Journal of Educational Evaluation for Health Professions

Research articles

Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study: Wei Jin Wong, Shaun Wen Huey Lee, Ronald Fook Seng Lee; J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.2

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Abstract PDF Supplementary Material: Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic: Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed; J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.6

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Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

Citations

Citations to this article as recorded by

Evaluating the impact of required attendance on examination performance and pharmacy student perceptions in an infectious diseases course
Dana R. Bowers, Alanda A. Barash, Kimberly C. McKeirnan
Currents in Pharmacy Teaching and Learning.2026; 18(1): 102487. CrossRef
Comparison of the adequacies of the OSCE and vOSCE to assess the competencies required under Brazilian medical curriculum guidelines: a multicenter study
Hervaldo Sampaio Carvalho, Maria do Carmo Barros Melo, Fabiana Maria Kakehasi, Priscila Menezes Ferri Liu, Fernanda Gontijo Minafra Silveira Santos, Ricardo Luiz de Melo Martins, Marilene Vale de Castro Monteiro, Marcelo Esteves Chaves Campos, Roberto Zon
BMC Medical Education.2025;[Epub] CrossRef
What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis
Angelina S. Lim, Yeap Li Ling, Kyle J. Wilby, Vivienne Mak
Currents in Pharmacy Teaching and Learning.2024; 16(3): 212. CrossRef
Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic
Mohamed Hassan Elnaem, Muna Barakat, Naeem Mubarak, Mohammed Salim K.T., Doaa H. Abdelaziz, Ahmed Ibrahim Fathelrahman, Abrar K. Thabit, Diana Laila Ramatillah, Ali Azeez Al-Jumaili, Nabeel Kashan Syed, Mohammed Fathelrahman Adam, Md. Sanower Hossain, Moh
Saudi Pharmaceutical Journal.2023; 31(3): 410. CrossRef
Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy
Harjit Singh, Daniel Malone, Angelina S. Lim
American Journal of Pharmaceutical Education.2023; 87(7): 100099. CrossRef
A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
Sanah Hasan, Hamzah AlZubaidi, Subish Palaian, Muaed AlOmar, Nadir Kheir, Yassin Al Hariri, Sawsan Shanableh, Ahmed Gaili, Abby Kahaleh
American Journal of Pharmaceutical Education.2023; 87(12): 100555. CrossRef
Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
Haniye Mastour, Nazanin Shamaeian Razavi
Shiraz E-Medical Journal.2023;[Epub] CrossRef
Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
Pharmacy Education.2022; 22(1): 23. CrossRef
Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
Vivienne Mak, Sunanthiny Krishnan, Sara Chuang
Healthcare.2022; 10(2): 328. CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
Pharmacy Education.2022; 22(1): 191. CrossRef
Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef
COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
Pharmacy.2022; 10(3): 60. CrossRef
Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525. CrossRef
Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic
Chih-Tsung Hung, Shao-An Fang, Feng-Cheng Liu, Chih-Hsiung Hsu, Ting-Yu Yu, Wei-Ming Wang
Indian Journal of Dermatology.2022; 67(4): 477. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef

Research Articles

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2015;12:42. Published online August 3, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.42

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Abstract PDF

Purpose
The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. Methods: A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. Results: The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Conclusion: Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

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Unveiling the learning style puzzle: Factors that shape how medical students learn
SaurabhRamBihariLal Shrivastava, DhiyaulAthifah M. Jasri
Indian Journal of Health Sciences and Biomedical Research (KLEU).2023; 16(3): 435. CrossRef

Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale: Sean Tackett, Hamidah Abu Bakar, Nicole A. Shilkofski, Niamh Coady, Krishna Rampal, Scott Wright; J Educ Eval Health Prof. 2015;12:39. Published online July 9, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.39

33,951 View
187 Download
17 Web of Science
12 Crossref

Abstract PDF

Purpose
While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α= 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.

Citations

Citations to this article as recorded by

Quality of the educational environmentin Slovakia and the Czech Republic using the DREEM inventory
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The impact of grade point average on medical students’ perception of the learning environment: a multicenter cross-sectional study across 12 Chinese medical schools
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A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs
Banan Mukhalalati, Ola Yakti, Sara Elshami
Advances in Health Sciences Education.2024; 29(4): 1501. CrossRef
Validation of the Polish version of the Johns Hopkins Learning Environment Scale–a confirmatory factor analysis
Dorota Wójcik, Leszek Szalewski, Adam Bęben, Iwona Ordyniec-Kwaśnica, Robert B. Shochet
Scientific Reports.2024;[Epub] CrossRef
Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college
Mohammed Almansour, Noura Abouammoh, Reem Bin Idris, Omar Abdullatif Alsuliman, Renad Abdulrahman Alhomaidi, Mohammed Hamad Alhumud, Hani A. Alghamdi
BMC Medical Education.2024;[Epub] CrossRef
A multicenter cross-sectional study in China revealing the intrinsic relationship between medical students’ grade and their perceptions of the learning environment
Runzhi Huang, Weijin Qian, Sujie Xie, Mei Cheng, Meiqiong Gong, Shuyuan Xian, Minghao Jin, Mengyi Zhang, Jieling Tang, Bingnan Lu, Yiting Yang, Zhenglin Liu, Mingyu Qu, Haonan Ma, Xinru Wu, Huabin Yin, Xiaonan Wang, Xin Liu, Yue Wang, Wenfang Chen, Min Li
BMC Medical Education.2024;[Epub] CrossRef
Learning environment and its relationship with quality of life and burn-out among undergraduate medical students in Pakistan: a cross-sectional study
Saadia Shahzad, Gohar Wajid
BMJ Open.2024; 14(8): e080440. CrossRef
Validation of the Polish version of the DREEM questionnaire – a confirmatory factor analysis
Dorota Wójcik, Leszek Szalewski, Adam Bęben, Iwona Ordyniec-Kwaśnica, Sue Roff
BMC Medical Education.2023;[Epub] CrossRef
Association between patient care ownership and personal or environmental factors among medical trainees: a multicenter cross-sectional study
Hirohisa Fujikawa, Daisuke Son, Takuya Aoki, Masato Eto
BMC Medical Education.2022;[Epub] CrossRef
Measuring Students’ Perceptions of the Medical School Learning Environment: Translation, Transcultural Adaptation, and Validation of 2 Instruments to the Brazilian Portuguese Language
Rodolfo F Damiano, Aline O Furtado, Betina N da Silva, Oscarina da S Ezequiel, Alessandra LG Lucchetti, Lisabeth F DiLalla, Sean Tackett, Robert B Shochet, Giancarlo Lucchetti
Journal of Medical Education and Curricular Development.2020;[Epub] CrossRef
Developing an Introductory Radiology Clerkship at Perdana University Graduate School of Medicine in Kuala Lumpur, Malaysia
Sarah Wallace Cater, Lakshmi Krishnan, Lars Grimm, Brian Garibaldi, Isabel Green
Health Professions Education.2017; 3(2): 113. CrossRef
Trainers' perception of the learning environment and student competency: A qualitative investigation of midwifery and anesthesia training programs in Ethiopia
Sharon Kibwana, Rachel Haws, Adrienne Kols, Firew Ayalew, Young-Mi Kim, Jos van Roosmalen, Jelle Stekelenburg
Nurse Education Today.2017; 55: 5. CrossRef

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