Journal of Educational Evaluation for Health Professions

Research articles

Development and psychometric evaluation of a 360-degree evaluation instrument to assess medical students’ performance in clinical settings at the emergency medicine department in Iran: a methodological study: Golnaz Azami, Sanaz Aazami, Boshra Ebrahimy, Payam Emami; J Educ Eval Health Prof. 2024;21:7. Published online April 1, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.7

5,572 View
332 Download
2 Web of Science
2 Crossref

Background
In the Iranian context, no 360-degree evaluation tool has been developed to assess the performance of prehospital medical emergency students in clinical settings. This article describes the development of a 360-degree evaluation tool and presents its first psychometric evaluation.
Methods
There were 2 steps in this study: step 1 involved developing the instrument (i.e., generating the items) and step 2 constituted the psychometric evaluation of the instrument. We performed exploratory and confirmatory factor analyses and also evaluated the instrument’s face, content, and convergent validity and reliability.
Results
The instrument contains 55 items across 6 domains, including leadership, management, and teamwork (19 items), consciousness and responsiveness (14 items), clinical and interpersonal communication skills (8 items), integrity (7 items), knowledge and accountability (4 items), and loyalty and transparency (3 items). The instrument was confirmed to be a valid measure, as the 6 domains had eigenvalues over Kaiser’s criterion of 1 and in combination explained 60.1% of the variance (Bartlett’s test of sphericity [1,485]=19,867.99, P<0.01). Furthermore, this study provided evidence for the instrument’s convergent validity and internal consistency (α=0.98), suggesting its suitability for assessing student performance.
Conclusion
We found good evidence for the validity and reliability of the instrument. Our instrument can be used to make future evaluations of student performance in the clinical setting more structured, transparent, informative, and comparable.

Citations

Citations to this article as recorded by

Mejorando la formación médica mediante evaluaciones de 360 grados: Una revisión y propuesta para la formación en la UCI
Andrés Giglio, Andrés Ferre, César Pedreros, Valentina Vuletin, Soledad Armijo-Rivera
Revista Médica Clínica Las Condes.2026; 37(2): 263. CrossRef
Evaluating the impact of 360-degree assessment management based on information technology on improving service quality and satisfaction of operating room staff
Yongqing Zhou, Zhuoyu Liu, Haixia Fan, Poonam Gupta
International Journal for Quality in Health Care.2026;[Epub] CrossRef

Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study: Janghee Park; J Educ Eval Health Prof. 2023;20:29. Published online November 10, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.29

9,081 View
319 Download
17 Web of Science
19 Crossref

Abstract PDF Supplementary Material

Purpose
This study aimed to analyze patterns of using ChatGPT before and after group activities and to explore medical students’ perceptions of ChatGPT as a feedback tool in the classroom.
Methods
The study included 99 2nd-year pre-medical students who participated in a “Leadership and Communication” course from March to June 2023. Students engaged in both individual and group activities related to negotiation strategies. ChatGPT was used to provide feedback on their solutions. A survey was administered to assess students’ perceptions of ChatGPT’s feedback, its use in the classroom, and the strengths and challenges of ChatGPT from May 17 to 19, 2023.
Results
The students responded by indicating that ChatGPT’s feedback was helpful, and revised and resubmitted their group answers in various ways after receiving feedback. The majority of respondents expressed agreement with the use of ChatGPT during class. The most common response concerning the appropriate context of using ChatGPT’s feedback was “after the first round of discussion, for revisions.” There was a significant difference in satisfaction with ChatGPT’s feedback, including correctness, usefulness, and ethics, depending on whether or not ChatGPT was used during class, but there was no significant difference according to gender or whether students had previous experience with ChatGPT. The strongest advantages were “providing answers to questions” and “summarizing information,” and the worst disadvantage was “producing information without supporting evidence.”
Conclusion
The students were aware of the advantages and disadvantages of ChatGPT, and they had a positive attitude toward using ChatGPT in the classroom.

