Journal of Educational Evaluation for Health Professions

Research articles

Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial: Nalini Yelahanka Channegowda, Dinker Ramanand Pai, Shivasakthy Manivasakan; J Educ Eval Health Prof. 2025;22:8. Published online February 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.8

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Abstract PDF Supplementary Material: Purpose
Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.
Methods
A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.
Results
The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.
Conclusion
This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.

Development of a self-assessment tool for resident doctors’ communication skills in India: Upendra Baitha, Piyush Ranjan, Siddharth Sarkar, Charu Arora, Archana Kumari, Sada Nand Dwivedi, Asmita Patil, Nayer Jamshed; J Educ Eval Health Prof. 2019;16:17. Published online June 24, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.17

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Purpose
Effective communication skills are essential for resident doctors to provide optimum patient care. This study was conducted to develop and validate a questionnaire for the self-assessment of resident doctors’ communication skills in India.
Methods
This was a mixed-methods study conducted in 2 phases. The first phase consisted of questionnaire development, including the identification of relevant literature, focus group discussions with residents and experts from clinical specialties, and pre-testing of the questionnaire. The second phase involved administering the questionnaire survey to 95 residents from the Departments of Medicine, Emergency Medicine, Pediatrics, and Surgery at the All India Institute of Medical Sciences, New Delhi, India in April 2019. Internal consistency was tested and the factor structure was analyzed to test construct validity.
Results
The questionnaire consisted of 3 sections: (A) 4 items on doctor-patient conflicts and the role of communication skills in avoiding these conflicts, (B) 29 items on self-assessment of communication skills in different settings, and (C) 8 items on barriers to practicing good communication skills. Sections B and C had good internal consistency (Cronbach α: 0.885 and 0.771, respectively). Section C had a 2-factor solution, and the barriers were classified as ‘training’ and ‘infrastructure’ factors.
Conclusion
This appears to be a valid assessment tool of resident doctors’ communication skills, with potential utility for identifying gaps in communication skills and developing communication skills modules.

Citations

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Development and Validation of a Comprehensive Nursing Competence Assessment Questionnaire (CNCAQ) to Determine the Perceived Clinical Competence of Nursing Graduates
Sunita Srivastava, Hariprasath Pandurangan, Anil Kumar
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Socio‐behaviour change intervention in health care professionals: Impact and effectiveness
Chinmay Shah, Fouzia Shersad
Medical Education.2024;[Epub] CrossRef
Communication skills of residents: are they as good as they think?
Namra Qadeer Shaikh, Ali Aahil Noorali, Asma Altaf Hussain Merchant, Noreen Afzal, Maryam Pyar Ali Lakhdir, Komal Abdul Rahim, Syeda Fatima Shariq, Rida Ahmad, Saqib Kamran Bakhshi, Saad Bin Zafar Mahmood, Shayan Shah, Muhammad Rizwan Khan, Muhammad Tariq
Medical Education Online.2024;[Epub] CrossRef
Leveraging the vantage point – exploring nurses’ perception of residents’ communication skills: a mixed-methods study
Komal Abdul Rahim, Maryam Pyar Ali Lakhdir, Noreen Afzal, Asma Altaf Hussain Merchant, Namra Qadeer Shaikh, Ali Aahil Noorali, Umar Tariq, Rida Ahmad, Saqib Kamran Bakhshi, Saad bin Zafar Mahmood, Muhammad Rizwan Khan, Muhammed Tariq, Adil H. Haider
BMC Medical Education.2023;[Epub] CrossRef
Developing a communication-skills training curriculum for resident-physicians to enhance patient outcomes at an academic medical centre: an ongoing mixed-methods study protocol
Hamna Shahbaz, Ali Aahil Noorali, Maha Inam, Namra Qadeer, Asma Altaf Hussain Merchant, Adnan Ali Khan, Noreen Afzal, Komal Abdul Rahim, Ibrahim Munaf, Rida Ahmad, Muhammad Tariq, Adil H Haider
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A cross-sectional evaluation of communication skills and perceived barriers among the resident doctors at a tertiary care center in India
Amandeep Singh, Piyush Ranjan, Archana Kumari, Siddharth Sarkar, Tanveer Kaur, Ramesh Aggarwal, Ashish Datt Upadhyay, Biswaroop Chakrawarty, Jamshed Nayer, Mohit Joshi, Avinash Chakrawarty
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What do clinical resident doctors think about workplace violence? A qualitative study comprising focus group discussions and thematic analysis from a tertiary care center of India
Amandeep Singh, Piyush Ranjan, Siddharth Sarkar, Tarang Preet Kaur, Roshan Mathew, Dinesh Gora, Ajay Mohan, Jaswant Jangra
Journal of Family Medicine and Primary Care.2022; 11(6): 2678. CrossRef
Development and validation of a questionnaire to assess preventive practices against COVID-19 pandemic in the general population
Ayush Agarwal, Piyush Ranjan, Priyanka Rohilla, Yellamraju Saikaustubh, Anamika Sahu, Sada Nand Dwivedi, Aakansha, Upendra Baitha, Arvind Kumar
Preventive Medicine Reports.2021; 22: 101339. CrossRef
Development and Validation of a Comprehensive Questionnaire to Assess Interpersonal Discord (Bullying, Harassment, and Discrimination) at the Workplace in a Healthcare Setting
Amandeep Singh, Piyush Ranjan, Tanveer Kaur, Siddharth Sarkar, Ashish D Upadhyay, Upendra Baitha, Prayas Sethi, Ranveer S Jadon, Pankaj Jorwal
Cureus.2021;[Epub] CrossRef
Development and Validation of a Questionnaire to Evaluate Workplace Violence in Healthcare Settings
Archana Kumari, Amandeep Singh, Piyush Ranjan, Siddharth Sarkar, Tanveer Kaur, Ashish D Upadhyay, Kirti Verma, Vignan Kappagantu, Ajay Mohan, Upendra Baitha
Cureus.2021;[Epub] CrossRef
The value of communicating with patients in their first language
Piyush Ranjan, Archana Kumari, Charu Arora
Expert Review of Pharmacoeconomics & Outcomes Research.2020; 20(6): 559. CrossRef

