Journal of Educational Evaluation for Health Professions

Brief Report

Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States: Maureen Conard, Kristin Schweizer; J Educ Eval Health Prof. 2018;15:34. Published online December 28, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.34

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This study aimed to conduct a personality-oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctor of physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. The focus group participants, who included 3 DPT faculty members and 4 recent graduates of the DPT program, identified 22 non-cognitive factors. Fifteen of these factors were thought to be possibly associated with successful performance and 7 factors were thought to be possibly associated with performance difficulties. Administration of a questionnaire employing the combination job analysis method resulted in 12 factors that could be used in selection, and 10 that could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program.

Citations

Citations to this article as recorded by

A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 192. CrossRef
Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors
Kelly Reynolds, Maggie Horn, Karen Huhn, Steven Z. George
BMC Medical Education.2024;[Epub] CrossRef
The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
Journal of Educational Evaluation for Health Professions.2021; 18: 31. CrossRef

Research Article

Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece: Panteleimon Pantelidis, Nikolaos Staikoglou, Georgios Paparoidamis, Christos Drosos, Stefanos Karamaroudis, Athina Samara, Christodoulos Keskinis, Michail Sideris, George Giannakoulas, Georgios Tsoulfas, Asterios Karagiannis; J Educ Eval Health Prof. 2016;13:13. Published online March 24, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.13

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Abstract PDF

Purpose
The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. Methods: Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. Results: The overall DREEM score was 144.61(±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12(±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (P<0.001). Conclusion: The ABCS3 was found to be an effective SBL program, as medical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.

Citations

Citations to this article as recorded by

Simulação realística como estratégia de ensino na graduação médica
Paula Dourado Sousa, Tiago Ramos Gazineu, Ricardo Luiz Luzardo Filho, Katia de Miranda Avena, Luiz Fernando Quintanilha
Scientia Medica.2022; 32(1): e42717. CrossRef
In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment
Michail Sideris, Marios Nicolaides, Jade Jagiello, Kathrine S Rallis, Elif Emin, Efthymia Theodorou, John Gerrard Hanrahan, Rebecca Mallick, Funlayo Odejinmi, Nikolaos Lymperopoulos, Apostolos Papalois, George Tsoulfas
Advances in Medical Education and Practice.2021; Volume 12: 995. CrossRef
Use of simulation training to teach the ABCDE primary assessment: an observational study in a Dutch University Hospital with a 3–4 months follow-up
Amanda M Drost-de Klerck, Tycho J Olgers, Evelien K van de Meeberg, Johanna Schonrock-Adema, Jan C ter Maaten
BMJ Open.2020; 10(7): e032023. CrossRef
An in-situ interprofessional simulation program to improve teamwork and obstetric crisis management skills
Michael Kost, Melissa Hewitt, Cindy Betron, John M. O'Donnell
Journal of Interprofessional Education & Practice.2019; 16: 100264. CrossRef
Simulation Training to Improve the Ability of First-Year Doctors to Assess and Manage Deteriorating Patients: a Systematic Review and Meta-analysis
Nicholas Buist, Craig S. Webster
Medical Science Educator.2019; 29(3): 749. CrossRef
Optimizing engagement of undergraduate students in medical education research: The eMERG training network
Michail Sideris, John Hanrahan, Nikolaos Staikoglou, Panteleimon Pantelidis, Connie Pidgeon, Nikolaos Psychalakis, Nikolai Andersen, Theodore Pittaras, Thanos Athanasiou, Georgios Tsoulfas, Apostolos Papalois
Annals of Medicine and Surgery.2018; 31: 6. CrossRef
Application of mini‐clinical evaluation exercise for assessing the integrated‐based learning during physical diagnostic course
Jingjing Da, Yan Ran, Mingjing Pi, Jing Wu, Rong Dong, Qian Li, Qian Zhang, Xiangyan Zhang, Yan Zha
Biochemistry and Molecular Biology Education.2018; 46(5): 417. CrossRef
The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning
Christodoulos Keskinis, Vasileios Bafitis, Panagiota Karailidou, Christina Pagonidou, Panteleimon Pantelidis, Alexandros Rampotas, Michail Sideris, Georgios Tsoulfas, Dimitrios Stakos
Perspectives on Medical Education.2017; 6(3): 199. CrossRef
Integrated Medical Curriculum: Advantages and Disadvantages
Gustavo A. Quintero, John Vergel, Martha Arredondo, María-Cristina Ariza, Paula Gómez, Ana-Maria Pinzon-Barrios
Journal of Medical Education and Curricular Development.2016;[Epub] CrossRef

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