Journal of Educational Evaluation for Health Professions

Research article

Inter-rater reliability and content validity of the measurement tool for portfolio assessments used in the Introduction to Clinical Medicine course at Ewha Womans University College of Medicine: a methodological study: Dong-Mi Yoo, Jae Jin Han; J Educ Eval Health Prof. 2024;21:39. Published online December 10, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.39

4,824 View
259 Download
1 Web of Science
2 Crossref

Purpose
This study aimed to examine the reliability and validity of a measurement tool for portfolio assessments in medical education. Specifically, it investigated scoring consistency among raters and assessment criteria appropriateness according to an expert panel.
Methods
A cross-sectional observational study was conducted from September to December 2018 for the Introduction to Clinical Medicine course at the Ewha Womans University College of Medicine. Data were collected for 5 randomly selected portfolios scored by a gold-standard rater and 6 trained raters. An expert panel assessed the validity of 12 assessment items using the content validity index (CVI). Statistical analysis included Pearson correlation coefficients for rater alignment, the intraclass correlation coefficient (ICC) for inter-rater reliability, and the CVI for item-level validity.
Results
Rater 1 had the highest Pearson correlation (0.8916) with the gold-standard rater, while Rater 5 had the lowest (0.4203). The ICC for all raters was 0.3821, improving to 0.4415 after excluding Raters 1 and 5, indicating a 15.6% reliability increase. All assessment items met the CVI threshold of ≥0.75, with some achieving a perfect score (CVI=1.0). However, items like “sources” and “level and degree of performance” showed lower validity (CVI=0.72).
Conclusion
The present measurement tool for portfolio assessments demonstrated moderate reliability and strong validity, supporting its use as a credible tool. For a more reliable portfolio assessment, more faculty training is needed.

Citations

Citations to this article as recorded by

Values Education in Curriculum Reform: A Qualitative Document Analysis of the Türkiye Century Maarif Model for Primary Education
Ethem Gürhan
Journal of Educational Research and Practice.2026; 4(1): 24. CrossRef
On the quantitative analysis of assessment scores with implicit and explicit constraints
Sanjeeb Shrestha, Xiaoying Kong, Paul Kwan
Studies in Educational Evaluation.2025; 87: 101509. CrossRef

Case Study

Feasibility of utilizing functional near-infrared spectroscopy to measure the cognitive load of paramedicine students undertaking high-acuity clinical simulations in Australia: a case study: Jason Betson, Erich Christian Fein, David Long, Peter Horrocks; J Educ Eval Health Prof. 2024;21:38. Published online December 10, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.38

2,855 View
175 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
Paramedicine education often uses high-fidelity simulations that mimic real-life emergencies. These experiences can trigger stress responses characterized by physiological changes, including alterations in cerebral blood flow and oxygenation. Functional near-infrared spectroscopy (fNIRS) is emerging as a promising tool for assessing cognitive stress in educational settings.
Methods
Eight final-year undergraduate paramedicine students completed 2 high-acuity scenarios 7 days apart. Real-time continuous recording of cerebral blood flow and oxygenation levels in the prefrontal cortex was undertaken via fNIRS as a means of assessing neural activity during stressful scenarios.
Results
fNIRS accurately determined periods of increased cerebral oxygenation when participants were undertaking highly technical skills or making significant clinical decisions.
Conclusion
fNIRS holds potential for objectively measuring the cognitive load in undergraduate paramedicine students. By providing real-time insights into neurophysiological responses, fNIRS may enhance training outcomes in paramedicine programs and improve student well-being (Australian New Zealand Clinical Trials Registry: ACTRN12623001214628).

Citations

Citations to this article as recorded by

Effect of repeating simulated high-stress scenario assessments on paramedicine student performance and psychophysiological response
Jason Betson, Erich C. Fein, David Long, Peter Horrocks
Interactive Learning Environments.2025; : 1. CrossRef
Relationships between cognitive appraisals of threat and challenge, psychophysiological responses, and clinical performance during high-stress simulated osces
Jason Betson, Erich C. Fein, David Long, Peter Horrocks
BMC Medical Education.2025;[Epub] CrossRef

Review

How to review and assess a systematic review and meta-analysis article: a methodological study (secondary publication): Seung-Kwon Myung; J Educ Eval Health Prof. 2023;20:24. Published online August 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.24

37,853 View
1,512 Download
58 Web of Science
57 Crossref

Abstract PDF Supplementary Material

Systematic reviews and meta-analyses have become central in many research fields, particularly medicine. They offer the highest level of evidence in evidence-based medicine and support the development and revision of clinical practice guidelines, which offer recommendations for clinicians caring for patients with specific diseases and conditions. This review summarizes the concepts of systematic reviews and meta-analyses and provides guidance on reviewing and assessing such papers. A systematic review refers to a review of a research question that uses explicit and systematic methods to identify, select, and critically appraise relevant research. In contrast, a meta-analysis is a quantitative statistical analysis that combines individual results on the same research question to estimate the common or mean effect. Conducting a meta-analysis involves defining a research topic, selecting a study design, searching literature in electronic databases, selecting relevant studies, and conducting the analysis. One can assess the findings of a meta-analysis by interpreting a forest plot and a funnel plot and by examining heterogeneity. When reviewing systematic reviews and meta-analyses, several essential points must be considered, including the originality and significance of the work, the comprehensiveness of the database search, the selection of studies based on inclusion and exclusion criteria, subgroup analyses by various factors, and the interpretation of the results based on the levels of evidence. This review will provide readers with helpful guidance to help them read, understand, and evaluate these articles.