Factors influencing the career preferences of medical students and interns: a cross-sectional, questionnaire-based survey from India: Ruban Anand, Prakash Somi Sankaran; J Educ Eval Health Prof. 2019;16:12. Published online May 15, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.12

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Abstract PDF Supplementary Material

Purpose
The study aimed to identify the motivational factors and demographic variables influencing the career preferences of medical students in India.
Methods
We conducted a questionnaire-based survey at Christian Medical College, Vellore, India. The participants were 368 of the 460 medical students and interns enrolled at the institution from October 2015 to August 2016. We designed the questionnaire to collect demographic data, students’ preferences for career specialties, and the motivational factors influencing them. Then, we analyzed the influence of these factors and demographic variables on career preferences using regression analysis.
Results
Of the 368 respondents, 356 (96.7%) expressed their intention to pursue a residency program after the Bachelor of Medicine and Bachelor of Surgery (MBBS) program, and about two-thirds indicated their preference to do so in India. The specialties most preferred by students were general surgery, general medicine (internal medicine), and pediatrics, while the least preferred were anatomy, obstetrics and gynecology, and community medicine. Factor analysis yielded three motivational factors, which we named ‘personal growth,’ ‘professional growth,’ and ‘personal satisfaction’ based on the items loaded in each. The motivational factors were predicted by demographic variables (gender, geographical background, current stage in the MBBS program, and the presence of relatives in the health professions). Demographic variables and the motivational factors also had significant influences on career preferences.
Conclusion
This study provides insights into the motivational factors that influence the career preferences of Indian medical students and interns. A robust longitudinal study would be required to study intra-individual variations in preferences and the persistence of choices.

