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Technical report
Item difficulty index, discrimination index, and reliability of the 26 health professions licensing examinations in 2022, Korea: a psychometric study
Yoon Hee Kim, Bo Hyun Kim, Joonki Kim, Bokyoung Jung, Sangyoung Bae
J Educ Eval Health Prof. 2023;20:31.   Published online November 22, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.31
  • 739 View
  • 69 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study presents item analysis results of the 26 health personnel licensing examinations managed by the Korea Health Personnel Licensing Examination Institute (KHPLEI) in 2022.
Methods
The item difficulty index, item discrimination index, and reliability were calculated. The item discrimination index was calculated using a discrimination index based on the upper and lower 27% rule and the item-total correlation.
Results
Out of 468,352 total examinees, 418,887 (89.4%) passed. The pass rates ranged from 27.3% for health educators level 1 to 97.1% for oriental medical doctors. Most examinations had a high average difficulty index, albeit to varying degrees, ranging from 61.3% for prosthetists and orthotists to 83.9% for care workers. The average discrimination index based on the upper and lower 27% rule ranged from 0.17 for oriental medical doctors to 0.38 for radiological technologists. The average item-total correlation ranged from 0.20 for oriental medical doctors to 0.38 for radiological technologists. The Cronbach α, as a measure of reliability, ranged from 0.872 for health educators-level 3 to 0.978 for medical technologists. The correlation coefficient between the average difficulty index and average discrimination index was -0.2452 (P=0.1557), that between the average difficulty index and the average item-total correlation was 0.3502 (P=0.0392), and that between the average discrimination index and the average item-total correlation was 0.7944 (P<0.0001).
Conclusion
This technical report presents the item analysis results and reliability of the recent examinations by the KHPLEI, demonstrating an acceptable range of difficulty index and discrimination index values, as well as good reliability.
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
  • 1,551 View
  • 138 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • Application of Multi-Attribute Utility Analysis as a Methodological Framework in Academic–Clinical Partnership Evaluation
    Sara E. North
    American Journal of Evaluation.2024;[Epub]     CrossRef
Educational/Faculty training material
Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile  
Sandra Oyarzo Torres, Mónica Espinoza Barrios
J Educ Eval Health Prof. 2022;19:6.   Published online March 24, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.6
  • 4,670 View
  • 261 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by  
  • Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
    Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
    Pharmacy.2022; 10(6): 157.     CrossRef
Educational/Faculty development material
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 4,672 View
  • 465 Download
  • 4 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by  
  • A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
    G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
    Radiography.2024; 30(2): 474.     CrossRef
  • Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
    Eileen S. Alexander, Ashley A. White, Ashley Varol, Kacey Appel, Cristian Lieneck
    Education Sciences.2024; 14(5): 515.     CrossRef
  • Inculcating Critical Thinking Skills in Medical Students: Ways and Means
    Mandeep Kaur, Rajiv Mahajan
    International Journal of Applied & Basic Medical Research.2023; 13(2): 57.     CrossRef
  • Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
    Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
    LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub]     CrossRef
  • Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
    Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
    Educación Médica.2022; 23(5): 100758.     CrossRef
  • Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
    Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
    BMC Medical Education.2022;[Epub]     CrossRef
Review
E-learning in health professions education during the COVID-19 pandemic: a systematic review  
Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi
