Journal of Educational Evaluation for Health Professions

Research article

Evaluation of an infectious‑disease response training program for primary care physicians in Korea using Kirkpatrick’s 4 levels and the Context, Input, Process, and Product model: a mixed‑methods study: Kyung Hee Chun, Jin Seo Lee, Seon Young Jeong, Young Soon Park; J Educ Eval Health Prof. 2025;22:40. Published online December 31, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.40

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Abstract PDF Supplementary Material: Purpose
This study systematically evaluated the effectiveness of a training program designed to enhance infectious disease response capabilities among primary care physicians. Using a mixed-methods design, the evaluation applied Kirkpatrick’s 4-level model and the Context, Input, Process, and Product (CIPP) framework to assess program outcomes and identify areas for improvement.
Methods
The study focused on a national infectious disease training program for primary care physicians conducted in 2022 (N=1,718). Quantitative pre- and post-training data were analyzed from 100 randomly selected participants, along with qualitative data obtained through in-depth interviews with 10 participants. Validated assessment tools, developed by psychometricians and content experts, were used to measure satisfaction (Kirkpatrick level 1), learning achievement (level 2), practical application (level 3), and organizational contribution (level 4).
Results
Overall training satisfaction was high (3.96±0.72). Learning achievement (level 2) demonstrated statistically significant improvement from pre-training to post-training assessments (F=12.922, P<0.001). Scores for practical application (level 3; 3.19±0.86) and organizational contribution (level 4; 3.47±0.70) indicated both strong motivation to apply newly acquired knowledge and institutional readiness to implement response strategies.
Conclusion
This study confirmed that the training program effectively enhanced both individual competencies and organizational response capacity across all 4 Kirkpatrick levels. The integrated application of the Kirkpatrick and CIPP models provided a robust framework for evaluating learning transfer and guiding program improvement. These findings highlight the importance of continued investment in diverse training initiatives, systematic evaluation processes, and the dissemination of successful practices to the broader healthcare community.

History article

History of the medical licensure system in Korea from the late 1800s to 1992: Sang-Ik Hwang; J Educ Eval Health Prof. 2024;21:36. Published online December 9, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.36

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The introduction of modern Western medicine in the late 19th century, notably through vaccination initiatives, marked the beginning of governmental involvement in medical licensure, with the licensing of doctors who performed vaccinations. The establishment of the national medical school “Euihakkyo” in 1899 further formalized medical education and licensure, granting graduates the privilege to practice medicine without additional examinations. The enactment of the Regulations on Doctors in 1900 by the Joseon government aimed to define doctor qualifications, including modern and traditional practitioners, comprehensively. However, resistance from the traditional medical community hindered its full implementation. During the Japanese colonial occupation of the Korean Peninsula from 1910 to 1945, the medical licensure system was controlled by colonial authorities, leading to the marginalization of traditional Korean medicine and the imposition of imperial hierarchical structures. Following liberation in 1945 from Japanese colonial rule, the Korean government undertook significant reforms, culminating in the National Medical Law, which was enacted in 1951. This law redefined doctor qualifications and reinstated the status of traditional Korean medicine. The introduction of national examinations for physicians increased state involvement in ensuring medical competence. The privatization of the Korean Medical Licensing Examination led to the establishment of the Korea Health Personnel Licensing Examination Institute in 1992, which assumed responsibility for administering licensing examinations for all healthcare workers. This shift reflected a move towards specialized management of professional standards. The evolution of the medical licensure system in Korea illustrates a dynamic process shaped by the historical context, balancing the protection of public health with the rights of medical practitioners.