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Clinical empathy in medical students in India measured using the Jefferson Scale of Empathy–Student Version: Anirban Chatterjee, Rajkrishna Ravikumar, Satendra Singh, Pranjal Singh Chauhan, Manu Goel; J Educ Eval Health Prof. 2017;14:33. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.33

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475 Download
42 Web of Science
42 Crossref

Abstract PDF Supplementary Material

Purpose
The purpose of this study was to assess the clinical empathy of a cohort of medical students spanning 4 years of undergraduate study and to identify factors associated with empathy.
Methods
A cross-sectional study to assess the empathy of undergraduate medical students at the University College of Medical Sciences and GTB Hospital in Delhi, India, was conducted using the Jefferson Scale of Empathy–Student Version. Demographic data were obtained using a pre-tested, semi-open-ended questionnaire.
Results
Of the 600 students, 418 participated in the survey (69.7%). The mean empathy score was 96.01 (of a maximum of 140), with a standard deviation of 14.56. The empathy scores decreased from the first to the third semester, plateaued at the fifth semester, and rose again in the seventh semester. Empathy was found to be significantly associated with the gender of the participant, with females having higher scores (P<0.001). The age of the participant, place of residence, whose decision it was for the student to enroll in an MBBS (bachelor of medicine and bachelor of surgery) program, and the choice of future specialty were not significantly associated with students’ empathy scores.
Conclusion
The study found significant gender differences in empathy among the participants. The empathy scores tended to decline initially and then rebound over time. The mean empathy levels found in this study are lower than those reported in most similar studies around the world; therefore, further studies are needed to analyze and address the underlying factors associated with this discrepancy.

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Research Article

Visible Facebook profiles and e-professionalism in undergraduate medical students in India: Setu Gupta, Satendra Singh, Upreet Dhaliwal; J Educ Eval Health Prof. 2015;12:50. Published online October 31, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.50

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Abstract PDF

Purpose
This study aimed to assess medical students’ presence on Facebook and the extent of their visible activity, with particular reference to online professionalism. Methods: This was a cross-sectional study including all medical students enrolled in the University College of Medical Sciences, University of Delhi, India during the period of the study, which was conducted from 2011 to 2012. After approval by the Institutional Ethical Committee, the full names of all students were obtained from our institution. After creating a fictitious profile, Facebook was searched for students’ profiles, and those found were examined for visible content and unprofessional behaviour. Results: Of 611 students, 477 (78.1%) had detectable Facebook profiles. Out of 477 profiles, date of birth, address, email, phone number, religion, and political views were rarely shared; sexual orientation and relationship status were displayed on approximately one third of the profiles; and an identifiable profile picture (80.3%), field of study (51.6%), and institution (86.2%) were commonly shared . The visible content included friend lists (88.7%), photo albums (36.1%), and associations with diverse groups and pages (97.1%). Five profiles (1.05%) displayed unprofessional content, including one profile photograph depicting alcohol consumption, one association with groups relating to excessive alcohol consumption, two profiles containing sexually explicit language, and one association with a sexist page. Conclusion: Most of our students use Facebook’s privacy settings to hide some content from others. Unprofessional content was rarely visible from a stranger’s profile. However, even when hidden from strangers, unprofessional behaviour is still unprofessional behaviour. As Facebook is an integral part of life, it is important for medical educators and students to understand the implications and importance of e-professionalism. Professionalism curricula should address e-professionalism.

Citations

Citations to this article as recorded by

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Brief Report

Perceptions of dental undergraduates in India of a clinical induction program: Arati Panchbhai; J Educ Eval Health Prof. 2015;12:32. Published online June 21, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.32

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Abstract PDF: This study aimed to investigate undergraduate students’ perceptions of the clinical induction program for dental undergraduates conducted at the DMIMS Deemed University, Sawangi-Meghe, India. Seventy-four third-year dental students who entered the clinical phase of the dental program in 2012 and attended all sessions of the clinical induction program were enrolled in this study. The students’ perceptions of the clinical induction program were assessed through a Likert-scale questionnaire, focus group discussions, and individual interviews. Seventy-two students (97.3%) responded positively about the program, evaluating it as successful and making a few suggestions. Fifty-four students (73.0%) stated that the clinical tours and visits to the departments were the best feature of the program. Nine students (12.2%) suggested that the program should include interaction with their immediate seniors and that interactive activities should be included in the program. The induction program may help students become acclimated during the first few days of being introduced into the clinical phase of their education. It is crucial to ensure that students do not develop a negative attitude towards their educational program by facilitating their smooth transition to the clinical phase.

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