Citations

Citations to this article as recorded by

An Alternative Approach in Anatomy Education: Design of a Learning Environment Based on Artificial Intelligence‐Supported Virtual Manipulatives and Investigation of Its Effectiveness
Gunes Bolatli, Salih Birisci, Zafer Bolatli
Clinical Anatomy.2026; 39(1): 30. CrossRef
Applications and Outcomes of Large‑Language‑Model‑Generated Feedback in Undergraduate Medical Education: A Scoping Review
Yavuz Selim Kıyak, Tuğba İş-Kara, Emre Emekli
Medical Science Educator.2026; 36(1): 81. CrossRef
Attitudes and perceptions of the application of large language models among health professionals: A mixed-methods systematic review
Wen Luo, Tao Feng, Ting Zhang, Xinyu Chen, Xianying Lu, Yuhang Li, Chaoming Hou, Jing Gao
Public Health.2026; 254: 106252. CrossRef
Generative AI's Impact on the Mental Health of Medical Students: Scenario Analysis
Nora Arvai, Bertalan Meskó, Gellért Katonai
JMIR Medical Education.2026; 12: e85373. CrossRef
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Dejan Ravšelj, Damijana Keržič, Nina Tomaževič, Lan Umek, Nejc Brezovar, Noorminshah A. Iahad, Ali Abdulla Abdulla, Anait Akopyan, Magdalena Waleska Aldana Segura, Jehan AlHumaid, Mohamed Farouk Allam, Maria Alló, Raphael Papa Kweku Andoh, Octavian Andron
PLOS ONE.2025; 20(2): e0315011. CrossRef
Generative AI in Otolaryngology Residency Personal Statement Writing: A Mixed‐Methods Analysis
Jacob G. J. Wihlidal, Nikolaus E. Wolter, Evan J. Propst, Vincent Lin, Michael Au, Shaunak Amin, Jennifer M. Siu
The Laryngoscope.2025; 135(10): 3570. CrossRef
Feasibility of a Randomized Controlled Trial of Large AI-Based Linguistic Models for Clinical Reasoning Training of Physical Therapy Students: Pilot Randomized Parallel-Group Study
Raúl Ferrer-Peña, Silvia Di-Bonaventura, Alberto Pérez-González, Alfredo Lerín-Calvo
JMIR Formative Research.2025; 9: e66126. CrossRef
Applications of Artificial Intelligence for Nonpsychomotor Skills Training in Health Professions Education: A Scoping Review
Kenya A Costa-Dookhan, Zachary Adirim, Marta Maslej, Kayle Donner, Terri Rodak, Sophie Soklaridis, Sanjeev Sockalingam, Anupam Thakur
Academic Medicine.2025; 100(5): 635. CrossRef
MD Student Perceptions of ChatGPT for Reflective Writing Feedback in Undergraduate Medical Education
Nabil Haider, Leo Morjaria, Urmi Sheth, Nujud Al-Jabouri, Matthew Sibbald
International Medical Education.2025; 4(3): 27. CrossRef
Exploring medical students’ attitudes and perceptions toward artificial intelligence in medicine in Shandong Province, China
Mingchan Liu, Yi Cheng, Shu Li, Shanshan Wang, Feng Du, Xiaonan Wei, Zhiying Ai, Siyuan Yan
BMC Medical Education.2025;[Epub] CrossRef
How Can Clinicians Leverage Vibe Coding for Machine Learning and Deep Learning Research?
Yoonhwan Lee, Sun Huh
Endocrinology and Metabolism.2025; 40(5): 659. CrossRef
Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
Xiaojun Xu, Yixiao Chen, Jing Miao
Journal of Educational Evaluation for Health Professions.2024; 21: 6. CrossRef
Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students
Yijun Wu, Yue Zheng, Baijie Feng, Yuqi Yang, Kai Kang, Ailin Zhao
JMIR Medical Education.2024; 10: e52483. CrossRef
Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students’ Perception, and Applications
Anita V Thomae, Claudia M Witt, Jürgen Barth
JMIR Medical Education.2024; 10: e50545. CrossRef
A cross sectional investigation of ChatGPT-like large language models application among medical students in China
Guixia Pan, Jing Ni
BMC Medical Education.2024;[Epub] CrossRef
A Pilot Study of Medical Student Opinions on Large Language Models
Alan Y Xu, Vincent S Piranio, Skye Speakman, Chelsea D Rosen, Sally Lu, Chris Lamprecht, Robert E Medina, Maisha Corrielus, Ian T Griffin, Corinne E Chatham, Nicolas J Abchee, Daniel Stribling, Phuong B Huynh, Heather Harrell, Benjamin Shickel, Meghan Bre
Cureus.2024;[Epub] CrossRef
The intent of ChatGPT usage and its robustness in medical proficiency exams: a systematic review
Tatiana Chaiban, Zeinab Nahle, Ghaith Assi, Michelle Cherfane
Discover Education.2024;[Epub] CrossRef
ChatGPT and Clinical Training: Perception, Concerns, and Practice of Pharm-D Students
Mohammed Zawiah, Fahmi Al-Ashwal, Lobna Gharaibeh, Rana Abu Farha, Karem Alzoubi, Khawla Abu Hammour, Qutaiba A Qasim, Fahd Abrah
Journal of Multidisciplinary Healthcare.2023; Volume 16: 4099. CrossRef
Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
Hyunju Lee, Soobin Park
Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef

Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study: Yera Hur, Dong Gi Seo; J Educ Eval Health Prof. 2023;20:20. Published online June 26, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.20

4,910 View
154 Download
1 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
This study aimed to develop a test scale to measure the character qualities of medical students as a follow-up study on the 8 core character qualities revealed in a previous report.
Methods
In total, 160 preliminary items were developed to measure 8 core character qualities. Twenty questions were assigned to each quality, and a questionnaire survey was conducted among 856 students in 5 medical schools in Korea. Using the partial credit model, polytomous item response theory analysis was carried out to analyze the goodness-of-fit, followed by exploratory factor analysis. Finally, confirmatory factor and reliability analyses were conducted with the final selected items.
Results
The preliminary items for the 8 core character qualities were administered to the participants. Data from 767 students were included in the final analysis. Of the 160 preliminary items, 25 were removed by classical test theory analysis and 17 more by polytomous item response theory assessment. A total of 118 items and sub-factors were selected for exploratory factor analysis. Finally, 79 items were selected, and the validity and reliability were confirmed through confirmatory factor analysis and intra-item relevance analysis.
Conclusion
The character qualities test scale developed through this study can be used to measure the character qualities corresponding to the educational goals and visions of individual medical schools in Korea. Furthermore, this measurement tool can serve as primary data for developing character qualities tools tailored to each medical school’s vision and educational goals.