J Educ Eval Health Prof. 2021;18:27.   Published online October 29, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.27
  • 10,587 View
  • 581 Download
  • 62 Web of Science
  • 79 Crossref
AbstractAbstract PDFSupplementary Material
As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Citations

Citations to this article as recorded by  
  • Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161
    Heather MacNeill, Ken Masters, Kataryna Nemethy, Raquel Correia
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    Education and Information Technologies.2024; 29(5): 5921.     CrossRef
  • How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews
    Boulus Shehata, Ahmed Tlili, Ronghuai Huang, Michael Agyemang Adarkwah, Mengyu Liu, Tingwen Chang
    Education and Information Technologies.2024; 29(7): 7813.     CrossRef
  • Systematic review of distributed practice and retrieval practice in health professions education
    Emma Trumble, Jason Lodge, Allison Mandrusiak, Roma Forbes
    Advances in Health Sciences Education.2024; 29(2): 689.     CrossRef
  • E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study
    Dorota Lubanska, Sami Alrashed, Lia Oschanney, Alan Cieslukowski, Ali Nadi, Philip Habashy, Adam Renaud, Antonio Roye‐Azar, Mohamed Soliman, Kadila Adili, Allison Baker, Maliha Baseet, Amy Llancari, Aiden Mitrevski, Sahar Mouawad, Kim Nguyen, Alexandra So
    Biochemistry and Molecular Biology Education.2024; 52(1): 93.     CrossRef
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    Akeem R. Lewis, Grace M. Choong, Elizabeth Cathcart-Rake, Narjust Florez, Urshila Durani, Siddhartha Yadav, Harry Fuentes, Karl Sorensen, Daniel S. Childs, Antoine Saliba, Jonas Paludo, Timothy J. Hobday
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    Cailee E. Welch Bacon, Sara L. Nottingham, Tricia M. Kasamatsu
    Athletic Training Education Journal.2024; 19(1): 1.     CrossRef
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    Suzanne Mary Caliph, Chooi Yeng Lee
    Currents in Pharmacy Teaching and Learning.2024; 16(2): 119.     CrossRef
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    Ekaterina Bondarenko, Lyubov Khoronko, M.-T. Liong, I.V. Tkacheva
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    Anibal Diaz-Lazo, Aldo Alvarez-Risco, Carlo Córdova Rosales, Sandra Cori Rosales, Mely Ruiz-Aquino, Shyla Del-Aguila-Arcentales, Neal M. Davies, Christian R. Mejia, Jaime A. Yáñez
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    BMC Nursing.2024;[Epub]     CrossRef
  • Learning Environments in Undergraduate Nursing Education During COVID-19
    Anna Lee, Sinhye Kim, Wonjung Noh
    Nurse Educator.2024; 49(3): E136.     CrossRef
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    Mohit K. Joshi
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    Faten Hamed, Tarek Jinani, Nisreen Mourad, Dalal Hammoudi Halat, Mohammad Rahal
    Journal of Advanced Pharmacy Education and Research.2024; 14(1): 13.     CrossRef
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    Amir Mohammad Rahmani, Wim Groot, Hamed Rahmani
    International Journal of Educational Technology in Higher Education.2024;[Epub]     CrossRef
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    Antonios Christodoulakis, George Kritsotakis, Manolis Linardakis, Panayota Sourtzi, Ioanna Tsiligianni
    Western Journal of Nursing Research.2024; 46(5): 381.     CrossRef
  • The Relationship between Academic Self-Efficacy and Motivation in the Online Nursing Education Process: The Mediator Role of Anxiety
    Çiğdem Torun Kılıç, Bahar Candaş Altınbaş, Didem Sarımehmet, İlknur Buçan Kıkrbir
    Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi.2024; 13(1): 119.     CrossRef
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  • Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group
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    BMC Medical Education.2023;[Epub]     CrossRef
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    Carla Pires
    Pharmacy.2023; 11(3): 89.     CrossRef
  • ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ ЗАСОБІВ НАВЧАННЯ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ
    Т. Я. Стравський, І. Є. Герасимюк, О. Я. Галицька-Хархаліс
    Медична освіта.2023; (1): 82.     CrossRef
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    Pharmacy.2023; 11(3): 97.     CrossRef
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    Erin Williams, Rosephine Del Fernandes, Ken Choi, Laurie Fasola, Boris Zevin
