Journal of Educational Evaluation for Health Professions

Research article

Self-control as an important factor affecting the online learning readiness of Vietnamese medical and health students during the COVID-19 pandemic: a network analysis: Minh Tu Nguyen, Binh Thang Tran, Thanh Gia Nguyen, Minh Tri Phan, Thi Thu Tham Luong, Dinh Duong Le; J Educ Eval Health Prof. 2022;19:22. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.22

3,608 View
204 Download

Abstract PDF Supplementary Material: Purpose
The current study aimed to use network analysis to investigate medical and health students’ readiness for online learning during the coronavirus disease 2019 (COVID-19) pandemic at the University of Medicine and Pharmacy, Hue University.
Methods
A questionnaire survey on the students’ readiness for online learning was performed using a Google Form from May 13 to June 22, 2021. In total, 1,377 completed responses were eligible for analysis out of 1,411 participants. The network structure was estimated for readiness scales with 6 factors: computer skills, internet skills, online communication, motivation, self-control, and self-learning. Data were fitted using a Gaussian graphical model with the extended Bayesian information criterion.
Results
In 1,377 students, a network structure was identified with 6 nodes and no isolated nodes. The top 3 partial correlations were similar in networks for the overall sample and subgroups of gender and grade levels. The self-control node was the strongest for the connection to others, with the highest nodal strength. The change of nodal strength was greatest in online communication for both gender and grade levels. The correlation stability coefficient for nodal strength was achieved for all networks.
Conclusion
These findings indicated that self-control was the most important factor in students’ readiness network structures for online learning. Therefore, self-control needs to be encouraged during online learning to improve the effectiveness of achieving online learning outcomes for students.

Brief Report

What steps are necessary to create written or web-based selected-response assessments?: Matt Morgan, Valerie Dory, Stuart Lubarsky, Kieran Walsh; J Educ Eval Health Prof. 2014;11:28. Published online November 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.28

23,666 View
182 Download

Abstract PDF: Before we work out what constitutes an assessment’s value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial list of potential steps for developing written assessments. This was then distributed to the other three authors. These authors independently added further steps to the list. The lead author incorporated the contributions of these others and created a second draft. This process was repeated until consensus was achieved amongst the study’s authors. Next, the list was shared by means of an online questionnaire with 100 healthcare professionals with experience in medical education. The results of the authors’ and healthcare professionals’ thoughts and feedback on the steps, needed to create written assessment, are outlined below in full. We outlined the steps that are necessary to create written or web-based selected-response assessments.

Software

Introduction to an Open Source Internet-Based Testing Program for Medical Student Examinations: Yoon-Hwan Lee; J Educ Eval Health Prof. 2009;6:4. Published online December 20, 2009; DOI: https://doi.org/10.3352/jeehp.2009.6.4

35,212 View
181 Download
5 Crossref

Abstract PDF

The author developed a freely available open source internet-based testing program for medical examination. PHP and Java script were used as the programming language and postgreSQL as the database management system on an Apache web server and Linux operating system. The system approach was that a super user inputs the items, each school administrator inputs the examinees??information, and examinees access the system. The examinee?占퐏 score is displayed immediately after examination with item analysis. The set-up of the system beginning with installation is described. This may help medical professors to easily adopt an internet-based testing system for medical education.

Citations

Citations to this article as recorded by

The relationship between classical item characteristics and item response time on computer-based testing
Yoo-mi Chae, Seok Gun Park, Ilyong Park
Korean Journal of Medical Education.2019; 31(1): 1. CrossRef
Computer‐Based Testing and Construction of an Item Bank Database for Medical Education in Korea
Sun Huh
Korean Medical Education Review.2014; 16(1): 11. CrossRef
Emerging tasks of specialty certifying examination: educational measurement considerations
Inhong Hwang
Journal of the Korean Medical Association.2012; 55(2): 131. CrossRef
Can computerized tests be introduced to the Korean Medical Licensing Examination?
Sun Huh
Journal of the Korean Medical Association.2012; 55(2): 124. CrossRef
How can high stakes examination in Korean medical society be improved to the international level?
Sun Huh
Journal of the Korean Medical Association.2012; 55(2): 114. CrossRef

First
Prev
Page of 1
Next
Last

Search