Citations

Citations to this article as recorded by

Development and validation of a fall health literacy scale for Chinese hospitals from the perspective of older adults
Tianxin Miao, Ke Chen, Dianli Han, Yingna Zhao, Liran Duan, Lan Zhang, Ying Yao
Frontiers in Public Health.2025;[Epub] CrossRef
The Values of Local Wisdom in the Jong Racing Tradition as a Means of Character Education for Students
Rika Komalasari, Pittanauli Sialagan, Ima Turyani, Zaitun Zaitun, Tety Kurmalasari, J. bin Surif, G.M. Jacobs, D. Wei Dai, M.V. Reddy, T. Yamamoto, H. Pardi
SHS Web of Conferences.2024; 205: 03005. CrossRef

Identifying the nutrition support nurses’ tasks using importance–performance analysis in Korea: a descriptive study: Jeong Yun Park; J Educ Eval Health Prof. 2023;20:3. Published online January 18, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.3

4,852 View
186 Download

Abstract PDF Supplementary Material: Purpose
Nutrition support nurse is a member of a nutrition support team and is a health care professional who takes a significant part in all aspects of nutritional care. This study aims to investigate ways to improve the quality of tasks performed by nutrition support nurses through survey questionnaires in Korea.
Methods
An online survey was conducted between October 12 and November 31, 2018. The questionnaire consists of 36 items categorized into 5 subscales: nutrition-focused support care, education and counseling, consultation and coordination, research and quality improvement, and leadership. The importance–performance analysis method was used to confirm the relationship between the importance and performance of nutrition support nurses’ tasks.
Results
A total of 101 nutrition support nurses participated in this survey. The importance (5.56±0.78) and performance (4.50±1.06) of nutrition support nurses’ tasks showed a significant difference (t=11.27, P<0.001). Education, counseling/consultation, and participation in developing their processes and guidelines were identified as low-performance activities compared with their importance.
Conclusion
To intervene nutrition support effectively, nutrition support nurses should have the qualification or competency through the education program based on their practice. Improved awareness of nutrition support nurses participating in research and quality improvement activity for role development is required.

The sights and insights of examiners in objective structured clinical examinations: Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, Boaz Shulruf; J Educ Eval Health Prof. 2017;14:34. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.34

38,828 View
492 Download
54 Web of Science
53 Crossref

Abstract PDF Supplementary Material

Purpose
The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners’ assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners’ assessments.
Methods
We performed a narrative review of the medical literature using Medline. All articles meeting the selection criteria were reviewed, with salient points extracted and synthesised into a clear and comprehensive summary of the knowledge in this area.
Results
OSCE examiners’ assessment scores are influenced by factors belonging to 4 different domains: examination context, examinee characteristics, examinee-examiner interactions, and examiner characteristics. These domains are composed of several factors including halo, hawk/dove and OSCE contrast effects; the examiner’s gender and ethnicity; training; lifetime experience in assessing; leadership and familiarity with students; station type; and site effects.
Conclusion
Several factors may influence the presumed objectivity of examiners’ assessments, and these factors need to be addressed to ensure the objectivity of OSCEs. We offer insights into directions for future research to better understand and address the phenomenon of examiner bias.