Citations

Citations to this article as recorded by

Meta-analysis authors in oral and maxillofacial surgery: True experts or mere scribes?
Poramate Pitak-Arnnop
Journal of Stomatology Oral and Maxillofacial Surgery.2026; 127(1): 102578. CrossRef
Midwife continuity of care: A systematic review and meta-analysis of case-control and cohort studies
Yvonne Kuipers, Alix Aitken-Arbuckle, Holly Jenkins, Sarah Watson, Maria King, Charifa Zemouri
International Journal of Nursing Studies.2026; 174: 105300. CrossRef
Aesthetic components of urban environments and their relation to wellbeing: a scoping review
Kirren Chana, Margot Dehove, Jan Mikuni, Eva Specker, Anna Lena Knoll, Tristan Barrière, MacKenzie D. Trupp, Matthew Pelowski, Elisabeth Oberzaucher, Helmut Leder
Cities & Health.2026; : 1. CrossRef
Efficacy and safety of manufactured Chinese herbal formula for cervical radiculopathy: a systematic review with meta-analysis and trial sequential analysis
Bin Tang, Xiaohang Bao, Canmei Li, Weixiong Gan, Wei Xu, Yisheng Zhang, Zhuotan Wu, Zhifei Li, Baohua Huang
Frontiers in Neuroscience.2026;[Epub] CrossRef
Wearable‐Based Monitoring of Autonomic and Gastrointestinal Function in Disorders of Gut‐Brain Interaction: A Systematic Review and Meta‐Analyses
Fleur Veldman, Michelle Bosman, Ali Rezaie, Sarvee Moosavi, Daniel Keszthelyi
Neurogastroenterology & Motility.2026;[Epub] CrossRef
A systematic review and meta-analysis of the auditory steady-state response in schizophrenia, bipolar disorder, and autism spectrum disorder
Megumi Kinjo, Shunsuke Tamura, Shunsuke Sugiyama, Eimi van Weert, Naoya Oribe, Rikako Tsuchimoto, Ryo Mitoma, Yoshifumi Takai, Shiori Honda, Shinichiro Nakajima, Yoji Hirano, Peter J. Uhlhaas, Yoshihiro Noda
Molecular Psychiatry.2026;[Epub] CrossRef
Influence of transporter polymorphisms on digoxin serum concentrations: a systematic review and meta-analysis
Xin Yee Low, Muhammad Danish Badrul Hisham, Jia Wen Lee, Lk Teh
Pharmacogenomics.2026; 27(1-2): 55. CrossRef
Tutorías virtuales versus tutorías presenciales en el ámbito académico universitario: una revisión sistemática
Reynaldo Melquiades Reyes-Roque , Moisés Ronal Niño-Cueva , Ángel Antonio Anicama-Hernández , Teresa Elvira Álvarez-García , Wilder Enrique Melgarejo-Angeles
Prohominum.2026; 8(1): 507. CrossRef
Changing perceptions of educational returns in low- and middle-income countries: A review of the evidence
David K. Evans, Amina Mendez Acosta
International Journal of Educational Development.2026; 122: 103563. CrossRef
Mental Health Promotion and Prevention for Children in Chinese-Speaking Societies: A Systematic Review and Meta-Analysis
Yibin Yang, Xixi Kang, Danyi Li, Linyun Fu, Byron J. Powell
Evidence-Based Practice in Child and Adolescent Mental Health.2026; : 1. CrossRef
Expressive pragmatic language in mood and psychotic disorders: a systematic review and meta-analysis
Fiona Meister, Martin Sellier Silva, Gleb Melshin, Chaimaa El Mouslih, Farida Zaher, Roozbeh Sattari, Hsi T. Wei, Neyra Mekideche, Valentina Bambini, Alban Voppel, Lena Palaniyappan
Schizophrenia.2026;[Epub] CrossRef
The effectiveness and usability of online, group-based interventions for people with severe obesity: a systematic review and meta-analysis
Madison Milne-Ives, Lorna Burns, Dawn Swancutt, Raff Calitri, Ananya Ananthakrishnan, Helene Davis, Jonathan Pinkney, Mark Tarrant, Edward Meinert
International Journal of Obesity.2025; 49(4): 564. CrossRef
Testing the distinction between sadism and psychopathy: A metanalysis
Bruno Bonfá-Araujo, Gisele Magarotto Machado, Ariela Raissa Lima-Costa, Fernanda Otoni, Mahnoor Nadeem, Peter K. Jonason
Personality and Individual Differences.2025; 235: 112973. CrossRef
Impact of peripheral immune cells in experimental neonatal hypoxia-ischemia: A systematic review and meta-analysis
Ricardo Ribeiro Nunes, Luz Elena Durán-Carabali, Nícolas Heller Ribeiro, Dienifer Hermann Sirena, Isadora D’Ávila Tassinari, Carlos Alexandre Netto, Ana Helena Paz, Luciano Stürmer de Fraga
International Immunopharmacology.2025; 145: 113682. CrossRef
Systematic review and meta-analysis of the prevalence of frailty and pre-frailty amongst older hospital inpatients in low- and middle-income countries
Sean Lawlor Davidson, Jim Lee, Luke Emmence, Emily Bickerstaff, George Rayers, Elizabeth Davidson, Jenny Richardson, Heather Anderson, Richard Walker, Catherine Dotchin
Age and Ageing.2025;[Epub] CrossRef
Effect of Motivational Interviewing and Exercise on Chronic Low Back Pain: A Systematic Review and Meta‐Analysis
Olayinka Akinrolie, Uchechukwu B. Abioke, Francis O. Kolawole, Nicole Askin, Ebuka M. Anieto, Serena A. Itua, Oluwatoyin G. Akin, Blessing Eromosele, Opeyemi A. Idowu, Henrietta O. Fawole
Musculoskeletal Care.2025;[Epub] CrossRef
Smoking and Risk of Fatty Liver Disease: A Meta-Analysis of Cohort Studies
Moonhyung Lee, Seung-Kwon Myung, Sang Hee Lee, Yoosoo Chang
Gastroenterology Insights.2025; 16(1): 1. CrossRef
The Influence of Study Quality, Age, and Geographic Factors on PCOS Prevalence—A Systematic Review and Meta-analysis
Mina Amiri, Sana Hatoum, Richard P Buyalos, Ali Sheidaei, Ricardo Azziz
The Journal of Clinical Endocrinology & Metabolism.2025; 110(7): 2082. CrossRef
Relationship Between Bullshit, Cognitive Skills, and Belief Systems: A Meta‐Analytic Review
Geraldy Sepúlveda‐Páez, Marcelo Leiva‐Bianchi, Rodrigo Ferrer‐Urbina, Javier Escudero‐Pastén, Fabiola Salas
Applied Cognitive Psychology.2025;[Epub] CrossRef
Adjuvant chemotherapy in localized, resectable extremity and truncal soft tissue sarcoma and survival outcomes – A systematic review and meta‐analysis of randomized controlled trials
Megan H. Goh, Marcos R. Gonzalez, Hillary M. Heiling, Emanuele Mazzola, Joseph J. Connolly, Edwin Choy, Gregory M. Cote, Dimitrios Spentzos, Santiago A. Lozano‐Calderon
Cancer.2025;[Epub] CrossRef
Relationship Between Sleep Disturbances and In Vitro Fertilization Outcomes in Infertile Women: A Systematic Review and Meta‐Analysis
Farangis Habibi, Roya Nikbakht, Shayesteh Jahanfar, Mohammad Ahmadi, Maryam Eslami, Marzieh Azizi, Zohreh Shahhosseini
Brain and Behavior.2025;[Epub] CrossRef
Intimate partner violence among women of reproductive age during the COVID-19 pandemic in Ethiopia: a systematic review and meta-analysis
Alemayehu Sayih Belay, Gizachew Yilak, Aychew Kassie, Legese Fekede Abza, Ambaw Abebaw Emrie, Mulat Ayele, Befkad Derese Tilahun, Eyob Shitie Lake
BMJ Public Health.2025; 3(1): e001161. CrossRef
Meta-analysis of Reliability and Validity of the Bergen Social Media Addiction Scale (BSMAS)
Rossella Bottaro, Mark D. Griffiths, Palmira Faraci
International Journal of Mental Health and Addiction.2025;[Epub] CrossRef
Efficacy of PCSK9 inhibitors on pediatric patients with heterozygous familial hypercholesterolemia: a systematic review and meta-analysis of randomized controlled trials
Alesia Prillya Mauna, Joshua Eldad Frederich Lasanudin
Cardiology Plus.2025; 10(1): 61. CrossRef
Efficacy of integrated physical and psychological interventions on PTSD among forcibly displaced persons: a systematic review and meta-analysis
Aditi Chaudhari, Apoorwa Chaudhari, Sandra O’Frans, Rohan Jayasuriya, Alvin Kuowei Tay
Psychological Medicine.2025;[Epub] CrossRef
Home-based shared book reading and developmental outcomes in young children: a systematic review with meta-analyses
Claire Galea, Alana Jones, Katherine Ko, Andrea Salins, Serje Robidoux, Clayton Noble, Genevieve McArthur
Frontiers in Language Sciences.2025;[Epub] CrossRef
Efficacy and Safety of Quantum Molecular Resonance Electrotherapy in Dry Eye Disease: A Systematic Review with Meta-analysis
Antonio Ballesteros-Sánchez, Carlos Rocha-de-Lossada, José-María Sánchez-González, Giovanni Roberto Tedesco, Davide Borroni
Ophthalmology and Therapy.2025; 14(5): 1111. CrossRef
The impact of toe-clipping on animal welfare in amphibians: A systematic review
Miriam A. Zemanova, Raquel Lázaro Martín, Cathalijn H.C. Leenaars
Global Ecology and Conservation.2025; 59: e03582. CrossRef
Differences in Sprinting and Jumping Performance Between Maturity Status Groups in Youth: A Systematic Review and Meta-analysis
James Baker, Paul Read, Philip Graham-Smith, Marco Cardinale, Thomas W. Jones
Sports Medicine.2025; 55(6): 1405. CrossRef
Generative artificial intelligence in special education: A systematic review through the lens of the mediated-action model
Meiqin Wang, Ahmed Tlili, Mohamed Koutheair Khribi, Chung Kwan Lo, Ronghuai Huang
Information Development.2025;[Epub] CrossRef
Brief psychological interventions for schizophrenia: a systematic review and meta-analysis
Blue Pike, Leire Ambrosio, Lyn Ellett
Psychological Medicine.2025;[Epub] CrossRef
Effects of Collagen Supplements on Skin Aging: A Systematic Review and Meta-Analysis of Randomized Controlled Trials
Seung-Kwon Myung, Yunseo Park
The American Journal of Medicine.2025; 138(9): 1264. CrossRef
Efficacy of incretin-based therapies in obesity-related obstructive sleep apnea: a systematic review and meta-analysis of randomized controlled trials
Anna Bardóczi, Zsombor Zoltán Matics, Caner Turan, Bence Szabó, Zsolt Molnár, Péter Hegyi, Veronika Müller, Gábor Horváth
Sleep Medicine Reviews.2025; 82: 102119. CrossRef
Meta-analysis of Critical Time Intervention on Clinical and Psychosocial Outcomes
Jack Tsai, Shannon W. Schrader, Hind A. Beydoun
Journal of Nervous & Mental Disease.2025; 213(7): 164. CrossRef
Combined action observation and motor imagery practice for upper limb recovery following stroke: a systematic review and meta-analysis
Dan Lin, Daniel Lloyd Eaves, John Derek Franklin, Jonathan Richard Robinson, Jack Aaron Binks, Jonathan Reyes Emerson
Frontiers in Neurology.2025;[Epub] CrossRef
Impact of Artificial Intelligence on the Knowledge, Attitude, and Performance of Ophthalmology Residents: A Systematic Review
Alireza Najafi, Samane Babaei, Mohammd Mehdi Sadoughi, Masomeh Kalantarion, Ali Sadatmoosavi
Journal of Ophthalmic and Vision Research.2025; 20: 1. CrossRef
Willingness to consume cultured meat: A meta-analysis
Yue Yu, Bianca Wassmann, Madeleine Lanz, Michael Siegrist
Trends in Food Science & Technology.2025; 164: 105226. CrossRef
Interpersonal Problems and Their Mental Health Correlates: A Meta‐Analytic Review
Flavio Iovoli, Julian A. Rubel, Tobias Steinbrenner, Ruben Lauterbach
Journal of Clinical Psychology.2025; 81(11): 1046. CrossRef
A meta-analysis of the role of neighborhood deprivation in psychotic disorders
Sydney H. James, Thania Galvan, Ashley Zollicoffer, Gregory P. Strauss
Social Psychiatry and Psychiatric Epidemiology.2025; 60(12): 2721. CrossRef
A meta-analysis and test of the overlap between honor concern, right-wing authoritarianism, and social dominance orientation
Olivia K. Nop, Matthew D. Hammond
Current Research in Ecological and Social Psychology.2025; 9: 100238. CrossRef
Self-harm in individuals who experience binge eating disorder: A systematic review and meta-analysis
Elana Moore, Caroline Clements, Emily Flattery, Anam Bhutta, Peter Taylor
Journal of Eating Disorders.2025;[Epub] CrossRef
Cost and cost-effectiveness analysis of point-of-care ultrasound (POCUS) in obstetrics: a systematic review protocol
Yuxuan Li, Zheyue Jia, Ruolin Zhang, Jingxuan Zhuge, Wen Shi, Ruixin Xiao, Zhiwei Wang, Kun Tang
BMJ Open.2025; 15(9): e099121. CrossRef
The effects of complex training on performance variables in basketball players: a systematic review and meta-analysis
Ibnu Noufal Kambitta Valappil, Koulla Parpa, Karuppasamy Govindasamy, Borko Katanic, Cain C. T. Clark, Masilamani Elayaraja, Debajit Karmakar, Alexandru Ioan Băltean, Patricia Roxana Forț, Vlad Adrian Geantă
Frontiers in Sports and Active Living.2025;[Epub] CrossRef
Current approaches for training postural control in children with developmental coordination disorder: A systematic review and meta-analysis
Silke Velghe, Evi Verbecque, Eugene Rameckers, Katrijn Klingels, Pieter Meyns
Research in Developmental Disabilities.2025; 166: 105116. CrossRef
Argument Mapping in Higher Education: A Systematic Review
John C. Nesbit, Qing Liu
Higher Education Quarterly.2025;[Epub] CrossRef
Physical activity and risk of thyroid cancer: a systematic review and meta-analysis of prospective cohort studies
Heram Cho, Yunseo Park, Seung-Kwon Myung
International Journal of Clinical Oncology.2025; 30(12): 2512. CrossRef
Executive Function Correlates of Women Victims of Intimate Partner Violence: A Systematic Review and Meta-Analysis
Sara Ferreira-Nascimento, Miguel Rodrigues Barbosa, Magda Sofia Roberto, Sandra Fernandes, Rute Pires, Luís Querido
Trauma, Violence, & Abuse.2025;[Epub] CrossRef
Effectiveness of interventions for the management of multimorbidity in primary care and community settings: systematic review and meta-analysis
Yen Wei Lim, Ibrahim S Al-Busaidi, Richelle Caya, Alessio Bricca, Dee Mangin, Ross Wilson, J Haxby Abbott
Family Practice.2025;[Epub] CrossRef
The association of metabolic syndrome and its components with brain volumes and structural connections: a systematic review and meta-analysis of observational studies
Yunus Soleymani, Ramin Heshmat, Ata Pourabbasi
Journal of Diabetes & Metabolic Disorders.2025;[Epub] CrossRef
Research on aided AAC interventions for individuals with visual impairment and additional disabilities is extremely limited but shows promise for behavioral approaches such as adapted PECS to teach requesting 1
Sarah E. Ivy
Evidence-Based Communication Assessment and Intervention.2025; 19(1): 26. CrossRef
The Effectiveness of Social Support–Based Interventions for Dietary and Physical Activity in Adults Living With Overweight and Obesity: Protocol for a Systematic Review
Preeyapat Mangkalard, Abigail Fisher, Alexandra Burton, Dhikshita Chandana, Rana Conway
JMIR Research Protocols.2025; 14: e81735. CrossRef
Impacto de la realidad aumentada en la motivación para el aprendizaje en Educación Primaria y Secundaria: revisión sistemática y metaanalítica
José Gabriel Soriano-Sánchez, David Jiménez-Vázquez, Sylvia Sastre-Riba
Education in the Knowledge Society (EKS).2025; 26: e32174. CrossRef
The Role of BIM in Managing Risks in Sustainability of Bridge Projects: A Systematic Review with Meta-Analysis
Dema Munef Ahmad, László Gáspár, Zsolt Bencze, Rana Ahmad Maya
Sustainability.2024; 16(3): 1242. CrossRef
The association between long noncoding RNA ABHD11-AS1 and malignancy prognosis: a meta-analysis
Guangyao Lin, Tao Ye, Jing Wang
BMC Cancer.2024;[Epub] CrossRef
The impact of indoor carbon dioxide exposure on human brain activity: A systematic review and meta-analysis based on studies utilizing electroencephalogram signals
Nan Zhang, Chao Liu, Caixia Hou, Wenhao Wang, Qianhui Yuan, Weijun Gao
Building and Environment.2024; 259: 111687. CrossRef
Efficacy of mechanical debridement with adjunct antimicrobial photodynamic therapy against peri-implant subgingival oral yeasts colonization: A systematic review and meta-analysis
Dena Ali, Jenna Alsalman
Photodiagnosis and Photodynamic Therapy.2024; 50: 104399. CrossRef
Non-invasive brain stimulation enhances motor and cognitive performances during dual tasks in patients with Parkinson’s disease: a systematic review and meta-analysis
Hajun Lee, Beom Jin Choi, Nyeonju Kang
Journal of NeuroEngineering and Rehabilitation.2024;[Epub] CrossRef

