purpose
To generate Cronbach’s alpha and further mixed methods construct validity evidence for the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q).
Methods
Forty interprofessional clinicians completed the BLUE-Q after finishing a 3-month long blended learning professional development program in Ontario, Canada. Reliability was assessed with Cronbach’s α for each of the 3 sections of the BLUE-Q and for all quantitative items together. Construct validity was evaluated through the Grand-Guillaume-Perrenoud et al. framework, which consists of 3 elements: congruence, convergence, and credibility. To compare quantitative and qualitative results, descriptive statistics, including means and standard deviations for each Likert scale item of the BLUE-Q were calculated.
Results
Cronbach’s α was 0.95 for the pedagogical usability section, 0.85 for the synchronous modality section, 0.93 for the asynchronous modality section, and 0.96 for all quantitative items together. Mean ratings (with standard deviations) were 4.77 (0.506) for pedagogy, 4.64 (0.654) for synchronous learning, and 4.75 (0.536) for asynchronous learning. Of the 239 qualitative comments received, 178 were identified as substantive, of which 88% were considered congruent and 79% were considered convergent with the high means. Among all congruent responses, 69% were considered confirming statements and 31% were considered clarifying statements, suggesting appropriate credibility. Analysis of the clarifying statements assisted in identifying 5 categories of suggestions for program improvement.
Conclusion
The BLUE-Q demonstrates high reliability and appropriate construct validity in the context of a blended learning program with interprofessional clinicians, making it a valuable tool for comprehensive program evaluation, quality improvement, and evaluative research in health professions education.

Citations

Citations to this article as recorded by

Multi-methods development and validation of a tool for use in measuring serious illness communication competence: Assessment of clinical encounters – Communication tool (ACE-CT)
Anish K. Arora, Hsien Seow, Daryl Bainbridge, Kulamakan Kulasegaram, Tavis Apramian, Nadia Incardona, Leah Steinberg, Justin Sanders, Zhimeng Jia, Oren Levine, Jessica Simon, Karen Zhang, Zelda Freitas, Clare Fuller, Amanda Lee Roze des Ordons, Jill Dombr
Patient Education and Counseling.2026; 144: 109465. CrossRef
Utilizing cognitive interview in the item refinement of the Blended Teaching Assessment Tool (BTAT) for Health Professions Education
Maria Teresita B. Dalusong, Glenda Sanggalang Ogerio, Valentin C. Dones, Maria Elizabeth M. Grageda
Philippine Journal of Health Research and Development.2025; 29(2): 54. CrossRef
All providers Better Communication Skills (ABCs) program: protocol for a randomized controlled trial assessing communication training effectiveness with interprofessional clinicians
Hsien Seow, Anish K. Arora, Daryl Bainbridge, Zhimeng Jia, Leah Steinberg, Nadia Incardona, Oren Levine, Justin J. Sanders, Jessica Simon, Amanda Roze des Ordons, Karen Zhang, Jeff Myers
BMC Palliative Care.2025;[Epub] CrossRef

Validation of the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q) through an innovative Bayesian questionnaire validation approach: Anish Kumar Arora, Charo Rodriguez, Tamara Carver, Hao Zhang, Tibor Schuster; J Educ Eval Health Prof. 2024;21:31. Published online November 7, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.31

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Abstract PDF Supplementary Material

Purpose
The primary aim of this study is to validate the Blended Learning Usability Evaluation–Questionnaire (BLUE-Q) for use in the field of health professions education through a Bayesian approach. As Bayesian questionnaire validation remains elusive, a secondary aim of this article is to serve as a simplified tutorial for engaging in such validation practices in health professions education.
Methods
A total of 10 health education-based experts in blended learning were recruited to participate in a 30-minute interviewer-administered survey. On a 5-point Likert scale, experts rated how well they perceived each item of the BLUE-Q to reflect its underlying usability domain (i.e., effectiveness, efficiency, satisfaction, accessibility, organization, and learner experience). Ratings were descriptively analyzed and converted into beta prior distributions. Participants were also given the option to provide qualitative comments for each item.
Results
After reviewing the computed expert prior distributions, 31 quantitative items were identified as having a probability of “low endorsement” and were thus removed from the questionnaire. Additionally, qualitative comments were used to revise the phrasing and order of items to ensure clarity and logical flow. The BLUE-Q’s final version comprises 23 Likert-scale items and 6 open-ended items.
Conclusion
Questionnaire validation can generally be a complex, time-consuming, and costly process, inhibiting many from engaging in proper validation practices. In this study, we demonstrate that a Bayesian questionnaire validation approach can be a simple, resource-efficient, yet rigorous solution to validating a tool for content and item-domain correlation through the elicitation of domain expert endorsement ratings.

