Brief Report
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Effectiveness of interprofessional education enhanced by live consultation observations for healthcare students and new professionals in Singapore: a retrospective cross-sectional study
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Lynette Mei Lim Goh
, Wai Leong Chiu
, Sky Wei Chee Koh
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J Educ Eval Health Prof. 2025;22:21. Published online August 21, 2025
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DOI: https://doi.org/10.3352/jeehp.2025.22.21
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Abstract
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Supplementary Material
- This study aims to evaluate whether incorporating live consultation observations into interprofessional education (IPE) improves learning evaluation scores among healthcare professionals and students. A retrospective cross-sectional analysis was conducted using evaluation data from AHP IPE sessions held from January 2020 to December 2023 across 7 primary care clinics in Singapore. Evaluation scores were compared between sessions with facilitated discussions only (n=667) and sessions with additional live consultation observations (n=501). Logistic regression was used to analyze factors associated with perfect evaluation scores. Sessions that included live consultations were significantly more likely to achieve perfect evaluation scores (odds ratio [OR], 1.68; 95% confidence interval [CI], 1.27–2.22). Nursing/care coordinator and allied health professions (OR 2.07 and 1.76 respectively) were significantly more likely to give perfect scores compared to medical professions. Healthcare professionals were also more likely to give perfect scores than students (OR, 1.52; 95% CI,1.08–2.14), indicating enhanced perceived effectiveness. These findings support the use of experiential learning strategies to optimize interprofessional training outcomes.
Educational/Faculty development material
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The 6 degrees of curriculum integration in medical education in the United States
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Julie Youm
, Jennifer Christner
, Kevin Hittle
, Paul Ko
, Cinda Stone
, Angela D. Blood
, Samara Ginzburg
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J Educ Eval Health Prof. 2024;21:15. Published online June 13, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.15
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11,331
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Abstract
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Supplementary Material
- Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.
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MedPharmRes.2025; 9(s1): s12. CrossRef
Reviews
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How to review and assess a systematic review and meta-analysis article: a methodological study (secondary publication)
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Seung-Kwon Myung
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J Educ Eval Health Prof. 2023;20:24. Published online August 27, 2023
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DOI: https://doi.org/10.3352/jeehp.2023.20.24
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35,758
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1,481
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54
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Abstract
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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.
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Characteristics and 10 key components of interpersonal caring: a narrative review
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Susie Kim
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J Educ Eval Health Prof. 2022;19:17. Published online July 25, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.17
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9,286
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- This paper aims to help people understand better the lives of people who are mentally ill by describing the general concept of the Interpersonal Caring Theory (ICT) and deducing 10 key components of interpersonal caring. The literature review described the definition of interpersonal caring, and its assumptions and characteristics. Furthermore, the authors’ experience with patient care suggested the critical components of interpersonal caring, which is the compassion-based therapeutic actions/behaviors through the collaborative partnership developed between nurse and client. Essential characteristics of interpersonal caring include the following: person-to-person interaction between nurse and patient, genuine love and concern toward the person, conveying trust and hope, transcending space, time, and culture, holistic approach expressed through a comprehensive and dynamic mode of communication, helping the patient focus on their self-worth, and providing culturally relevant and sensitive nursing. Ten key components of interpersonal caring in ICT include noticing, participating, sharing, active listening, companioning, complimenting, comforting, hoping, forgiving, and accepting. Interpersonal caring results from the blended understanding of the empirical, aesthetic, ethical, and intuitive aspects of a given clinical situation, and a nexus of pre-conditions, content, feelings, and sense of self-worth/self-esteem.
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Educational/faculty development material
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Guidelines for the management of extravasation
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Jung Tae Kim
, Jeong Yun Park
, Hyun Jung Lee
, Young Ju Cheon
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J Educ Eval Health Prof. 2020;17:21. Published online August 10, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.21
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50,165
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2,505
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61
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- The purpose of these practice guidelines is to offer and share strategies for preventing extravasation and measures for handling drugs known to cause tissue necrosis, which may occur even with the most skilled experts at intravenous (IV) injection. Herein, general knowledge about extravasation is first described, including its definition, incidence, risk factors, diagnosis, differential diagnosis, and extravasation injuries. Management of extravasation includes nursing intervention and thermal application. At the first sign of extravasation, nursing intervention with following steps is recommended: stop administration of IV fluids immediately, disconnect the IV tube from the cannula, aspirate any remaining drug from the cannula, administer drug-specific antidote, and notify the physician. Local thermal treatments are used to decrease the site reaction and absorption of the infiltrate. Local cooling (ice packs) aids in vasoconstriction, theoretically limiting the drug dispersion. Although clear benefit has not been demonstrated with thermal applications, it remains a standard supportive care. The recommended application schedule for both warm and cold applications is 15 to 20 minutes, every 4 hours, for 24 to 48 hours. For prevention of extravasation, health professionals should be familiar with the extravasation management standard guidelines. They should regularly check the extravasation kit, assess patients’ sensory changes, tingling or burning, and always pay attention to patients’ words. The medical team’s continuous education on extravasation is essential. With the practical use of these guidelines, it is expected to reduce the occurrence rate of extravasation and contribute to patient care improvement.
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Research article
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Development of a self-assessment tool for resident doctors’ communication skills in India
-
Upendra Baitha
, Piyush Ranjan
, Siddharth Sarkar
, Charu Arora
, Archana Kumari
, Sada Nand Dwivedi
, Asmita Patil
, Nayer Jamshed
-
J Educ Eval Health Prof. 2019;16:17. Published online June 24, 2019
-
DOI: https://doi.org/10.3352/jeehp.2019.16.17
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17,233
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13
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Abstract
PDF
Supplementary Material
- Purpose
Effective communication skills are essential for resident doctors to provide optimum patient care. This study was conducted to develop and validate a questionnaire for the self-assessment of resident doctors’ communication skills in India.
Methods
This was a mixed-methods study conducted in 2 phases. The first phase consisted of questionnaire development, including the identification of relevant literature, focus group discussions with residents and experts from clinical specialties, and pre-testing of the questionnaire. The second phase involved administering the questionnaire survey to 95 residents from the Departments of Medicine, Emergency Medicine, Pediatrics, and Surgery at the All India Institute of Medical Sciences, New Delhi, India in April 2019. Internal consistency was tested and the factor structure was analyzed to test construct validity.
Results
The questionnaire consisted of 3 sections: (A) 4 items on doctor-patient conflicts and the role of communication skills in avoiding these conflicts, (B) 29 items on self-assessment of communication skills in different settings, and (C) 8 items on barriers to practicing good communication skills. Sections B and C had good internal consistency (Cronbach α: 0.885 and 0.771, respectively). Section C had a 2-factor solution, and the barriers were classified as ‘training’ and ‘infrastructure’ factors.
Conclusion
This appears to be a valid assessment tool of resident doctors’ communication skills, with potential utility for identifying gaps in communication skills and developing communication skills modules.
-
Citations
Citations to this article as recorded by

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