Citations

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Public servants or privileged elites? -Analyzing physician strikes in the Republic of Korea
Seongwon Choi
Social Science & Medicine.2026; 395: 119092. CrossRef

Research articles

Training satisfaction and future employment consideration among physician and nursing trainees at rural Veterans Affairs facilities in the United States during COVID-19: a time-series before and after study: Heather Northcraft, Tiffany Radcliff, Anne Reid Griffin, Jia Bai, Aram Dobalian; J Educ Eval Health Prof. 2024;21:25. Published online September 24, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.25

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Abstract PDF Supplementary Material: Purpose
The coronavirus disease 2019 (COVID-19) pandemic limited healthcare professional education and training opportunities in rural communities. Because the US Department of Veterans Affairs (VA) has robust programs to train clinicians in the United States, this study examined VA trainee perspectives regarding pandemic-related training in rural and urban areas and interest in future employment with the VA.
Methods
Survey responses were collected nationally from VA physicians and nursing trainees before and after COVID-19 (2018 to 2021). Logistic regression models were used to test the association between pandemic timing (pre-pandemic or pandemic), trainee program (physician or nurse), and the interaction of trainee pandemic timing and program on VA trainee satisfaction and trainee likelihood to consider future VA employment in rural and urban areas.
Results
While physician trainees at urban facilities reported decreases in overall training satisfaction and corresponding decreases in the likelihood of considering future VA employment from pre-pandemic to pandemic, rural physician trainees showed no changes in either outcome. In contrast, while nursing trainees at both urban and rural sites had decreases in training satisfaction associated with the pandemic, there was no corresponding effect on the likelihood of future employment by nurses at either urban or rural VA sites.
Conclusion
The study’s findings suggest differences in the training experiences of physicians and nurses at rural sites, as well as between physician trainees at urban and rural sites. Understanding these nuances can inform the development of targeted approaches to address the ongoing provider shortages that rural communities in the United States are facing.

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; J Educ Eval Health Prof. 2022;19:33. Published online December 12, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.33

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Abstract PDF Supplementary Material

Purpose
This study aims to apply the yes/no Angoff and Hofstee methods to actual Korean Medical Licensing Examination (KMLE) 2022 written examination data to estimate cut scores for the written KMLE.
Methods
Fourteen panelists gathered to derive the cut score of the 86th KMLE written examination data using the yes/no Angoff method. The panel reviewed the items individually before the meeting and shared their respective understanding of the minimum-competency physician. The standard setting process was conducted in 5 rounds over a total of 800 minutes. In addition, 2 rounds of the Hofstee method were conducted before starting the standard setting process and after the second round of yes/no Angoff.
Results
For yes/no Angoff, as each round progressed, the panel’s opinion gradually converged to a cut score of 198 points, and the final passing rate was 95.1%. The Hofstee cut score was 208 points out of a maximum 320 with a passing rate of 92.1% at the first round. It scored 204 points with a passing rate of 93.3% in the second round.
Conclusion
The difference between the cut scores obtained through yes/no Angoff and Hofstee methods did not exceed 2% points, and they were within the range of cut scores from previous studies. In both methods, the difference between the panelists decreased as rounds were repeated. Overall, our findings suggest the acceptability of cut scores and the possibility of independent use of both methods.

Citations

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Angoff methods in standard setting in health professional education: a systematic review and meta-analysis
Kannan Sridharan, Gowri Sivaramakrishnan
BMC Medical Education.2025;[Epub] CrossRef
Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods
Reshma Ansari, Norhafizah Ab Manan, Nur Ain Mahat, Norfaizatul Shalida Omar, Atikah Abdul Latiff, Sara Idris, Azli Shahril Othman
Journal of Medical Education Development.2024; 17(56): 87. CrossRef
Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
Sun Huh
Journal of Educational Evaluation for Health Professions.2023; 20: 5. CrossRef
Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
Hyunjoo Pai
Journal of Educational Evaluation for Health Professions.2023; 20: 8. CrossRef

Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam in the United States: Sara Lolar, Jamie McQueen, Sara Maher; J Educ Eval Health Prof. 2020;17:16. Published online May 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.16

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Abstract PDF Supplementary Material