Research articles

Implementation strategy for introducing a clinical skills examination to the Korean Oriental Medicine Licensing Examination: a mixed-method modified Delphi study: Chan-Young Kwon, Sanghoon Lee, Min Hwangbo, Chungsik Cho, Sangwoo Shin, Dong-Hyeon Kim, Aram Jeong, Hye-Yoon Lee; J Educ Eval Health Prof. 2023;20:23. Published online July 17, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.23

4,714 View
180 Download
1 Crossref

Abstract PDF Supplementary Material

Purpose
This study investigated the validity of introducing a clinical skills examination (CSE) to the Korean Oriental Medicine Licensing Examination through a mixed-method modified Delphi study.
Methods
A 3-round Delphi study was conducted between September and November 2022. The expert panel comprised 21 oriental medicine education experts who were officially recommended by relevant institutions and organizations. The questionnaires included potential content for the CSE and a detailed implementation strategy. Subcommittees were formed to discuss concerns around the introduction of the CSE, which were collected as open-ended questions. In this study, a 66.7% or greater agreement rate was defined as achieving a consensus.
Results
The expert panel’s evaluation of the proposed clinical presentations and basic clinical skills suggested their priorities. Of the 10 items investigated for building a detailed implementation strategy for the introduction of the CSE to the Korean Oriental Medicine Licensing Examination, a consensus was achieved on 9. However, the agreement rate on the timing of the introduction of the CSE was low. Concerns around 4 clinical topics were discussed in the subcommittees, and potential solutions were proposed.
Conclusion
This study offers preliminary data and raises some concerns that can be used as a reference while discussing the introduction of the CSE to the Korean Oriental Medicine Licensing Examination.

Citations

Citations to this article as recorded by

Program Evaluation on a Pre-clerkship Course Implementing Simulation in Korean Medical Education
Yehun Jeong, Sung-Youl Choi, Myung-Ho Jin, Chang-Eop Kim, Ji-Hwan Kim, Hyun-Kyung Sung, Eunbyul Cho, Man-Suk Hwang, Su-Hyun Hong, Son-Hwan Choi, SeongMi Kim, Hye-Yoon Lee
Journal of Physiology & Pathology in Korean Medicine.2025; 39(6): 158. 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; J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.23

8,468 View
255 Download
4 Web of Science
5 Crossref

Abstract PDF Supplementary Material

Purpose
It aimed to compare the use of the tele-objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE.
Methods
This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.
Results
In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference=–0.277, P<0.001, effect size=0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.
Conclusion
The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.

Citations

Citations to this article as recorded by

Feasibility of an online clinical assessment of competence in physiotherapy students
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
Physiotherapy Theory and Practice.2025; 41(3): 508. CrossRef
Navigating digital assessments in medical education: Findings from a scoping review
Chin-Siang Ang, Sakura Ito, Jennifer Cleland
Medical Teacher.2025; 47(8): 1274. CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef

Agreement between medical students’ peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea: Jinwoo Jeong, Song Yi Park, Kyung Hoon Sun; J Educ Eval Health Prof. 2021;18:4. Published online March 25, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.4

7,602 View
303 Download

Abstract PDF Supplementary Material: Purpose
In medical education, peer assessment is considered to be an effective learning strategy. Although several studies have examined agreement between peer and faculty assessments regarding basic life support (BLS), few studies have done so for advanced resuscitation skills (ARS) such as intubation and defibrillation. Therefore, this study aimed to determine the degree of agreement between medical students’ and faculty assessments of ARS examinations.
Methods
This retrospective explorative study was conducted during the emergency medicine (EM) clinical clerkship of fourth-year medical students from April to July 2020. A faculty assessor (FA) and a peer assessor (PA) assessed each examinee’s resuscitation skills (including BLS, intubation, and defibrillation) using a checklist that consisted of 20 binary items (performed or not performed) and 1 global proficiency rating using a 5-point Likert scale. The prior examinee assessed the next examinee after feedback and training as a PA. All 54 students participated in peer assessment. The assessments of 44 FA/PA pairs were analyzed using the intraclass correlation coefficient (ICC) and Gwet’s first-order agreement coefficient.
Results
The PA scores were higher than the FA scores (mean±standard deviation, 20.2±2.5 [FA] vs. 22.3±2.4 [PA]; P<0.001). The agreement was poor to moderate for the overall checklist (ICC, 0.55; 95% confidence interval [CI], 0.31 to 0.73; P<0.01), BLS (ICC, 0.19; 95% CI, -0.11 to 0.46; P<0.10), intubation (ICC, 0.51; 95% CI, 0.26 to 0.70; P<0.01), and defibrillation (ICC, 0.49; 95% CI, 0.23 to 0.68; P<0.01).
Conclusion
Senior medical students showed unreliable agreement in ARS assessments compared to faculty assessments. If a peer assessment is planned in skills education, comprehensive preparation and sufficient assessor training should be provided in advance.

Brief Report

Clinical performance of medical students in Korea in a whole-task emergency station in the objective structured clinical examination with a standardized patient complaining of palpitations: Song Yi Park, Hyun-Hee Kong, Min-Jeong Kim, Yoo Sang Yoon, Sang-Hwa Lee, Sunju Im, Ji-Hyun Seo; J Educ Eval Health Prof. 2020;17:42. Published online December 16, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.42

7,579 View
143 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

This study assessed the clinical performance of 150 third-year medicalstudents in Busan, Korea in a whole-task emergency objective structured clinical examination station that simulated a patient with palpitations visiting the emergency department. The examination was conducted from November 25 to 27, 2019. Clinical performance was assessed as the number and percentage of students who performed history-taking (HT), a physical examination (PE), an electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. It was found that 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. A sizable proportion (38.0%) of students did not even attempt an ECG study. In a whole-task emergency station, students showed good performance on HT and CR, but unsatisfactory results for PE, ECG study, and Ed. Clinical skills educational programs for subjected student should focus more on PE, timely diagnostic tests, and sufficient Ed.

Citations

Citations to this article as recorded by

Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea
Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
Journal of Educational Evaluation for Health Professions.2021; 18: 25. CrossRef

Research articles

Performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions: Jimmy Bourque, Haley Skinner, Jonathan Dupré, Maria Bacchus, Martha Ainslie, Irene W. Y. Ma, Gary Cole; J Educ Eval Health Prof. 2020;17:12. Published online April 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.12

9,433 View
183 Download
11 Web of Science
12 Crossref

Abstract PDF Supplementary Material

Purpose
This study aimed to assess the performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions. Specifically, the following parameters were evaluated: inter-rater agreement, the correlations between Ebel scores and item facility indices, the impact of raters’ knowledge of correct answers on the Ebel score, and the effects of raters’ specialty on inter-rater agreement and Ebel scores.
Methods
Data were drawn from a Royal College of Physicians and Surgeons of Canada certification exam. The Ebel method was applied to 203 multiple-choice questions by 49 raters. Facility indices came from 194 candidates. We computed the Fleiss kappa and the Pearson correlations between Ebel scores and item facility indices. We investigated differences in the Ebel score according to whether correct answers were provided or not and differences between internists and other specialists using the t-test.
Results
The Fleiss kappa was below 0.15 for both facility and relevance. The correlation between Ebel scores and facility indices was low when correct answers were provided and negligible when they were not. The Ebel score was the same whether the correct answers were provided or not. Inter-rater agreement and Ebel scores were not significantly different between internists and other specialists.
Conclusion
Inter-rater agreement and correlations between item Ebel scores and facility indices were consistently low; furthermore, raters’ knowledge of the correct answers and raters’ specialty had no effect on Ebel scores in the present setting.