Citations

Citations to this article as recorded by

How are midwifery students being taught about conducting consultation events? – Findings from an international survey questionnaire
Yvonne Greig, Sara Rodriguez-Martin, Lois McKellar, Yvonne Kuipers
Nurse Education in Practice.2026; 92: 104739. CrossRef
Performance of undergraduate nursing students across Objective Structured Clinical Examination (OSCE): a retrospective cross-sectional study
Zahra Farsi, Farzane Taghaee, Hengameh Habibi, Roohangiz Shirvani
BMC Medical Education.2026;[Epub] CrossRef
Inter-Rater Reliability in a Pre-Graduation Nursing Objective Structured Clinical Examination: A Kappa and Prevalence-Adjusted Bias-Adjusted Kappa Comparison of Technical Skill and Communication Items
So Yayama, Atsushi Ohashi, Akemi Mitsui, Kanako Yamamoto
Sage Open Nursing.2026;[Epub] CrossRef
Standardized patient gender influences diagnostic accuracy in undergraduate medical students’ cardiac OSCE interviews
Xavier Dubucs, Adeline Ruyssen-Witrand, Audrey Richard, Alessandra Bura Rivière, Emilie Montastier, Marie Faruch, Frédéric Balen, Odile Rauzy, Thomas Geeraerts, Charles Henri Houze-Cerfon, Sandrine Charpentier
Medical Teacher.2026; : 1. CrossRef
Operationalising readiness for practice in final OSCEs: insights from a mixed-methods study across five Australian medical schools
Bunmi S. Malau-Aduli, Shannon Saad, Richard Hays, Karen D’Souza, Jane Smith, Bradley Williams
BMC Medical Education.2026;[Epub] CrossRef
AI-Generated Clinical Images of Head-and-Neck Lesions in Plastic Surgery Education: An Expert Evaluation
Fahad K. Aljindan, Zainalabden E. Jefri, Abdulaziz M. Alghamdi, Lamees A. Altamimi, Mohammed Alharbi, Hind M. Alotaibi, Ibrahim H. Alhaig
Aesthetic Plastic Surgery.2026;[Epub] CrossRef
Agreement Between Reasoning-oriented Generative Artificial Intelligence Models and Clinical Educators in Evaluating Japanese Objective Structured Clinical Examination Transcripts: A Preliminary Comparative Study (Preprint)
Takanobu Hirosawa, Masashi Yokose, Tetsu Sakamoto, Arisa Hayashi, Yukinori Harada, Kazuki Tokumasu, Kazuya Mizuta, Taro Shimizu
JMIR Formative Research.2026;[Epub] CrossRef
Tailoring support following summative assessments: a latent profile analysis of student outcomes across five medical specialities
Huiming Ding, Matt Homer
Advances in Health Sciences Education.2025; 30(2): 459. CrossRef
Pass/fail grading in radiography clinical assessments: Insights from clinical practice educators
M. O'Connor, A. McGee, G. Redmond, S. Murphy, M.-L. Ryan, É. McDermott
Radiography.2025; 31(3): 102947. CrossRef
Optimizing cost-effectiveness in remote objective structured clinical examinations through targeted double scoring methodologies
Zhihui Fu, Yuhong Wu, Lingling Xu, Fen Cai, Ren Liu, Zhehan Jiang
Medical Education Online.2025;[Epub] CrossRef
Application of Artificial Intelligence as an Aid for the Correction of the Objective Structured Clinical Examination (OSCE)
Davide Luordo, Marta Torres Arrese, Cristina Tristán Calvo, Kirti Dayal Shani Shani, Luis Miguel Rodríguez Cruz, Francisco Javier García Sánchez, Alfonso Lagares Gómez-Abascal, Rafael Rubio García, Juan Delgado Jiménez, Mercedes Pérez Carreras, Ramiro Die
Applied Sciences.2025; 15(3): 1153. CrossRef
Medical student selection interviews: insights into nonverbal observable communications: a cross-sectional study
Pin-Hsiang Huang, Kang-Chen Fan, Alexander Waits, Boaz Shulruf, Yi-Fang Chuang
Korean Journal of Medical Education.2025; 37(2): 153. CrossRef
Perception of Medical and Nursing Students Plus Clinical Instructors Towards Objective Structured Clinical Examination: A Case Study of Five Health Training Institutions in Sub-Saharan Africa
Ronald Kibuuka, Ferestas Mpasa, Andrew Kanyike, Chizoma Ndikom, Atipatsa Kaminga, Samuel Owusu-Sekyere, Adenike Ogah, Abigail Kusi Amponsah, Kennedy Kiyimba, Samuel Obakiro, Getrude Munthali, Wanangwa Msowoya, Dan Kibuule, Etta Phiri, Masumbuko Baluwa, Ta
Advances in Medical Education and Practice.2025; Volume 16: 1103. CrossRef
The invisible conspicuous outsiders: Black students’ experiences in healthcare programmes – a case study
Shuangyu Li, Ayo Mansaray, Andrew Bassett, Jia Liu, Dreiss Cecile, Tom Esterine, Heidi Lempp
Race Ethnicity and Education.2025; : 1. CrossRef
A single-group pre–post OSCE evaluation of a simulation-based clinical readiness module in pediatric dentistry
Ömer Faruk Güdük, İpek Nur Berberoğlu, Selçuk Akturan
BMC Medical Education.2025;[Epub] CrossRef
Does following an “excellent” candidate in the objective structured clinical examination affect your checklist score?
Craig Brown, Mintu Nath, Wendy Watson, Mary Joan Macleod