    Journal of Surgical Education.2023; 80(8): 1139.     CrossRef
  • Influence of Stress and Emotions in the Learning Process: The Example of COVID-19 on University Students: A Narrative Review
    Alfredo Córdova, Alberto Caballero-García, Franchek Drobnic, Enrique Roche, David C. Noriega
    Healthcare.2023; 11(12): 1787.     CrossRef
  • The impact of Covid-19 on Moroccan students’ learning habits, mental health, and physical health (ENSA Fez as a case study)
    Khawla Khoumssi, Asmae Achahbar
    Social Science Information.2023; 62(2): 217.     CrossRef
  • Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review
    Dalal Hammoudi Halat, Abderrezzaq Soltani, Roua Dalli, Lama Alsarraj, Ahmed Malki
    Journal of Clinical Medicine.2023; 12(13): 4425.     CrossRef
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    Siyu Mu, Jingman Hu, Fangxi Liu, Chuansheng Zhao, Yefei Sun
    Postgraduate Medicine.2023; 135(6): 551.     CrossRef
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    Alberto Cruz-Barrientos, Ines Carmona-Barrientos, Jose Manuel De-la-Fuente-Rodriguez, Veronica Perez-Cabezas, Gloria Gonzalez-Medina, Ana Maria Sainz-Otero
    Healthcare.2023; 11(14): 1989.     CrossRef
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    Kyoko Koto-Shimada, Rogie Royce Carandang, Akira Shibanuma, Junko Kiriya, Ken Ing Cherng Ong, Sokneang Touch, Virya Koy, Masamine Jimba
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    Jing Tian, Jian Chen
    Frontiers in Public Health.2023;[Epub]     CrossRef
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    Noorbhai Habib, Sims Danica, Hartman Nadia
    Discover Education.2023;[Epub]     CrossRef
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    Carla Perrotta, Vicky Downey, Darin Elabbasy, Carolyn Ingram, Chungwan Lo, Amara Naseer, Anna Thorson, Vanessa Brizuela
    BMC Public Health.2023;[Epub]     CrossRef
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    Tilahun Haregu, ShiangCheng Lim, Marcia Miranda, CongTuan Pham, Nam Nguyen, Inthira Suya, Rogelio Ilagan, Amphika Poowanasatien, Paul Kowal, Brian Oldenburg
    WHO South-East Asia Journal of Public Health.2023; 12(1): 15.     CrossRef
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    Letizia Dal Santo, Marco Peña-Jimenez, Federica Canzan, Luisa Saiani, Adalgisa Battistelli
    Nursing Education Perspectives.2023; 44(6): E39.     CrossRef
  • The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study
    Junfan Wei, Zhengcheng Yun, Yang Zhang, Xiaoxiao Mei, Li Ba, Huan Peng, Na Li, Meng Li, Zhu Liu, Hanjiao Liu
    Frontiers in Psychiatry.2023;[Epub]     CrossRef
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    Advances in Medical Education and Practice.2023; Volume 14: 1077.     CrossRef
  • Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study
    Mehmet PALANCI
    International e-Journal of Educational Studies.2023; 7(15): 515.     CrossRef
  • ПОЄДНАННЯ НОВІТНІХ ЦИФРОВИХ ТА КЛАСИЧНИХ МЕТОДІВ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ у медичному закладі ВИЩОЇ ОСВІТИ
    А. В. Мізь, І. Є. Герасимюк, Б. Я. Ремінецький
    Медична освіта.2023; (2): 97.     CrossRef
  • WPA Working Group on Medical Students: new accomplishments and online resources
    Howard Y. Liu, Muhammad Waqar Azeem, Nazish Imran, Bernardo Ng, Khalid Bazaid, Pronob K. Dalal, Sridevi Sira Mahalingappa, Mohan Isaac, Afzal Javed
    World Psychiatry.2023; 22(3): 491.     CrossRef
  • e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review
    Awsan Bahattab, Michel Hanna, George Teo Voicescu, Ives Hubloue, Francesco Della Corte, Luca Ragazzoni
    JMIR Research Protocols.2023; 12: e49955.     CrossRef
  • Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations
    Perla Boutros, Nour Kassem, Jessica Nieder, Catalina Jaramillo, Jakob von Petersdorff, Fiona J. Walsh, Till Bärnighausen, Sandra Barteit
    Healthcare.2023; 11(21): 2902.     CrossRef
  • The Lancet Commission on medicine, Nazism, and the Holocaust: historical evidence, implications for today, teaching for tomorrow
    Herwig Czech, Sabine Hildebrandt, Shmuel P Reis, Tessa Chelouche, Matthew Fox, Esteban González-López, Etienne Lepicard, Astrid Ley, Miriam Offer, Avi Ohry, Maike Rotzoll, Carola Sachse, Sari J Siegel, Michal Šimůnek, Amir Teicher, Kamila Uzarczyk, Anna v
    The Lancet.2023; 402(10415): 1867.     CrossRef
  • Can you teach a hands-on skill online? A scoping review of e-learning for point-of-care ultrasound in medical education
    Maya Harel-Sterling