Citations

Citations to this article as recorded by

Optimizing Radiology Resident Competency in Pediatric Musculoskeletal Radiograph Interpretation
Kathy Boutis, Carl Starvaggi, Andrea S. Doria, Maryse Bouchard, Mark Camp, Jana Taylor, Cameron J. Hauge, Olivia Carter, Jennifer Stimec
Academic Radiology.2026;[Epub] CrossRef
Refining competency benchmarks: a scoping review of Angoff standard-setting in dental education
Galvin Sim Siang Lin, Abdul Rauf Badrul Hisham, Muhammad Nazmi Abdul Majid, Chan Choong Foong, Ting Khee Ho, Lara T. Friedlander
BMC Oral Health.2026;[Epub] CrossRef
Sustained Improvement in Medical Students' Academic Performance in Renal Physiology Through the Application of Flipped Classroom
Thana Thongsricome, Rahat Longsomboon, Nattacha Srithawatpong, Sarunyapong Atchariyapakorn, Kasiphak Kaikaew, Danai Wangsaturaka
The Clinical Teacher.2025;[Epub] CrossRef
Investigating assessment standards and fixed passing marks in dental undergraduate finals: a mixed-methods approach
Ting Khee Ho, Lucy O’Malley, Reza Vahid Roudsari
BMC Medical Education.2025;[Epub] CrossRef
Standard setting for dental knowledge tests: reproducibility of the modified Angoff and Ebel method across judges
Ting Khee Ho, Noor Lide Abu Kassim, Lucy O’Malley, Reza Vahid Roudsari
BMC Medical Education.2025;[Epub] CrossRef
Competency Standard Derivation for Point-of-Care Ultrasound Image Interpretation for Emergency Physicians
Maya Harel-Sterling, Charisse Kwan, Jonathan Pirie, Mark Tessaro, Dennis D. Cho, Ailish Coblentz, Mohamad Halabi, Eyal Cohen, Lynne E. Nield, Martin Pusic, Kathy Boutis
Annals of Emergency Medicine.2023; 81(4): 413. CrossRef
The effects of a land-based home exercise program on surfing performance in recreational surfers
Jerry-Thomas Monaco, Richard Boergers, Thomas Cappaert, Michael Miller, Jennifer Nelson, Meghan Schoenberger
Journal of Sports Sciences.2023; 41(4): 358. CrossRef
Medical specialty certification exams studied according to the Ottawa Quality Criteria: a systematic review
Daniel Staudenmann, Noemi Waldner, Andrea Lörwald, Sören Huwendiek
BMC Medical Education.2023;[Epub] CrossRef
A Target Population Derived Method for Developing a Competency Standard in Radiograph Interpretation
Michelle S. Lee, Martin V. Pusic, Mark Camp, Jennifer Stimec, Andrew Dixon, Benoit Carrière, Joshua E. Herman, Kathy Boutis
Teaching and Learning in Medicine.2022; 34(2): 167. CrossRef
Pediatric Musculoskeletal Radiographs: Anatomy and Fractures Prone to Diagnostic Error Among Emergency Physicians
Winny Li, Jennifer Stimec, Mark Camp, Martin Pusic, Joshua Herman, Kathy Boutis
The Journal of Emergency Medicine.2022; 62(4): 524. CrossRef
Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
Journal of Educational Evaluation for Health Professions.2022; 19: 33. CrossRef
Image interpretation: Learning analytics–informed education opportunities
Elana Thau, Manuela Perez, Martin V. Pusic, Martin Pecaric, David Rizzuti, Kathy Boutis
AEM Education and Training.2021;[Epub] CrossRef

Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs: Jason Lai, Benjamin Holden Schnapp, David Simon Tillman, Mary Westergaard, Jamie Hess, Aaron Kraut; J Educ Eval Health Prof. 2020;17:11. Published online April 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.11

8,449 View
102 Download
4 Web of Science
5 Crossref

Abstract PDF Supplementary Material

Purpose
The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.
Methods
We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.
Results
We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.
Conclusion
The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

Citations

Citations to this article as recorded by

Helping Trainees Grow By Nurturing Mindset, Motivation, and Grit
Lea Harper, Mobina Motamedi, Janeve Desy, Sylvain Coderre, Melinda Davis, Kevin McLaughlin
Academic Medicine.2026;[Epub] CrossRef
Needs, rationale, and outcomes of leadership education in neurosurgery
Janissardhar Skulsampaopol, Sylvia Shitsama, Yu Ming, Ake Hansasuta, Michael D. Cusimano, Atakan Orscelik
PLOS ONE.2025; 20(2): e0318976. CrossRef
Do you see what I see?: exploring trends in organizational culture perceptions across residency programs
Jennifer H. Chen, Paula Costa, Aimee Gardner
Global Surgical Education - Journal of the Association for Surgical Education.2024;[Epub] CrossRef
Tailoring neurosurgical operating room education to medical undergraduates: Integrative review and meta-synthesis
Aaron Lawson McLean, Tui Lin Yen, Felipe Gutiérrez Pineda
Brain and Spine.2024; 4: 104131. CrossRef
Guiding Fellows to Independent Practice
Maybelle Kou, Aline Baghdassarian, Kajal Khanna, Nazreen Jamal, Michele Carney, Daniel M. Fein, In Kim, Melissa L. Langhan, Jerri A. Rose, Noel S. Zuckerbraun, Cindy G. Roskind
Pediatric Emergency Care.2022; 38(10): 517. CrossRef

Journal clubs in Australian medical schools: prevalence, application, and educators’ opinions: Damian James Ianno, Kelly Mirowska-Allen, Stephen Anthony Kunz, Richard O’Brien; J Educ Eval Health Prof. 2020;17:9. Published online February 26, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.9

10,087 View
222 Download
5 Web of Science
6 Crossref

Abstract PDF Supplementary Material

Purpose
Medically-focused journal clubs have been used as an educational tool for over 100 years, with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is unknown how widespread they are in Australian medical schools, nor the opinions of medical education leaders as to their value.
Methods
A nationwide cross-sectional study was performed among academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single- or multiple-answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, provided details on their implementation.
Results
At least 1 response was collected from 18 of 19 Australian medical schools. The response rate was 40.8% (60 of 147), and 36 responses (60.0%) were from heads of clinical schools. Respondents from 15 of 18 institutions (83.3%) stated that their institution had a journal club. Of these, 23 (65.7%) were metropolitan institutions and 12 (34.3%) were rural institutions. Eighteen (51.4%) journal clubs were clinician-led, 13 (37.1%) were run through specific hospital departments, and 23 (65.7%) occurred during clinical years. Most respondents (20 [57.1%]) stated that the primary aim of the journal club was to develop critical appraisal skills.
Conclusion
Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence, and intended purpose. Further studies of their efficacy in teaching evidence-based medicine is warranted.

Citations

Citations to this article as recorded by

Journal club as a teaching–learning strategy: a case for plant genetics lectures during the COVID-19 pandemic
Flavio Lozano-Isla, Elizabeth Heros-Aguilar, Andres Casas-Diaz
Discover Education.2024;[Epub] CrossRef
Using a journal club to navigate a maze of COVID-19 papers in a front-line hospital service
Rachel Wenke, Paulina Stehlik, John Gerrard, Sharon Mickan, David Henry
BMJ Evidence-Based Medicine.2023; 28(3): 210. CrossRef
Club bibliográfico de la Sociedad Española de Radiología Médica: Historia, análisis y perspectivas tras 10 años de trayectoria
D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
Radiología.2023; 65(4): 376. CrossRef
Spanish Society of Medical Radiology Journal Club: History, analysis and perspectives after ten years of experience
D. Herrán de la Gala, C. Biosca Calabuig, J. Miranda Bautista
Radiología (English Edition).2023; 65(4): 376. CrossRef
Assessing Medical Students’ Perception of Implementing Journal Club Activities: A Qualitative Study
Roaa Aljumaa, Reem Elmokattaf, Mohammad Aljumaa, Haifa Almuhanna , Marukh Rashid , Ismail A Abdullah, Abdul Rahman Sukar
Cureus.2023;[Epub] CrossRef
Medical students’ attitudes towards the teaching of cervical and ovarian cancer screening protocols in Ireland: a qualitative study
Paul McHugh, Donal Brennan, Mary F. Higgins
Irish Journal of Medical Science (1971 -).2022; 191(1): 469. CrossRef

Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran: Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi; J Educ Eval Health Prof. 2020;17:3. Published online January 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.3

13,643 View
343 Download
36 Web of Science
37 Crossref

Abstract PDF Supplementary Material

Purpose
Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the reflective capacity and empathy of medical students.
Methods
A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (using the paired-t test and the t-test; P≤0.05).
Results
The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but those of the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001).
Conclusion
Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