Journal of Applied Research in Higher Education.2024; 16(3): 891. CrossRef
Objective structured clinical examination for teaching and assessment: Evidence-based critique
Pooja Dewan, Sumaira Khalil, Piyush Gupta
Clinical Epidemiology and Global Health.2024; 25: 101477. CrossRef
A Look at Demographics and Transition to Virtual Assessments: An Analysis of Bias in the American Board of Surgery General Surgery Certifying Exams
Beatriz Ibáñez, Andrew T. Jones, D. Rohan Jeyarajah, Daniel L. Dent, Caroline Prendergast, Carol L. Barry
Journal of Surgical Education.2024; 81(4): 578. CrossRef
Analyse systématique des évaluations de circuits multiples d’examen clinique objectif structuré (ECOS) : variables explicatives et corrélations inter-évaluateurs
E. Ollier, C. Pelissier, C. Boissier, T. Barjat, P. Berthelot, C. Boutet, X. Gocko, C. Le Hello, S. Perinel
La Revue de Médecine Interne.2024;[Epub] CrossRef
Impact of simulated patient-based communication training vs. real patient-based communication training on empathetic behaviour in undergraduate students – a prospective evaluation study
Vanessa Britz, Jasmina Sterz, Yannik Koch, Teresa Schreckenbach, Maria-Christina Stefanescu, Uwe Zinßer, Rene Danilo Verboket, Katharina Sommer, Miriam Ruesseler
BMC Medical Education.2024;[Epub] CrossRef
Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023)
Hongjun Ba, Lili Zhang, Xiufang He, Shujuan Li
JMIR Medical Education.2024; 10: e57772. CrossRef
Bias in Observed Assessments in Medical Education: A Scoping Review
Romaisa Ismaeel, Luka Pusic, Michael Gottlieb, Teresa M Chan, Taofiq O Oyedokun, Brent Thoma
Academic Medicine.2024; 99(12): 1438. CrossRef
Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods
Reshma Ansari, Norhafizah Ab Manan, Nur Ain Mahat, Norfaizatul Shalida Omar, Atikah Abdul Latiff, Sara Idris, Azli Shahril Othman
Journal of Medical Education Development.2024; 17(56): 87. CrossRef
Educational guidelines for diversity and inclusion: addressing racism and eliminating biases in medical education
Samantha D. Buery-Joyner, Laura Baecher-Lind, Camille A. Clare, B. Star Hampton, Michael D. Moxley, Dotun Ogunyemi, Archana A. Pradhan, Shireen M. Madani Sims, Sara Whetstone, Mark B. Woodland, Nadine T. Katz
American Journal of Obstetrics and Gynecology.2023; 228(2): 133. CrossRef
Quality Management of Objective Structured Clinical Examinations at a Multicampus Nursing College: A Pilot Study
Thandolwakhe Nyangeni, Dalena R.M. van Rooyen, Wilma ten Ham-Baloyi
Journal of Nursing Education.2023; 62(3): 155. CrossRef
Scoring consistency of standard patients and examiners in the developed dental objective structured clinical examination system
Feng Zhu, Li Wu, Xiuxiu Shao, Lijuan Huang, Xiangfeng Meng, Rongrong Nie
BMC Medical Education.2023;[Epub] CrossRef
Assessing the utility of a novel entrustment‐supervision assessment tool
Sebastian Dewhirst, Timothy J. Wood, Warren J. Cheung, Jason R. Frank
Medical Education.2023; 57(10): 949. CrossRef
Pre-COVID and COVID experience of objective structured clinical examination as a learning tool for post-graduate residents in Obstetrics & Gynecology-a quality improvement study
Charu Sharma, Pratibha Singh, Shashank Shekhar, Abhishek Bhardwaj, Manisha Jhirwal, Navdeep Kaur Ghuman, Meenakshi Gothwal, Garima Yadav, Priyanka Kathuria, Vibha Mishra
Obstetrics & Gynecology Science.2023; 66(4): 316. CrossRef
Interactions between the sex of the clinician grader and the sex of the chiropractic student intern on spinal manipulation assessment grade
Michael Sheppard, Stephanie Johnson, Victor Quiroz, John Ward
Journal of Chiropractic Education.2023; 37(2): 157. CrossRef
PERCEPTION OF MEDICAL STUDENTS AND EXAMINERS TOWARDS OBJECTIVE STRUCTURED CLINICAL EXAMINATION: A FEEDBACK FOR IMPROVEMENT
Rozhan Sediq, Jamal Salih, Fattah Fattah, Adnan Hassan
JOURNAL OF SULAIMANI MEDICAL COLLEGE.2023; 13(1): 57. CrossRef
Response to: Twelve tips for conducting a virtual OSCE
Mohamed Guled, Juned Islam, Haseeb Qureshi
Medical Teacher.2022; 44(1): 101. CrossRef
Comparison of OSCE performance between 6- and 7-year medical school curricula in Taiwan
Jr-Wei Wu, Hao-Min Cheng, Shiau-Shian Huang, Jen-Feng Liang, Chia-Chang Huang, Ling-Yu Yang, Boaz Shulruf, Ying-Ying Yang, Chen-Huan Chen, Ming-Chih Hou, Wayne Huey-Herng Sheu
BMC Medical Education.2022;[Epub] CrossRef
Factors Associated With Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study
Ensieh Fooladi, Md Nazmul Karim, Sheila Vance, Lorraine Walker, Maya Ebrahimi Zanjani, Dragan Ilic, Gabrielle Brand
Frontiers in Medicine.2022;[Epub] CrossRef
Medical Students’ Perception of a Newly Implemented Objective Structured Clinical Examination (OSCE) in Orthopedic Surgery and Trauma: A Mixed-Method Study