    Canadian Medical Education Journal.2023;[Epub]     CrossRef
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Educational/faculty development material
Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021  
Cesar Orsini, Veena Rodrigues, Jorge Tricio
J Educ Eval Health Prof. 2021;18:21.   Published online August 9, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.21
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AbstractAbstract PDFSupplementary Material
This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

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  • Perceived team roles of medical students: a five year cross-sectional study
    Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
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Research article
Development and validation of the Hocus Focus Magic Performance Evaluation Scale for health professions personnel in the United States  
Kevin Spencer, Hon Keung Yuen, Max Darwin, Gavin Jenkins, Kimberly Kirklin
J Educ Eval Health Prof. 2019;16:8.   Published online April 10, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.8
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  • 229 Download
  • 4 Web of Science
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AbstractAbstract PDFSupplementary Material
Purpose
This study was conducted to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES), which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality.
Methods
A 2-phase validation process was used. Phase I (content validation) involved 16 magician judges who independently rated the relevance of each of the 5 items in the HFMPES and established the veracity of its content. Phase II evaluated the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating 3 magic tricks.
Results
The HFMPES achieved an excellent scale-content validity index of 0.99. Exploratory factor analysis of the HFMPES scores revealed 1 distinct factor with alpha coefficients ≥0.8 across the 3 magic tricks. The construct validity of the HFMPES scores was further supported by evidence from a known-groups analysis, in which the Mann–Whitney U-test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the 3 magic tricks. The inter-rater reliability coefficients were ≥0.75 across the 3 magic tricks, indicating that the competency of health professions personnel in delivering the 3 magic tricks could be evaluated precisely.
Conclusion
Preliminary evidence supported the content and construct validity of the HFMPES, which was found to have good internal consistency and inter-rater reliability in evaluating health professions personnel’s competency in delivering magic tricks.

Citations

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  • A Magic Trick Training Program to Improve Social Skills and Self-Esteem in Adolescents With Autism Spectrum Disorder
    Hon K. Yuen, Kevin Spencer, Lauren Edwards, Kimberly Kirklin, Gavin R. Jenkins
    The American Journal of Occupational Therapy.2023;[Epub]     CrossRef
  • MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings
    Saray Bonete, Ángela Osuna, Clara Molinero, Inmaculada García-Font
    Frontiers in Psychology.2021;[Epub]     CrossRef
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    Hon K. Yuen, Kevin Spencer, Kimberly Kirklin, Lauren Edwards, Gavin R. Jenkins
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    Kevin Spencer, Hon K. Yuen, Gavin R. Jenkins, Kimberly Kirklin, Angla R. Griffin, Laura K. Vogtle, Drew Davis
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Educational/Faculty Development Material
Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative  
Lisa J. Barnes, Robin Parish
J Educ Eval Health Prof. 2017;14:4.   Published online March 25, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.4
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AbstractAbstract PDF
Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

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Research article
Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States  
Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen
J Educ Eval Health Prof. 2017;14:3.   Published online February 28, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.3
  • 42,716 View
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AbstractAbstract PDF
Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses.

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JEEHP : Journal of Educational Evaluation for Health Professions