Citations

Citations to this article as recorded by

Phenomenology of Identity: Narrative Medicine Curricula in the Care of Eating Disorders
Laila Knio, Harini Sridhar
Journal of Medical Humanities.2025; 46(4): 673. CrossRef
The moderating effect of working years on nurses’ medical narrative ability and empathy ability: a cross-sectional survey study
Hailing Qiu, Jie Huang, Tingzhi Li, Chao Yang, Yingyan Pan, Wanying Su, Qiong Qi, Fanling Li, Jing Yang, Yajuan Wu, Siqi Zhang, Jie Wen
BMC Nursing.2025;[Epub] CrossRef
Application of Three-Stage Task-Driven Teaching Method with Narrative Medicine Theory in Adult Nursing Teaching
江华徐
Nursing Science.2025; 14(02): 257. CrossRef
Effects of a narrative medicine program on empathic ability of dental students: a comparative study
Chufang Liao, Ting Zhong, Mengxue Xu, Yingzhi zhan, Xiangning Liu
BMC Oral Health.2025;[Epub] CrossRef
Effects of humanistic care digital storytelling programme on the humanistic qualities of intensive care unit nursing students: A mixed-methods study
Jiayi Guo, Xianjiao Deng, Jie Zhu, Shurui Gao, Xuting Li, Lihua Huang, Man Ye
Nurse Education in Practice.2025; 85: 104348. CrossRef
Application of Narrative Medicine in Undergraduate Orthodontics Education
Min Huang, Lei Zhao, Xiao-Yong He, Zhi-Juan Luo, Rong-Yu Yang, Li-Ming He
Journal of Craniofacial Surgery.2025; 36(6): 1899. CrossRef
Integrating digital and narrative medicine in modern healthcare: a systematic review
Efthymia Efthymiou
Medical Education Online.2025;[Epub] CrossRef
Real‐Time, Brief Reflections: An Efficient, Contextual and Familiar Variation of Reflective Writing: A Mixed‐Methods Analysis
Brian Hilgeman, Kevin Kurtz, Mary Hoeschen, Zachary Hovis, Rachele Harrison, Renata Vallecillo, Lana Minshew
The Clinical Teacher.2025;[Epub] CrossRef
Stories that bridge us: A mixed methods study to understand the impact of a hospital-wide storytelling event
Maria F. Nardell, Malini M. Gandhi, Barbara Sarnoff Lee, Amy Wasserman, Joseph Adu
PLOS One.2025; 20(6): e0327384. CrossRef
Relationship between retention intention, perceived organizational support, and medical narrative ability among nurses: a cross-sectional multi-center study
Yanjia Li, Rong Zhang, Limei Kang, Guoting Ma
Frontiers in Health Services.2025;[Epub] CrossRef
Reflective Writing to Support Nursing Students’ Ethical Understanding of End-of-Life Care: A Phenomenological Study
Diego Lopane, Stefano Mancin, Simone Cosmai, Alice Maria Santagostino, Sarah Scollo, Cristina Chiari, Daniela Cattani, Chiara Provasoli, Giovanni Cangelosi, Mauro Parozzi, Sara Morales Palomares, Annalisa Saetta, Laura Velutti, Beatrice Mazzoleni
Journal of Hospice & Palliative Nursing.2025; 27(5): 245. CrossRef
Harnessing the power of storytelling in GP specialty training: a pathway to empathy and holistic care
Waseem Jerjes
Education for Primary Care.2025; 36(6): 307. CrossRef
The state and significance of inclusive medical illustrations in medical education
Emily May, Lydia Busey, Marcia Day Childress
Discover Education.2025;[Epub] CrossRef
Distance-Based Educational Interventions for Empathy and Compassionate Care: A Systematic Review of International Applications
Spyridon Rigatos , Eleni N Albani, Christos D Lionis, Anastasios Tzenalis, Marilena Anastasaki
Cureus.2025;[Epub] CrossRef
Psychometric validation of the VIP care battery and composite scale for vulnerable populations inclusiveness in pharmaceutical care
Hala Sacre, Aline Hajj, Jihan Safwan, Soukaina Basma, Chadia Haddad, Zeinab Abbas, Nisreen Mourad, Samar Younes, Carla Abou Selwan, Rony M. Zeenny, Marwan Akel, Pascale Salameh
Scientific Reports.2025;[Epub] CrossRef
Exploring empathy in simulation-based health education: instructor profiles and training implications
Soledad Armijo-Rivera, Scarlett Vicencio-Clarke, Nancy Riffo-Saldías, Hernán Caamaño, Pía Díaz, Francesca Caldo, Carla Pino
Revista Médica Clínica Las Condes.2025; 36(5): 473. CrossRef
Harnessing the Humanities to Foster Staff Resilience: An Annual Arts and Humanities Rounds at a Children’s Hospital
Wynne Morrison, Elizabeth Steinmiller, Sofia Lizza, Todd Dillard, Patrick Lipawen, Stephen Ludwig
Journal of Medical Humanities.2024; 45(1): 113. CrossRef
Development and psychometric testing of the narrative nursing teaching effectiveness scale: A methodological study
Yonglin Li, Meilian Lin, Xiujing Lin, Qiuhong Chen, Fangfang Wang, Weiti Chen, Feifei Huang
Nurse Education Today.2024; 133: 106060. CrossRef
Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity
Shanshan Li, Libo Zhong, Yaping Cai
Humanities and Social Sciences Communications.2024;[Epub] CrossRef
Cognitive empathy variations during internship: a study from Iran
Habibeh Ahmadipour, Niloofar Soltanzadeh
BMC Medical Education.2024;[Epub] CrossRef
Effect of narrative photography to improve physical therapy students' learning outcomes when studying heart transplantation: A randomized controlled trial
Elena Marques‐Sule, Nuria Sempere‐Rubio, Rebeca Gómez‐Ibáñez, Juan Manuel Leyva‐Moral, Olga Mestres‐Soler, Elena Muñoz‐Gómez
Nursing & Health Sciences.2024;[Epub] CrossRef
A systematic scoping review on group non-written reflections in medical education
Neha Burla, Rui Song Ryan Ong, Ryan Choon Hoe Chee, Ruth Si Man Wong, Shao Yun Neo, Nur Amira Binte Abdul Hamid, Crystal Lim, Eng Koon Ong, Nagavalli Somasundaram, Lalit Kumar Radha Krishna
BMC Medical Education.2024;[Epub] CrossRef
Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial
Mengxin Xue, Huiping Sun, Jin Xue, Jingxin Zhou, Junchao Qu, Siqi Ji, Yuan Bu, Yongbing Liu
BMC Medical Education.2023;[Epub] CrossRef
Effectiveness of narrative pedagogy in developing nursing undergraduates’ humanistic care ability for hospitalized children: A mixed-method study
Fang Liu, Yanbin Yang, Hengyu Zhou, Lin Mo, Hongyao Leng, Cui Cui
Heliyon.2023; 9(4): e15499. CrossRef
Enhancing Clinical Empathy in Medical Education: A Review of Current Strategies and Future Directions
Georgios Karnesis, Rama Sai P, Cyrus Parsa, Chaya Prasad
Medical Journal of Southern California Clinicians.2023; : 6. CrossRef
Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design
Zi-Yun Zhou, Long-Yi Hu, Ming-Li Wang, Le-Shan Zhou
Sage Open.2023;[Epub] CrossRef
Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes
Arvind Rajagopalan, Qian Hui Chew, Kang Sim
Journal of Medical Education and Curricular Development.2023;[Epub] CrossRef
Experiential methods in ethical education of nursing and midwifery students
Bogumiła Kosicka, Patrycja Ozdoba, Magdalena Dziurka, Sylwia Boczkowska, Michał Machul, Agnieszka Chrzan-Rodak, Beata Dobrowolska
Pielegniarstwo XXI wieku / Nursing in the 21st Century.2023; 22(3): 195. CrossRef
Educational efficacy of medical humanities in empathy of medical students and healthcare professionals: a systematic review and meta-analysis
Xin Zhang, Hui-fang Pang, Zhiguang Duan
BMC Medical Education.2023;[Epub] CrossRef
Empathy, personality traits, and emotional management in 2nd and 4th-year dentistry students: a single-center study
Christian Lermen, Willi Wetzel, Vanessa Britz, Jasmina Sterz, Wolf O Bechstein, Teresa Schreckenbach
BMC Medical Education.2022;[Epub] CrossRef
Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
Educational Research in Medical Sciences.2022;[Epub] CrossRef
Historical empathy and medicine: Pathography and empathy in Sophocles’ Philoctetes
Vassiliki Kampourelli
Medicine, Health Care and Philosophy.2022; 25(3): 561. CrossRef
The effects of narrative pedagogy on increasing nursing students' willingness to practice older people care: A mixed-methods research
Pei-Ti Hsu, Jeu-Jung Chen, Ya-Fang Ho
Nurse Education in Practice.2022; 62: 103356. CrossRef
Finding the Story in Medicine
Elizabeth Fenstermacher, Regina M. Longley, Hermioni L. Amonoo
Psychiatric Clinics of North America.2021; 44(2): 263. CrossRef
How does narrative medicine impact medical trainees’ learning of professionalism? A qualitative study
Chien-Da Huang, Chang-Chyi Jenq, Kuo-Chen Liao, Shu-Chung Lii, Chi-Hsien Huang, Tsai-Yu Wang
BMC Medical Education.2021;[Epub] CrossRef
A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students
Prianna Menezes, Salman Y. Guraya, Shaista Salman Guraya
Frontiers in Medicine.2021;[Epub] CrossRef
An introduction to narrative medicine
Matthew Krinock, Nicole Defenbaugh, Stephen DeTurk, AnnaNg Pellegrino
International Journal of Academic Medicine.2020; 6(2): 121. CrossRef

Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel: Saeideh Daryazadeh, Nikoo Yamani, Payman Adibi; J Educ Eval Health Prof. 2019;16:34. Published online October 31, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.34

11,981 View
189 Download
1 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.
Methods
This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.
Results
Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.
Conclusion
The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.

Citations

Citations to this article as recorded by

Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
Educational Research in Medical Sciences.2022;[Epub] CrossRef
Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
Journal of Educational Evaluation for Health Professions.2020; 17: 3. CrossRef

An innovative resident-driven mortality case review curriculum to teach and drive system-based practice improvements in the United States: Nila S. Radhakrishnan, Margaret C. Lo, Rohit Bishnoi, Subhankar Samal, Robert Leverence, Eric Rosenberg, Zareen Zaidi; J Educ Eval Health Prof. 2018;15:31. Published online December 26, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.31

31,341 View
275 Download
3 Web of Science
4 Crossref

Abstract PDF Supplementary Material

Purpose
Traditionally, the morbidity and mortality conference (M&MC) is a forum where possible medical errors are discussed. Although M&MCs can facilitate identification of opportunities for systemwide improvements, few studies have described their use for this purpose, particularly in residency training programs. This paper describes the use of M&MC case review as a quality improvement activity that teaches system-based practice and can engage residents in improving systems of care.
Methods
Internal medicine residents at a tertiary care academic medical center reviewed 347 consecutive mortalities from March 2014 to September 2017. The residents used case review worksheets to categorize and track causes of mortality, and then debriefed with a faculty member. Selected cases were then presented at a larger interdepartmental meeting and action items were implemented. Descriptive statistics and thematic analysis were used to analyze the results.
Results
The residents identified a possible diagnostic mismatch at some point from admission to death in 54.5% of cases (n= 189) and a possible need for improved management in 48.0% of cases. Three possible management failure themes were identified, including failure to plan, failure to communicate, and failure to rescue, which accounted for 21.9%, 10.7 %, and 10.1% of cases, respectively. Following these reviews, quality improvement initiatives proposed by residents led to system-based changes.
Conclusion
A resident-driven mortality review curriculum can lead to improvements in systems of care. This novel type of curriculum can be used to teach system-based practice. The recruitment of teaching faculty with expertise in quality improvement and mortality case analyses is essential for such a project.

Citations

Citations to this article as recorded by

Implementation of Hospital Mortality Reviews: A Systematic Review
Moritz Sebastian Schönfeld, Martin Härter, Ann Sophie Schröder, Katrin Kokartis, Hans-Jürgen Bartz, Levente Kriston
Journal of Patient Safety.2024; 20(2): 138. CrossRef
One health system’s morbidity and mortality conference survey: a step on the journey to organizational high reliability
Steven E. Raper, Patricia G. Sullivan, Lawrence S. Levin
International Journal of Surgery: Global Health.2023;[Epub] CrossRef
Defining a High-Quality and Effective Morbidity and Mortality Conference
Brendin R. Beaulieu-Jones, Spencer Wilson, Daniel S. Howard, Gordana Rasic, Ben Rembetski, Erica A. Brotschi, Luise I. Pernar
JAMA Surgery.2023; 158(12): 1336. CrossRef
Implementation of morbidity and mortality conference in a community hospital NICU and narrative review
Christina Chan, Christine Pazandak, Dimitrios Angelis
Frontiers in Pediatrics.2023;[Epub] CrossRef

Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia: Kylie Fitzgerald, Brett Vaughan; J Educ Eval Health Prof. 2018;15:22. Published online September 18, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.22

26,388 View
307 Download
5 Web of Science
7 Crossref

Abstract PDF Supplementary Material

Purpose
Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.
Methods
A cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.
Results
Year 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.
Conclusion
Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.