Asser Sallam, Hani Atwa, Adel Abdelaziz, Asmaa Abdel Nasser
Journal of Ecophysiology and Occupational Health.2022; : 29. CrossRef
Using Think-aloud Interviews to Examine a Clinically Oriented Performance Assessment Rubric
Mary Roduta Roberts, Chad M. Gotch, Megan Cook, Karin Werther, Iris C. I. Chao
Measurement: Interdisciplinary Research and Perspectives.2022; 20(3): 139. CrossRef
Objective structured clinical examination: Challenges and opportunities from students’ perspective
Nazdar Alkhateeb, Abubakir Majeed Salih, Nazar Shabila, Ali Al-Dabbagh, Ayse Hilal Bati
PLOS ONE.2022; 17(9): e0274055. CrossRef
Medical school grades may predict future clinical competence
Jr-Wei Wu, Hao-Min Cheng, Shiau-Shian Huang, Jen-Feng Liang, Chia-Chang Huang, Boaz Shulruf, Ying-Ying Yang, Chen-Huan Chen, Ming-Chih Hou, Wayne Huey-Herng Sheu
Journal of the Chinese Medical Association.2022; 85(9): 909. CrossRef
Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic
Amanda L Burdett, Nancy van Doorn, Matthew D Jones, Natalie CG Kwai, Rachel E Ward, Silas Taylor, Boaz Shulruf
Journal of Clinical Exercise Physiology.2022; 11(4): 122. CrossRef
eOSCE stations live versus remote evaluation and scores variability
Donia Bouzid, Jimmy Mullaert, Aiham Ghazali, Valentine Marie Ferré, France Mentré, Cédric Lemogne, Philippe Ruszniewski, Albert Faye, Alexy Tran Dinh, Tristan Mirault, Nathan Peiffer Smadja, Léonore Muller, Laure Falque Pierrotin, Michael Thy, Maksud Assa
BMC Medical Education.2022;[Epub] CrossRef
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
Journal of Educational Evaluation for Health Professions.2022; 19: 27. CrossRef
Augmenting physician examiner scoring in objective structured clinical examinations: including the standardized patient perspective
Marguerite Roy, Josée Wojcik, Ilona Bartman, Sydney Smee
Advances in Health Sciences Education.2021; 26(1): 313. CrossRef
Re-conceptualising and accounting for examiner (cut-score) stringency in a ‘high frequency, small cohort’ performance test
Matt Homer
Advances in Health Sciences Education.2021; 26(2): 369. CrossRef
Comparison of the validity of bookmark and Angoff standard setting methods in medical performance tests
Majid Yousefi Afrashteh
BMC Medical Education.2021;[Epub] CrossRef
Examiners’ decision‐making processes in observation‐based clinical examinations
Bunmi S. Malau‐Aduli, Richard B. Hays, Karen D’Souza, Amy M. Smith, Karina Jones, Richard Turner, Lizzi Shires, Jane Smith, Shannon Saad, Cassandra Richmond, Antonio Celenza, Tarun Sen Gupta
Medical Education.2021; 55(3): 344. CrossRef
Tutor–Student Partnership in Practice OSCE to Enhance Medical Education
Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun, Eva Feigerlova
Medical Science Educator.2021; 31(6): 1803. CrossRef
Perception of Students and Examiners about Objective Structured Clinical Examination in a Teaching Hospital in Ethiopia
Henok Fisseha, Hailemichael Desalegn
Advances in Medical Education and Practice.2021; Volume 12: 1439. CrossRef
The Impact of COVID-19 Pandemic on the Learning Outcomes of Medical Students in Taiwan: A Two-Year Prospective Cohort Study of OSCE Performance
Tzyy-Yurn Tzeng, Chia-An Hsu, Ying-Ying Yang, Eunice J. Yuan, Ya-Ting Chang, Tzu-Hao Li, Chung-Pin Li, Jen-Feng Liang, Jiing-Feng Lirng, Tzeng-Ji Chen, Chia-Chang Huang, Ming-Chih Hou, Chen-Huan Chen, Wayne Huey-Herng Sheu
International Journal of Environmental Research and Public Health.2021; 19(1): 208. CrossRef
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
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
Versatility in multiple mini-interview implementation: Rater background does not significantly influence assessment scoring
Keith D. Baker, Roy T. Sabo, Meagan Rawls, Moshe Feldman, Sally A. Santen
Medical Teacher.2020; 42(4): 411. CrossRef
Qualifying online assessment during COVID-19 pandemic: Reflecting on our experience under the cognitive lens of Miller’s pyramid
Dinesh Kumar, Rajasekhar Sajja SN
Research and Development in Medical Education.2020; 9(1): 15. CrossRef
Clinical Teaching: Sixty Tips for Successful Implementation
Haitham Mohamed El Bingawi, Ali Alghamdi
Sudan Journal of Medical Sciences.2020; 15(3): 313. CrossRef
Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia
Silas Taylor, Matthew Haywood, Boaz Shulruf
Journal of Educational Evaluation for Health Professions.2019; 16: 3. CrossRef
Insights into student assessment outcomes in rural clinical campuses
Boaz Shulruf, Gary Velan, Lesley Forster, Anthony O’Sullivan, Peter Harris, Silas Taylor
BMC Medical Education.2019;[Epub] CrossRef