Citations

Citations to this article as recorded by

Reliability and construct validation of the Blended Learning Usability Evaluation–Questionnaire with interprofessional clinicians in Canada: a methodological study
Anish Kumar Arora, Jeff Myers, Tavis Apramian, Kulamakan Kulasegaram, Daryl Bainbridge, Hsien Seow
Journal of Educational Evaluation for Health Professions.2025; 22: 5. CrossRef
Utilizing cognitive interview in the item refinement of the Blended Teaching Assessment Tool (BTAT) for Health Professions Education
Maria Teresita B. Dalusong, Glenda Sanggalang Ogerio, Valentin C. Dones, Maria Elizabeth M. Grageda
Philippine Journal of Health Research and Development.2025; 29(2): 54. CrossRef
All providers Better Communication Skills (ABCs) program: protocol for a randomized controlled trial assessing communication training effectiveness with interprofessional clinicians
Hsien Seow, Anish K. Arora, Daryl Bainbridge, Zhimeng Jia, Leah Steinberg, Nadia Incardona, Oren Levine, Justin J. Sanders, Jessica Simon, Amanda Roze des Ordons, Karen Zhang, Jeff Myers
BMC Palliative Care.2025;[Epub] CrossRef

A new performance evaluation indicator for the LEE Jong-wook Fellowship Program of Korea Foundation for International Healthcare to better assess its long-term educational impacts: a Delphi study: Minkyung Oh, Bo Young Yoon; J Educ Eval Health Prof. 2024;21:27. Published online October 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.27

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Abstract PDF Supplementary Material

Purpose
The Dr. LEE Jong-wook Fellowship Program, established by the Korea Foundation for International Healthcare (KOFIH), aims to strengthen healthcare capacity in partner countries. The aim of the study was to develop new performance evaluation indicators for the program to better assess long-term educational impact across various courses and professional roles.
Methods
A 3-stage process was employed. First, a literature review of established evaluation models (Kirkpatrick’s 4 levels, context/input/process/product evaluation model, Organization for Economic Cooperation and Development Assistance Committee criteria) was conducted to devise evaluation criteria. Second, these criteria were validated via a 2-round Delphi survey with 18 experts in training projects from May 2021 to June 2021. Third, the relative importance of the evaluation criteria was determined using the analytic hierarchy process (AHP), calculating weights and ensuring consistency through the consistency index and consistency ratio (CR), with CR values below 0.1 indicating acceptable consistency.
Results
The literature review led to a combined evaluation model, resulting in 4 evaluation areas, 20 items, and 92 indicators. The Delphi surveys confirmed the validity of these indicators, with content validity ratio values exceeding 0.444. The AHP analysis assigned weights to each indicator, and CR values below 0.1 indicated consistency. The final set of evaluation indicators was confirmed through a workshop with KOFIH and adopted as the new evaluation tool.
Conclusion
The developed evaluation framework provides a comprehensive tool for assessing the long-term outcomes of the Dr. LEE Jong-wook Fellowship Program. It enhances evaluation capabilities and supports improvements in the training program’s effectiveness and international healthcare collaboration.

Citations

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Halted medical education and medical residents’ training in Korea, journal metrics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2025; 22: 1. CrossRef

Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study: Yoonjung Lee, Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee; J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.8

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.

Citations

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Beyond intentions: a critical narrative review of accreditation’s planned and emergent impact on medical schools
Do-Hwan Kim, Roghayeh Gandomkar, Hyo Hyun Yoo, David Rojas
Advances in Health Sciences Education.2026;[Epub] CrossRef
Evaluation of a Vietnamese medical school using Korean medical school accreditation standards
Bo-Young Yoon, Yon-Chul Park, Keunmi Lee, Hee-Je Lee, Jung-Sook Ha, Seung-Jae Hong, Nguyen Hoang Minh, Jung-Sik Huh
Journal of Medicine and Life Science.2026; 23(1): 24. CrossRef
The new placement of 2,000 entrants at Korean medical schools in 2025: is the government’s policy evidence-based?
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study: Sylvain Boloré, Thomas Fassier, Nicolas Guirimand; J Educ Eval Health Prof. 2023;20:25. Published online August 28, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.25

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.
Methods
The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.
Results
Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.
Conclusion
Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.