Citations

Citations to this article as recorded by

Learning how to suture: Should learners observe a demonstration of someone who is experienced or inexperienced to improve their own performance?
Portia Kalun, Ranil Sonnadara
The American Journal of Surgery.2025; 243: 116276. CrossRef
Transitioning to competency-based education in nursing: a scoping review of curriculum review and revision strategies
Zakaria Ahmed Mani
BMC Nursing.2025;[Epub] CrossRef
The extent and quality of evidence for osteopathic education: A scoping review
Andrew MacMillan, Patrick Gauthier, Luciane Alberto, Arabella Gaunt, Rachel Ives, Chris Williams, Dr Jerry Draper-Rodi
International Journal of Osteopathic Medicine.2023; 49: 100663. CrossRef
History and physical exam: a retrospective analysis of a clinical opportunity
David McLinden, Krista Hailstone, Sue Featherston
BMC Medical Education.2023;[Epub] CrossRef
How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy
Samuel P. León, Ernesto Panadero, Inmaculada García-Martínez
Educational Psychology Review.2023;[Epub] CrossRef
Evaluating the Academic Performance of Mustansiriyah Medical College Teaching Staff vs. Final-Year Students Failure Rates
Wassan Nori, Wisam Akram , Saad Mubarak Rasheed, Nabeeha Najatee Akram, Taqi Mohammed Jwad Taher, Mustafa Ali Kassim Kassim, Alexandru Cosmin Pantazi
Al-Rafidain Journal of Medical Sciences ( ISSN 2789-3219 ).2023; 5(1S): S151. CrossRef
History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study
Jingrong Du, Xiaowen Zhu, Juan Wang, Jing Zheng, Xiaomin Zhang, Ziwen Wang, Kun Li
Nurse Education Today.2022; 111: 105312. CrossRef

Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States: Alisa Wray, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, Shannon Toohey; J Educ Eval Health Prof. 2017;14:29. Published online December 11, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.29

34,926 View
255 Download
13 Web of Science
10 Crossref

Abstract PDF Supplementary Material

Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

Citations

Citations to this article as recorded by

From the lecture hall to the cloud: Theoretical foundations for engaging virtual and hybrid didactics in emergency medicine
Donna Okoli, Nicole Schnabel, Mary R. C. Haas, Sally Santen, Margaret Wolff
AEM Education and Training.2025;[Epub] CrossRef
Serious Video Game for Teaching Pediatric Emergency Medicine
Daniel Ichwan, Christopher Cannavino, Helen Harvey, Austin Lange, Ashish Shah
Pediatric Emergency Care.2025; 41(11): e165. CrossRef
An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
Emily L Jameyfield, Semhar Tesfai, Alejandro A Palma, Adriana S Olson
Cureus.2023;[Epub] CrossRef
A randomized controlled trial to examine the effect of the Pediatric Opioid Analgesia Self‐Instruction System (PedOASIS) tool on pediatric hematology/oncology trainee education
Rebecca E. MacDonell‐Yilmaz, Anarina Murillo, Jennifer G. Welch
Pediatric Blood & Cancer.2023;[Epub] CrossRef
Development and Validation of Pediatric Opioid Analgesia Self-Instruction System (PedOASIS): An Opioid Knowledge Tool for Pediatric Clinicians
Rebecca E. MacDonell-Yilmaz, Angela Anderson, Priya Hirway, Jennifer G. Welch
Journal of Pediatric Hematology/Oncology.2022; 44(1): e204. CrossRef
Utilizing social media for cardiovascular education
Christina Mansour, Nooshin Beygui, Mamas A Mamas, Purvi J Parwani
Heart.2022; 108(15): 1240. CrossRef
Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later
Benjamin S. Ko, Kurtis A. Pivert, Rob Rope, Anna M. Burgner, Joshua S. Waitzman, Susan M. Halbach, Suzanne M. Boyle, Lili Chan, Stephen M. Sozio
Kidney Medicine.2022; 4(11): 100548. CrossRef
Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
JMIR Medical Education.2021; 7(2): e25213. CrossRef
Pediatric Resident Engagement With an Online Critical Care Curriculum During the Intensive Care Rotation*
Dennis A. Daniel, Sue E. Poynter, Christopher P. Landrigan, Charles A. Czeisler, Jeffrey P. Burns, Traci A. Wolbrink
Pediatric Critical Care Medicine.2020; 21(11): 986. CrossRef
Asynchronous Curriculum “Socially Synchronized”: Learning Via Competition
Jon Smart, Adriana Segura Olson, Andrew Muck
Western Journal of Emergency Medicine.2018; 20(1): 6. CrossRef

Research Articles

Impact of a novel, resource appropriate resuscitation curriculum on Nicaraguan resident physician’s management of cardiac arrest: Breena R. Taira, Aristides Orue, Edward Stapleton, Luis Lovato, Sitaram Vangala, Lucia Solorzano Tinoco, Orlando Morales; J Educ Eval Health Prof. 2016;13:25. Published online June 9, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.25

30,626 View
215 Download
5 Web of Science
7 Crossref

Abstract PDF

Purpose
Project Strengthening Emergency Medicine, Investing in Learners in Latin America (SEMILLA) created a novel, language and resource appropriate course for the resuscitation of cardiac arrest for Nicaraguan resident physicians. We hypothesized that participation in the Project SEMILLA resuscitation program would significantly improve the physician’s management of simulated code scenarios. Methods: Thirteen Nicaraguan resident physicians were evaluated while managing simulated cardiac arrest scenarios before, immediately, and at 6 months after participating in the Project SEMILLA resuscitation program. This project was completed in 2014 in Leon, Nicaragua. The Cardiac Arrest Simulation Test (CASTest), a validated scoring system, was used to evaluate performance on a standardized simulated cardiac arrest scenario. Mixed effect logistic regression models were constructed to assess outcomes. Results: On the pre-course simulation exam, only 7.7% of subjects passed the test. Immediately post-course, the subjects achieved a 30.8% pass rate and at 6 months after the course, the pass rate was 46.2%. Compared with pre-test scores, the odds of passing the CASTest at 6 months after the course were 21.7 times higher (95% CI 4.2 to 112.8, P<0.001). Statistically significant improvement was also seen on the number of critical items completed (OR=3.75, 95% CI 2.71-5.19), total items completed (OR=4.55, 95% CI 3.4-6.11), and number of “excellent” scores on a Likert scale (OR=2.66, 95% CI 1.85-3.81). Conclusions: Nicaraguan resident physicians demonstrate improved ability to manage simulated cardiac arrest scenarios after participation in the Project SEMILLA resuscitation course and retain these skills.

Citations

Citations to this article as recorded by

Cardiac Arrest Care in Resource-Limited Settings
Nneoma E. Okonkwo, Ssentamu John Vanglist, Hendry R. Sawe, Pavitra Kotini-Shah, Shada A. Rouhani
Critical Care Clinics.2026; 42(1): 107. CrossRef
Симуляційні технології у навчанні інтернів та безперервній професійній освіті дипломованих лікарів-анестезіологів
Kateryna Bielka, Мariya Smirnova, Hanna Fomina
The Ukrainian Scientific Medical Youth Journal.2023; 139(2): 64. CrossRef
Analysis of Unstructured Text-Based Data Using Machine Learning Techniques: The Case of Pediatric Emergency Department Records in Nicaragua
Giulia Lorenzoni, Silvia Bressan, Corrado Lanera, Danila Azzolina, Liviana Da Dalt, Dario Gregori
Medical Care Research and Review.2021; 78(2): 138. CrossRef
Assessing the impact of resuscitation residents on the treatment of cardiopulmonary resuscitation patients
David M. Lee, David A. Berger, Patrick A. Wloszczynski, Patrick Karabon, Lihua Qu, Michael J. Burla
The American Journal of Emergency Medicine.2021; 41: 46. CrossRef
Resuscitation Resident Impact in the Treatment of Sepsis
Michael J Burla, Nashid Shinthia, Judith A Boura, Lihua QU, David A Berger
Cureus.2020;[Epub] CrossRef
A Review of Anesthesia Simulation in Low-Income Countries
Oleg Turkot, Michael C. Banks, Seung Woo Lee, Adam Dodson, Shirley Duarte, Mwemezi Kaino, Howard Nelson-Williams, Serkan Toy, John Sampson
Current Anesthesiology Reports.2019; 9(1): 1. CrossRef
Community-based in situ simulation: bringing simulation to the masses
Barbara M. Walsh, Marc A. Auerbach, Marcie N. Gawel, Linda L. Brown, Bobbi J. Byrne, Aaron Calhoun
Advances in Simulation.2019;[Epub] CrossRef

Randomized study of effectiveness of computerized ultrasound simulators for an introductory course for residents in Brazil: Jack Philip Silva, Trevor Plescia, Nathan Molina, Ana Claudia de Oliveira Tonelli, Mark Langdorf, John Christian Fox; J Educ Eval Health Prof. 2016;13:16. Published online April 4, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.16

45,805 View
209 Download
12 Web of Science
17 Crossref

Abstract PDF

Purpose
This study aimed to assess the impact of ultrasound simulation (SonoSim) on educational outcomes of an introductory point-of-care ultrasound course compared to hands-on training with live models alone. Methods: Fifty-three internal medicine residents without ultrasound experience were randomly assigned to control or experimental groups. They participated in an introductory point-of-care ultrasound course covering eight topics in eight sessions from June 23, 2014 until July 18, 2014. Both participated in lecture and hands-on training, but experimental group received an hour of computerized simulator training instead of a second hour of hands-on training. We assessed clinical knowledge and image acquisition with written multiple-choice and practical exams, respectively. Of the 53 enrolled, 40 participants (75.5%) completed the course and all testing. Results: For the 30-item written exam, mean score of the experimental group was 23.1±3.4 (n=21) vs. 21.8±4.8 (n=19), (P>0 .05). For the practical exam, mean score for both groups was 8.7 out of 16 (P>0 .05). Conclusion: The substitution of eight hours of ultrasound simulation training for live model scanning in a 24 hour training course did not enhance performance on written and image acquisition tests in an introductory ultrasound course for residents. This result suggests that ultrasound simulation technology used as a substitute for live model training on an hour-for-hour basis, did not improve learning outcomes. Further investigation into simulation as a total replacement for live model training will provide a clearer picture of the efficacy of ultrasound simulators in medical education.