Brief Report

Effectiveness of pre-admission data and letters of recommendation to predict students who will need professional behavior intervention during clinical rotations in the United States: Chalee Engelhard, Rebecca Leugers, Jenna Stephan; J Educ Eval Health Prof. 2016;13:26. Published online June 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.26

29,979 View
303 Download
1 Web of Science
1 Crossref

Abstract PDF

The study aimed at finding the value of letters of recommendation in predicting professional behavior problems in the clinical portion of a Doctor of Physical Therapy program learning cohorts from 2009-2014 in the United States. De-identified records of 137 Doctor of Physical Therapy graduates were examined by the descriptive statistics and comparison analysis. Thirty letters of recommendation were investigated based on grounded theory from 10 student applications with 5 randomly selected students of interest and 5 non-students of interest. Critical thinking, organizational skills, and judgement were statistically significant and quantitative differentiating characteristics. Qualitatively, significant characteristics of the student of interest included effective communication and cultural competency. Meanwhile, those of nonstudents of interest included conflicting personality descriptor, commitment to learning, balance, teamwork skills, potential future success, compatible learning skills, effective leadership skills, and emotional intelligence. Emerged significant characteristics did not consistently match common non-professional behavior issues encountered in clinic. Pre-admission data and letters of recommendation appear of limited value in predicting professional behavior performance in clinic.