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Yihsuan Tsai, Chunwen Chiu, Shouchuan Sun, Hsingju Lin, Chihhao Lin, Yawen Lee
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Rebecca Field, Claire Palermo, Jane Kellett, Thomas Bevitt, Krishna Lambert, Rachel Bacon
Journal of Interprofessional Care.2026; : 1. CrossRef
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Midwifery Students’ and Obstetricians’ Perception of Training in Non-Technical Skills
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Francyne Sequeira Lopes Martins, Dionisia Oliveira of Oliveira, Cassiana Gil Prates, Kaihara Freitas Furtado, Rita Catalina Aquino Caregnato
Revista Gaúcha de Enfermagem.2025;[Epub] CrossRef
Realistic simulation scenario on non-punitive responses to errors in the Surgical Center
Francyne Sequeira Lopes Martins, Dionisia Oliveira of Oliveira, Cassiana Gil Prates, Kaihara Freitas Furtado, Rita Catalina Aquino Caregnato
Revista Gaúcha de Enfermagem.2025;[Epub] CrossRef
Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review
Yan Jiang, Yan Cai, Xue Zhang, Cong Wang
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Case report

Successful pilot application of multi-attribute utility analysis concepts in evaluating academic-clinical partnerships in the United States: a case report: Sara Elizabeth North, Amanda Nicole Sharp; J Educ Eval Health Prof. 2022;19:18. Published online August 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.18

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Abstract PDF Supplementary Material

Strong partnerships between academic health professions programs and clinical practice settings, termed academic-clinical partnerships, are essential in providing quality clinical training experiences. However, the literature does not operationalize a model by which an academic program may identify priority attributes and evaluate its partnerships. This study aimed to develop a values-based academic-clinical partnership evaluation approach, rooted in methodologies from the field of evaluation and implemented in the context of an academic Doctor of Physical Therapy clinical education program. The authors developed a semi-quantitative evaluation approach incorporating concepts from multi-attribute utility analysis (MAUA) that enabled consistent, values-based partnership evaluation. Data-informed actions led to improved overall partnership effectiveness. Pilot outcomes support the feasibility and desirability of moving toward MAUA as a potential methodological framework. Further research may lead to the development of a standardized process for any academic health profession program to perform a values-based evaluation of their academic-clinical partnerships to guide decision-making.

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Reviews

Is accreditation in medical education in Korea an opportunity or a burden?: Hanna Jung, Woo Taek Jeon, Shinki An; J Educ Eval Health Prof. 2020;17:31. Published online October 21, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.31

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Abstract PDF Supplementary Material

The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, accreditation is a burden for medical schools if they view the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if medical schools acknowledge the positive value of the accreditation process, accreditation can be both an opportunity and a tool for developing medical education. The accreditation process has educational value by catalyzing improvements in the quality, equity, and efficiency of medical education and by increasing the available options. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an educational alliance working together towards common goals. Secondly, clear guidelines on accreditation standards should be periodically reviewed and shared. Finally, a formative self-evaluation process must be introduced for institutions to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

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How to execute Context, Input, Process, and Product evaluation model in medical health education: So young Lee, Jwa-Seop Shin, Seung-Hee Lee; J Educ Eval Health Prof. 2019;16:40. Published online December 28, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.40

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Abstract PDF Supplementary Material

Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.

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Brief report

Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study: Katharina Brandl, Soniya V. Rabadia, Alexander Chang, Jess Mandel; J Educ Eval Health Prof. 2018;15:25. Published online October 16, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.25

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Abstract PDF Supplementary Material

In addition to online questionnaires, many medical schools use supplemental evaluation tools such as focus groups to evaluate their courses. Although some benefits of using focus groups in program evaluation have been described, it is unknown whether these inperson data collection methods provide sufficient additional information beyond online evaluations to justify them. In this study, we analyze recommendations gathered from student evaluation team (SET) focus group meetings and analyzed whether these items were captured in open-ended comments within the online evaluations. Our results indicate that online evaluations captured only 49% of the recommendations identified via SETs. Surveys to course directors identified that 74% of the recommendations exclusively identified via the SETs were implemented within their courses. Our results indicate that SET meetings provided information not easily captured in online evaluations and that these recommendations resulted in actual course changes.

Citations

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Research article

Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model: Semira Mehralizadeh, Alireza Dehdashti, Masoud Motalebi Kashani; J Educ Eval Health Prof. 2017;14:16. Published online July 26, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.16

34,146 View
318 Download
3 Web of Science
1 Crossref

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