Citations

Citations to this article as recorded by

From concepts to evaluation: mapping approaches to POCUS training assessment in low- and middle-income countries – a systematic scoping review
Friedrich Leopold Eppel, Friederike Hunstig, Benno Kreuels, Sabine Bélard
The Ultrasound Journal.2026; 18(1): 18295. CrossRef
Concepts for point-of-care ultrasound training in low resource settings: a scoping review
Friedrich Eppel, Friederike Hunstig, Sabine Bélard, Benno Kreuels
The Ultrasound Journal.2025;[Epub] CrossRef
Ultrasound diagnostics in solving situational problems in the discipline of clinical pathophysiology
A. B. Makarov, V. N. Tsygan, A. V. Lemeshchenko, M. V. Rezvantsev, T. A. Krivolutskaya, T. A. Bammatov
Pacific Medical Journal.2024; (4): 97. CrossRef
Point-of-Care Ultrasound in the Intensive Care Unit
Yonatan Y. Greenstein, Keith Guevarra
Clinics in Chest Medicine.2022; 43(3): 373. CrossRef
SonoSim ultrasound simulator training for novice residents
Antoine Frère, Esther Samba, Corinne Lejus-Bourdeau
European Journal of Anaesthesiology.2021; 38(7): 791. CrossRef
Ultrasound in Medical Education: Can Students Teach Themselves?
Brandon Cowan, Abigail Brackney, Mallikarjuna Barremkala
Medical Science Educator.2021; 31(5): 1663. CrossRef
Determining if simulation is effective for training in ultrasound: A narrative review
Kate Bradley, Ann Quinton, Aamer Aziz
Sonography.2020; 7(1): 22. CrossRef
Impact of a 4-hour Introductory eFAST Training Intervention Among Ultrasound-Naïve U.S. Military Medics
Jonathan D Monti, Michael D Perreault
Military Medicine.2020; 185(5-6): e601. CrossRef
The long-term effect of short point of care ultrasound course on physicians’ daily practice
Ortal Tuvali, Re'em Sadeh, Sergio Kobal, Shaked Yarza, Yael Golan, Lior Fuchs, Etsuro Ito
PLOS ONE.2020; 15(11): e0242084. CrossRef
Developing Neuraxial and Regional Pain Procedural Skills Through Innovative 3-Dimensional Printing Technology
Zachary C. Headman, Marcus C. Matson, Robert P. Schneider, James L. Potter, Debra L. Loguda-Summers, Shalini Bhatia, Tatyana Kondrashova
Journal of Osteopathic Medicine.2020; 120(4): 273. CrossRef
Teaching Point-of-Care Ultrasound in Medicine
Andrew Moses, Willy Weng, Ani Orchanian-Cheff, Rodrigo B. Cavalcanti
Canadian Journal of General Internal Medicine.2020; 15(2): 12. CrossRef
The Use of Ultrasound Simulators to Strengthen Scanning Skills in Medical Students: A Randomized Controlled Trial
Cathie‐Kim Le, John Lewis, Peter Steinmetz, Alina Dyachenko, Sharon Oleskevich
Journal of Ultrasound in Medicine.2019; 38(5): 1249. CrossRef
Impact of an intensive education programme of diagnostic lung and lower limb ultrasound on physiotherapist knowledge: A pilot study
George Ntoumenopoulos, Selina M. Parry, Aymeric Le Neindre
Australasian Journal of Ultrasound in Medicine.2018; 21(2): 104. CrossRef
Point-of-Care Ultrasound for Internal Medicine: An International Perspective
Irene W. Y. Ma, Chiara Cogliati, Frank H. Bosch, Ana Claudia Tonelli de Oliveira, Vincenzo Arienti, Michiel J. Blans, Barry Chan, Anjali Bhagra
Southern Medical Journal.2018; 111(7): 439. CrossRef
Développement d’un examen clinique objectif structuré (ECOS) pour évaluer les compétences des étudiants en médecine vasculaire
J. Risse, T. Busato, V. Dufrost, M. Perri, S. Zuily, D. Wahl
JMV-Journal de Médecine Vasculaire.2017; 42(3): 141. CrossRef
Enhancing Learning Experience Using Ultrasound Simulation in Undergraduate Medical Education: Student Perception
Tatyana Kondrashova, Crystal Coleman
Medical Science Educator.2017; 27(3): 489. CrossRef
Evaluation of a pilot programme on diagnostic thoracic ultrasound curriculum for acute care physiotherapists
George Ntoumenopoulos, Hwee Kuan Ong, Hong Chuen Toh, Rafael Pulido Saclolo, Wen Duu Sewa
Australasian Journal of Ultrasound in Medicine.2017; 20(4): 147. CrossRef

Psychometric properties of a novel knowledge assessment tool of mechanical ventilation for emergency medicine residents in the northeastern United States: Jeremy B. Richards, Tania D. Strout, Todd A. Seigel, Susan R. Wilcox; J Educ Eval Health Prof. 2016;13:10. Published online February 16, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.10

30,364 View
183 Download
5 Web of Science
6 Crossref

Abstract PDF

Purpose
Prior descriptions of the psychometric properties of validated knowledge assessment tools designed to determine Emergency medicine (EM) residents understanding of physiologic and clinical concepts related to mechanical ventilation are lacking. In this setting, we have performed this study to describe the psychometric and performance properties of a novel knowledge assessment tool that measures EM residents’ knowledge of topics in mechanical ventilation.
Methods
Results from a multicenter, prospective, survey study involving 219 EM residents from 8 academic hospitals in northeastern United States were analyzed to quantify reliability, item difficulty, and item discrimination of each of the 9 questions included in the knowledge assessment tool for 3 weeks, beginning in January 2013.
Results
The response rate for residents completing the knowledge assessment tool was 68.6% (214 out of 312 EM residents). Reliability was assessed by both Cronbach’s alpha coefficient (0.6293) and the Spearman-Brown coefficient (0.6437). Item difficulty ranged from 0.39 to 0.96, with a mean item difficulty of 0.75 for all 9 questions. Uncorrected item discrimination values ranged from 0.111 to 0.556. Corrected item-total correlations were determined by removing the question being assessed from analysis, resulting in a range of item discrimination from 0.139 to 0.498.
Conclusion
Reliability, item difficulty and item discrimination were within satisfactory ranges in this study, demonstrating acceptable psychometric properties of this knowledge assessment tool. This assessment indicates that this knowledge assessment tool is sufficiently rigorous for use in future research studies or for assessment of EM residents for evaluative purposes.

Citations

Citations to this article as recorded by

Management of Mechanical Ventilation in Emergency Medicine: A Scoping Review
Robert J. Klemisch, Mitchell S. Hymowitz, Ryan J. Alcantara, Brendan F. Mullan, Margaret L. Davis, Rachel Blume, Nicholas J. Johnson, Brian M. Fuller
JACEP Open.2026; 7(1): 100297. CrossRef
Educational Environment: Students’ Perceptions Using the Dundee Ready Educational Environment Measure Inventory
Sneha Sathyan, Sicy Maria, Siroslin S Mahitha, Smiji Jinny, Sonia, Soumya Dsouza, Shycil Mathew
Journal of Health and Allied Sciences NU.2025; 15: 444. CrossRef
Comparison of three methods for teaching mechanical ventilation in an emergency setting to sixth-year medical students: a randomized trial
Fernando Sabia Tallo, Letícia Sandre Vendrame, André Luciano Baitello
Revista da Associação Médica Brasileira.2020; 66(10): 1409. CrossRef
Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016
Nicole M. Dubosh, Jaime Jordan, Lalena M. Yarris, Edward Ullman, Joshua Kornegay, Daniel Runde, Amy Miller Juve, Jonathan Fisher, Teresa Chan
AEM Education and Training.2019; 3(1): 58. CrossRef
Mechanical Ventilation Training During Graduate Medical Education: Perspectives and Review of the Literature
Jonathan M. Keller, Dru Claar, Juliana Carvalho Ferreira, David C. Chu, Tanzib Hossain, William Graham Carlos, Jeffrey A. Gold, Stephanie A. Nonas, Nitin Seam
Journal of Graduate Medical Education.2019; 11(4): 389. CrossRef
Development and validation of a questionnaire to assess the knowledge of mechanical ventilation in urgent care among students in their last-year medical course in Brazil
Fernando Sabia Tallo, Simone de Campos Vieira Abib, Andre Luciano Baitello, Renato Delascio Lopes
Clinics.2019; 74: e663. CrossRef

Emergency medicine and internal medicine trainees’ smartphone use in clinical settings in the United States: Sonja E. Raaum, Christian Arbelaez, Carlos Eduardo Vallejo, Andres M. Patino, Jorie M. Colbert-Getz, Caroline K. Milne; J Educ Eval Health Prof. 2015;12:48. Published online October 29, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.48

30,083 View
153 Download
6 Web of Science
7 Crossref

Abstract PDF

Purpose
Smartphone technology offers a multitude of applications (apps) that provide a wide range of functions for healthcare professionals. Medical trainees are early adopters of this technology, but how they use smartphones in clinical care remains unclear. Our objective was to further characterize smartphone use by medical trainees at two United States academic institutions, as well as their prior training in the clinical use of smartphones. Methods: In 2014, we surveyed 347 internal medicine and emergency medicine resident physicians at the University of Utah and Brigham and Women’s Hospital about their smartphone use and prior training experiences. Scores (0%–100%) were calculated to assess the frequency of their use of general features (email, text) and patient-specific apps, and the results were compared according to resident level and program using the Mann-Whitney U-test. Results: A total of 184 residents responded (response rate, 53.0%). The average score for using general features, 14.4/20 (72.2%) was significantly higher than the average score for using patient-specific features and apps, 14.1/44 (33.0%, P<0.001). The average scores for the use of general features, were significantly higher for year 3–4 residents, 15.0/20 (75.1%) than year 1–2 residents, 14.1/20 (70.5%, P=0.035), and for internal medicine residents, 14.9/20 (74.6%) in comparison to emergency medicine residents, 12.9/20 (64.3%, P= 0.001). The average score reflecting the use of patient-specific apps was significantly higher for year 3–4 residents, 16.1/44 (36.5%) than for year 1–2 residents, 13.7/44 (31.1%; P=0.044). Only 21.7% of respondents had received prior training in clinical smartphone use. Conclusion: Residents used smartphones for general features more frequently than for patient-specific features, but patient-specific use increased with training. Few residents have received prior training in the clinical use of smartphones.