Citations

Citations to this article as recorded by

The Vital Role of Professionalism in Physical Medicine and Rehabilitation
Julie K. Silver, Sara Cuccurullo, Lyn D. Weiss, Christopher Visco, Mooyeon Oh-Park, Danielle Perret Karimi, Walter R. Frontera, Talya K. Fleming, Glendaliz Bosques, Saurabha Bhatnagar, Anne Felicia Ambrose, Vu Q.C. Nguyen
American Journal of Physical Medicine & Rehabilitation.2020; 99(4): 273. CrossRef

Research Article

Teamwork education improves trauma team performance in undergraduate health professional students: Valerie O’Toole Baker, Ronald Cuzzola, Carolyn Knox, Cynthia Liotta, Charles S. Cornfield, Robert D. Tarkowski, Carolynn Masters, Michael McCarthy, Suzanne Sturdivant, Jestin N. Carlson; J Educ Eval Health Prof. 2015;12:36. Published online June 25, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.36

38,773 View
314 Download
35 Web of Science
36 Crossref

Abstract PDF

Purpose
Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation. Methods: We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared. Results: We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P= 0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM. Conclusions: Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

Citations

Citations to this article as recorded by

Adapting the TeamSTEPPS team performance observation tool for dyadic interprofessional VR simulations (vTPOT): a multi-step validation study
Marie Lehmann, Stefanie Hinz, Alexander Zamzow, Jan Mikulasch, Horst Poimann, Joy Backhaus, Marvin Mergen, Tobias Mühling
Advances in Simulation.2026;[Epub] CrossRef
Exploring effects of resilience-focused debriefing on reflection and teamwork in interprofessional simulation-based education – a mixed method study
Torben Nordahl Amorøe, Hans Rystedt, Lena Oxelmark, Peter Dieckmann, Karin Jonsson, Cecilia Escher, Johan Creutzfeldt, Paulin Andréll
Advances in Simulation.2025;[Epub] CrossRef
The effect of TeamSTEPPS® mobile-based training on perceptions of teamwork and team performance of operating room staff
Fardin Amiri, Mohammad Reza Sohrabi, Sedigheh Hannani, Namamali Azadi
Perioperative Care and Operating Room Management.2024; 35: 100396. CrossRef
Technology-enhanced trauma training in low-resource settings: A scoping review and feasibility analysis of educational technologies
Minahil Khan, Fabio Botelho, Laura Pinkham, Elena Guadagno, Dan Poenaru
Journal of Pediatric Surgery.2023; 58(5): 955. CrossRef
Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training
Bárbara Martinho, Luís Ferreira, Maria João Koch, Filipa Madeira, Eva Santos, Sérgio Baptista, Henrique Alexandrino
Acta Médica Portuguesa.2023; 37(2): 83. CrossRef
Introduction of social media to aid active-learning in medical teaching
Jie Shen
Interactive Learning Environments.2022; 30(10): 1932. CrossRef
Team Training for Interprofessional Insight, Networking and Guidance (T²IPING) points: a study protocol
John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
International Journal of Healthcare Simulation.2022;[Epub] CrossRef
Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol
John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
International Journal of Healthcare Simulation.2022;[Epub] CrossRef
Development of an Interprofessional Handoff Assessment for Doctor of Physical Therapy Students
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
Journal of Acute Care Physical Therapy.2022; 13(4): 212. CrossRef
SIMULAÇÃO NO ENSINO DE URGÊNCIA E EMERGÊNCIA PARA ENFERMAGEM
Amanda Diniz Silva, Suzel Regina Ribeiro Chavaglia, Fabiana Cristina Pires, Caroline Bueno de Moraes Pereira, Ingrid Fidelix de Souza, Elizabeth Barichello, Rosali Isabel Barduchi Ohl
Enfermagem em Foco.2022;[Epub] CrossRef
Interprofessional Education and Research in the Health Professions: A Systematic Review and Supplementary Topic Modeling
Cristian Lieneck, Tiankai Wang, David Gibbs, Chris Russian, Zo Ramamonjiarivelo, Arzu Ari
Education Sciences.2022; 12(12): 850. CrossRef
Multidisciplinary care in surgery: Are team-based interventions cost-effective?
Matthew J. Davis, Bryan C. Luu, Sarth Raj, Amjed Abu-Ghname, Edward P. Buchanan
The Surgeon.2021; 19(1): 49. CrossRef
A Systematic Review of Trauma Crew Resource Management Training: What Can the United States and the United Kingdom Learn From Each Other?
James Ashcroft, Aimee Wilkinson, Mansoor Khan
Journal of Surgical Education.2021; 78(1): 245. CrossRef
Emergencies within hospital wards: An observational study of the non-technical skills of medical emergency teams
Rosemary Saunders, Emma Wood, Adam Coleman, Karen Gullick, Renée Graham, Karla Seaman
Australasian Emergency Care.2021; 24(2): 89. CrossRef
Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students
John T Paige, Deborah D Garbee, Qingzhao Yu, John Zahmjahn, Raquel Baroni de Carvalho, Lin Zhu, Vadym Rusnak, Vladimir J Kiselov
BMJ Simulation and Technology Enhanced Learning.2021; : bmjstel-2020-000685. CrossRef
Cost-effectiveness of Multidisciplinary Care in Plastic Surgery
Sarth Raj, Elizabeth M. Williams, Matthew J. Davis, Amjed Abu-Ghname, Bryan C. Luu, Edward P. Buchanan
Annals of Plastic Surgery.2021; 87(2): 206. CrossRef
Teamwork competence and readiness of emergency nurses in the care of trauma patients: A multicenter cross-sectional study
Bahman Aghaie, Saeide Heidari, Mohammad Abbasinia, Maryam Abdoli, Reza Norouzadeh, Mahdi Shamali
International Emergency Nursing.2021; 59: 101073. CrossRef
Simulated Participants as Health Care Providers: An Innovative Approach to Interprofessional Simulation
Jennifer Gunberg Ross, Colleen H. Meakim, Stacy Grant Hohenleitner, Patricia Prieto, Arlene Solnick, Kathleen Williams Yates, Bing Bing Qi
Nursing Education Perspectives.2021; 42(6): E187. CrossRef
TeamSTEPPS Curricular-Wide Integration
Jennifer Gunberg Ross, Eleanor Latz, Colleen H. Meakim, Bette Mariani
Nurse Educator.2021; 46(6): 355. CrossRef
The Impact of Training on Teamwork and Simulated Debriefings on Real-Life Cardiopulmonary Arrest Events
Tara Mahramus Hunt, Mindi Anderson, Mai Vo, Daleen Aragon Penoyer
Simulation & Gaming.2021; 52(5): 585. CrossRef
Perspective and Experience of Operating Room Personnel on Ethical Behaviors
Soheila Bakhtiari, Mahnaz Rakhshan, Mohsen Shahriari, Farkhondeh Sharif
Electronic Journal of General Medicine.2020; 17(3): em198. CrossRef
Outcomes of TeamSTEPPS Training in Prelicensure Health Care Practitioner Programs: An Integrative Review
Jennifer Gunberg Ross, Colleen Meakim, Stacy Grant Hohenleitner
Journal of Nursing Education.2020; 59(11): 610. CrossRef
Development and Empirical Testing of a Novel Team Leadership Assessment Measure: A Pilot Study Using Simulated and Live Patient Encounters
Elizabeth D. Rosenman, Mark J. Bullard, Kerin A. Jones, Laura Welsh, Sarah M. Brolliar, Benjamin R. Levine, James A. Grand, Rosemarie Fernandez, Daniel Egan
AEM Education and Training.2019; 3(2): 163. CrossRef
Patient safety education of the graduation in Nursing from the teaching perspective
Elena Bohomol
Escola Anna Nery.2019;[Epub] CrossRef
Implementation, evaluation, and outcome of TeamSTEPPS in interprofessional education: a scoping review
Alissa S. Chen, Bernice Yau, Lee Revere, Jennifer Swails
Journal of Interprofessional Care.2019; 33(6): 795. CrossRef
Multidisciplinary Simulation-Based Team Training for Trauma Resuscitation: A Scoping Review
Cory McLaughlin, Wesley Barry, Erica Barin, Lynn Kysh, Marc A. Auerbach, Jeffrey S. Upperman, Randall S. Burd, Aaron R. Jensen
Journal of Surgical Education.2019; 76(6): 1669. CrossRef
Anticipation and preparation for delivery room emergencies
Catherine Chang, Jeffrey Perlman
Seminars in Fetal and Neonatal Medicine.2019; 24(6): 101031. CrossRef
Perceived Subgroups, TMS, and Team Performance: The Moderating Role of Guanxi Perception
Mingqiao Luan, Hong Ren, Xuguang Hao
Frontiers in Psychology.2019;[Epub] CrossRef
Empowering Nursing Students to Address Incivility
Penny A. Sauer, C. Elise Thompson, Margaret M. Verzella
Clinical Simulation in Nursing.2018; 21: 40. CrossRef
Assessment of emergency supply of healthcare facilities as a module of the crisis management information system
Katerina Vichova, Martin Hromada, N. Mastorakis, V. Mladenov, A. Bulucea
MATEC Web of Conferences.2018; 210: 02026. CrossRef
Team structure, skill mix and clinical outcomes
Eamon Merrick, Margaret Fry, Janie Busby Grant
Emergency Medicine Australasia.2017; 29(5): 584. CrossRef
Crisis Team Management in a Scarce Resource Setting: Angkor Hospital for Children in Siem Reap, Cambodia
Richard Alynn Henker, Hiroko Henker, Hor Eng, John O’Donnell, Tachawan Jirativanont
Frontiers in Public Health.2017;[Epub] CrossRef
Team Communication Influence on Procedure Performance: Findings From Interprofessional Simulations with Nursing and Medical Students
Deanna L. Reising, Douglas E. Carr, Sally Gindling, Roxie Barnes, Derrick Garletts, Zulfukar Ozdogan
Nursing Education Perspectives.2017; 38(5): 275. CrossRef
Measuring teamwork performance: Validity testing of the Team Emergency Assessment Measure (TEAM) with clinical resuscitation teams
Simon Cooper, Robyn Cant, Cliff Connell, Lyndall Sims, Joanne E. Porter, Mark Symmons, Debra Nestel, Sok Ying Liaw
Resuscitation.2016; 101: 97. CrossRef
Improving the non‐technical skills of hospital medical emergency teams: The Team Emergency Assessment Measure (TEAM™)
Robyn P Cant, Joanne E Porter, Simon J Cooper, Kate Roberts, Ian Wilson, Christopher Gartside
Emergency Medicine Australasia.2016; 28(6): 641. CrossRef
Toward Objective Measures of Team Dynamics During Healthcare Simulation Training
Ronald Stevens, Trysha Galloway, Jamie Gorman, Ann Willemsen-Dunlap, Don Halpin
Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care.2016; 5(1): 50. CrossRef

First
Prev
Page of 1
Next
Last

Search