Citations

Citations to this article as recorded by

Prevalence and patterns of mobile device usage among physicians in clinical practice: A systematic review
Judith Kraushaar, Sabine Bohnet-Joschko
Health Informatics Journal.2023;[Epub] CrossRef
SMARTPHONE MEDICAL APPLICATION USE AND ASSOCIATED FACTORS AMONG PHYSICIAN AT REFERRAL HOSPITALS IN AMHARA REGION NORTH ETHIOPIA: A CROSS-SECTIONAL STUDY, 2019. (Preprint)
Gizaw Hailiye, Binyam Cheklu Tilahun, Habtamu Alganeh Guadie, Ashenafi Tazebew Amare
JMIR mHealth and uHealth.2020;[Epub] CrossRef
Online webinar training to analyse complex atrial fibrillation maps: A randomized trial
João Mesquita, Natasha Maniar, Tina Baykaner, Albert J. Rogers, Mark Swerdlow, Mahmood I. Alhusseini, Fatemah Shenasa, Catarina Brizido, Daniel Matos, Pedro Freitas, Ana Rita Santos, Gustavo Rodrigues, Claudia Silva, Miguel Rodrigo, Yan Dong, Paul Clopton
PLOS ONE.2019; 14(7): e0217988. CrossRef
Learning strategies among adult CHD fellows
Jouke P. Bokma, Joshua A. Daily, Adrienne H. Kovacs, Erwin N. Oechslin, Helmut Baumgartner, Paul Khairy, Barbara J.M. Mulder, Gruschen R. Veldtman
Cardiology in the Young.2019; 29(11): 1356. CrossRef
Comunicação eletrônica entre profissionais de saúde na assistência ao paciente: revisão integrativa
Ana Maria Rodrigues Moreira, Cristina Silva Sousa, Ruth Natalia Teresa Turrini
Revista SOBECC.2019; 24(2): 99. CrossRef
Incorporating sleep medicine content into medical school through neuroscience core curricula
Rachel Marie E. Salas, Roy E. Strowd, Imran Ali, Madhu Soni, Logan Schneider, Joseph Safdieh, Bradley V. Vaughn, Alon Y. Avidan, Jane B. Jeffery, Charlene E. Gamaldo
Neurology.2018; 91(13): 597. CrossRef
E-Scripts and Cell Phones
Susie T. Harris, Paul D. Bell, Elizabeth A. Baker
The Health Care Manager.2017; 36(4): 320. CrossRef

History Article

Medical licensing examination (uigwa) and the world of the physician officers (uigwan) in Korea’s Joseon Dynasty: Nam Hee Lee; J Educ Eval Health Prof. 2015;12:16. Published online May 7, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.16

32,937 View
182 Download
2 Web of Science
3 Crossref

Abstract PDF

Physicians for ordinary people in Joseon Dynasty (1392-1910) do not need to pass national medical licensing examination. They had done their job after enough period of apprenticeship. Only physician officers were licensed as technical civil servants. These physician officers were middle class, located socially between the nobility and the commoner. They had to pass a national licensing examination to be considered for high-ranking physician officers, that is, those at the rank above the 6th level out of a total of 9 ranks, where the first rank was highest. Royal physicians also had to pass this examination before accepting responsibility for the King’s healthcare. This article aims to describe the world of Physician officers during the Joseon Dynasty. Physician officers enjoyed considerable social status because they dealt with matters of life and death. Owing to the professional nature of their fields and a strong sense of group identity they came to compose a distinct social class. The physician officers’ world was marked by strong group allegiances based on shared professional knowledge; the use of marriage to gain and maintain social status; and the establishment of hereditary technical posts within the medical profession that were handed down from one generation to the next. The medical licensing examination persisted until 1894 when the civil service examination agency, of which it was part, was abolished. Until that time, the testing agency, the number of candidates who were accepted, two-step test procedures, and the method of test item selection were maintained and enforced. These aspects of the test could be considered characteristic of the medical licensing examination.

Citations

Citations to this article as recorded by

Heo Jun: physician of the people
Hyuk Joon Kwon
Journal of Community Hospital Internal Medicine Perspectives.2021; 11(1): 53. CrossRef
Suturing the Nation in South Korean Historical Television Medical Dramas
Kai Khiun Liew
Journal of Medical Humanities.2020; 41(2): 193. CrossRef
LİYAKAT TEMELLİ BÜROKRASİ: KORE KAMU SINAVLARI (GWAGEO) (958-1894) - THE MERIT-BASED BUREAUCRACY: THE CIVIL SERVICE EXAMINATION (GWAGEO) IN KOREA (958-1894)
Murat KAÇER
Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi.2018; 10(26): 754. CrossRef

Brief Report

Continuing medical education as a national strategy to improve access to primary care in Saudi Arabia: Sami Ayed Alshammary, Savithiri Ratnapalan, Zekeriya Akturk; J Educ Eval Health Prof. 2013;10:7. Published online August 31, 2013; DOI: https://doi.org/10.3352/jeehp.2013.10.7

32,837 View
178 Download
1 Crossref

Abstract PDF

The purpose of this study was to describe the development, implementation, and evaluation of an educational program in family medicine for general practitioners in Saudi Arabia from 2009 to 2011. A continuing medical education program called Family Medicine Education (FAME) was developed with 7 modules each consisting of 12-14 hours of teaching to be delivered in 3 day blocks, over 45 days. Twenty percent (2,761) of all general practitioners participated in the FAME program. Initial assessment of the program showed significant improvement of knowledge from scores of 49% on a pre-test to 89% on post-tests. FAME program in Saudi Arabia facilitated primary care physicians’ knowledge.

Citations

Citations to this article as recorded by

Current Practices and Existing Gaps of Continuing Medical Education among Resident Physicians in Abha City, Saudi Arabia
Safar Abadi Alsaleem, Najwa Mohammed Almoalwi, Aesha Farheen Siddiqui, Mohammed Abadi Alsaleem, Awad S. Alsamghan, Nabil J. Awadalla, Ahmed A. Mahfouz
International Journal of Environmental Research and Public Health.2020; 17(22): 8483. CrossRef

Research Article

Strengthening the admissions process in health care professional education: focus on a premier Pacific Island medical college: Christian Chinyere Ezeala, Mercy Okwudili Ezeala, Niraj Swami; J Educ Eval Health Prof. 2012;9:11. Published online November 30, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.11

33,511 View
164 Download
3 Crossref

Abstract PDF

Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders??views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School?占퐏 multi-entry multi-exit strategy as a ?占퐂ood policy??that provided ?占퐀lexibility??and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.

Citations

Citations to this article as recorded by

Identification of the components for investigation of the psychological strength of nursing applicants: A qualitative study
Farzaneh Bagheriyeh, Akram Ghahramanian, Leila Valizadeh, Vahid Zamanzadeh, Geoffrey Dickens
Nursing Open.2022; 9(6): 2618. CrossRef
A scoping review of admission criteria and selection methods in nursing education
Vahid Zamanzadeh, Akram Ghahramanian, Leila Valizadeh, Farzaneh Bagheriyeh, Marita Lynagh
BMC Nursing.2020;[Epub] CrossRef
The New Era of : What Should Be Prepared to Be a Top Journal in the Category of Gastroenterology and Hepatology
Sun Huh
Journal of Neurogastroenterology and Motility.2013; 19(4): 419. CrossRef

Brief Report

Evaluation of the Learning Environment for Diploma in Family Medicine with the Dundee Ready Education Environment (DREEM) Inventory: A. Sattar Khan, Zekeriya Akturk, Tarek Al-Megbil; J Educ Eval Health Prof. 2010;7:2. Published online November 29, 2010; DOI: https://doi.org/10.3352/jeehp.2010.7.2

37,849 View
190 Download
14 Crossref

PDF

Citations

Citations to this article as recorded by

Medical Environment Assessment In Morocco From The Students’ Perspective: A National Survey

Journal of Medical and Surgical Research.2023; : 1149. CrossRef
How does postgraduate diploma in Family Medicine impact on primary care doctors?
Abdul Jalil Khan, Ahsan Sethi, Sheraz Fazid, Zia Ul Haq, Javaria Raza, Mumtaz Patel
BMC Medical Education.2022;[Epub] CrossRef
Educational Environment Assessment by Multiprofessional Residency Students: New Horizons Based on Evidence from the DREEM
Ana Carolina Arantes Coutinho Costa, Nilce Maria da Silva Campos Costa, Edna Regina Silva Pereira
Medical Science Educator.2021; 31(2): 429. CrossRef
Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review
Jia Min Hee, Hong Wei Yap, Zheng Xuan Ong, Simone Qian Min Quek, Ying Pin Toh, Stephen Mason, Lalit Kumar Radha Krishna
Journal of General Internal Medicine.2019; 34(10): 2190. CrossRef
Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University
I Govender, M De Villiers
South African Family Practice.2019; 61(4): 136. CrossRef
Development and psychometric testing of an abridged version of Dundee Ready Educational Environment Measure (DREEM)
Kathiresan Jeyashree, Hemant Deepak Shewade, Soundappan Kathirvel
Environmental Health and Preventive Medicine.2018;[Epub] CrossRef
Anesthesiology residents' perception of educational environment: comparison between different years of training
Efrain Riveros-Perez, Ricardo Riveros, Nicole M. Zimmerman, Alparsian Turan
Journal of Clinical Anesthesia.2016; 35: 376. CrossRef
Student’s Perception of Their Academics and Clinical Practice on Graduation from Dental Colleges of Peshawar
Saira Afridi, Jawad Ahmad Kundi, Syed Imran Gillani, Yasir Ibad, Rohail Muhammad, Riaz Gillani, Moiz Raza, Haseeb .
Journal of Gandhara Medical and Dental Science.2016; 2(2): 32. CrossRef
A web-based survey of the motivations and challenges faced by emerging researchers in the chiropractic profession
Katie de Luca, Peter Tuchin, Rod Bonello
Journal of Chiropractic Education.2015; 29(2): 151. CrossRef
Evaluation of hospital-learning environment for pediatric residency in eastern region of Saudi Arabia
Waleed H. BuAli, Abdul Sattar Khan, Mohammad Hussain Al-Qahtani, Shaikha aldossary
Journal of Educational Evaluation for Health Professions.2015; 12: 14. CrossRef
The potential use of DREEM in assessing the perceived educational environment of postgraduate public health students
Kathiresan Jeyashree, Binod Kumar Patro
Medical Teacher.2013; 35(4): 339. CrossRef
Assessing the learning environment at Jazan medical school of Saudi Arabia
Tabinda Hasan, Puneet Gupta
Medical Teacher.2013; 35(sup1): S90. CrossRef
Analysis of the ‘Educational Climate’ in Spanish Public Schools of Dentistry using the Dundee Ready Education Environment Measure: a multicenter study
I. Tomás, U. Millán, M. A. Casares, M. Abad, L. Ceballos, G. Gómez‐Moreno, J. J. Hidalgo, C. Llena, P. López‐Jornet, M. C. Machuca, F. Monticelli, J. Palés
European Journal of Dental Education.2013; 17(3): 159. CrossRef
Students’ Perceptions of Their Education on Graduation from a Dental School in India
Vittaldas B. Shetty, Ravi V. Shirahatti, Prakash Pawar
Journal of Dental Education.2012; 76(11): 1520. CrossRef

First
Prev
Page of 1
Next
Last

Search