Purpose
Learning to perform and document patient history taking and physical exam (H&P) entails a major component of the first year academic education of physician assistant (PA) students at Wayne State University, USA. The H&P is summative of multiple aspects of PA education, and students must master communication with patients and other health care providers. The objectives of this study were first, to determine if there was a correlation between scores on the Graduate Record Examination (GRE) component testing and scores on graded H&Ps. The second objective was to identify a correlation between proficiency with H&P documentation and academic and clinical year grade point average (GPA) and Physician Assistant National Certifying Exam (PANCE) score.
Methods
Subjects included 147 PA students from Wayne State University from 2014–2016. PA students visited local hospitals or outpatient clinics during the academic year to perform and document patient H&Ps. Correlation between the H&P mean scores and GRE component scores, GPAs, and PANCE scores were analyzed.
Results
The subjects were 26.5 years-old (+6.5) and 111 females (75.5%). There was no correlation between the GRE component score and the H&P mean score. The H&P score was positively correlated with GPA 1 (r=0.512, P<0.001), with GPA 2 (r=0.425, P<0.001) and with PANCE score (r=0.448, P<0.001).
Conclusion
PA student skill with H&P documentation was positively related to academic performance score during PA school and achievement score on the PANCE at Wayne State University, USA.

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Graduate Record Examination Removal From Admissions and Physician Assistant/Associate Student Diversity
Bettie Coplan, Anthony Miller, Tamara Ritsema, Kirsten Bonnin, Morgan Luck, Jane McDaniel, Curt Bay, Angela Kiselyk, Jonathan Kilstrom, Michelle DiBaise
The Journal of Physician Assistant Education.2026; 37(1): 19. CrossRef
Entrustable Professional Activities for Newly Graduated Physician Associates: Validation Through a Modified Delphi Study
David J. Bunnell
The Journal of Physician Assistant Education.2026;[Epub] CrossRef
Association Between Physician Assistant Program Characteristics and Student Diversity
Ryan D. White, Bettie Coplan, Brenda Quincy, Adrian Banning, Chris Gillette, Matthew Wright, Michele Toussaint, Nina Multak, Mary Warner
The Journal of Physician Assistant Education.2025; 36(3): e253. CrossRef
Evaluating the role of GRE and students’ success in the didactic phase of PA school
Jeanetta Yuan, Benjamin Rispoli, Harrynauth Persaud
SN Social Sciences.2025;[Epub] 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
A Decline in Black and Dermatology Physician Assistants
Jameka McElroy-Brooklyn, Cynthia Faires Griffith
The Journal of Physician Assistant Education.2022; 33(4): 275. CrossRef

Correlations between moral courage scores and social desirability scores among medical residents and fellows in Argentina: Raúl Alfredo Borracci, Graciana Ciambrone, José María Alvarez Gallesio; J Educ Eval Health Prof. 2020;17:6. Published online February 18, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.6

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Abstract PDF Supplementary Material

Purpose
Moral courage refers to the conviction to take action on one’s ethical beliefs despite the risk of adverse consequences. This study aimed to evaluate correlations between social desirability scores and moral courage scores among medical residents and fellows, and to explore gender- and specialty-based differences in moral courage scores.
Methods
In April 2018, the Moral Courage Scale for Physicians (MCSP), the Professional Moral Courage (PMC) scale and the Marlowe-Crowne scale to measure social desirability were administered to 87 medical residents from Hospital Alemán in Buenos Aires, Argentina.
Results
The Cronbach α coefficients were 0.78, 0.74, and 0.81 for the Marlowe-Crowne, MCSP, and PMC scales, respectively. Correlation analysis showed that moral courage scores were weakly correlated with social desirability scores, while both moral courage scales were strongly correlated with each other. Physicians who were training in a surgical specialty showed lower moral courage scores than nonsurgical specialty trainees, and men from any specialty tended to have lower moral courage scores than women. Specifically, individuals training in surgical specialties ranked lower on assessments of the “multiple values,” “endurance of threats,” and “going beyond compliance” dimensions of the PMC scale. Men tended to rank lower than women on the “multiple values,” “moral goals,” and “endurance of threats” dimensions.
Conclusion
There was a poor correlation between 2 validated moral courage scores and social desirability scores among medical residents and fellows in Argentina. Conversely, both moral courage tools showed a close correlation and concordance, suggesting that these scales are reasonably interchangeable.

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Cross-cultural adaptation, reliability, and validity of the Turkish version of moral courage scale for physicians
Şerife Yılmaz, Gamze Özbek Güven, Feyza İnceoğlu, Othman A. Alfuqaha
PLOS One.2025; 20(10): e0333598. CrossRef
Moral courage level of nurses: a systematic review and meta-analysis
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Brief report

Higher levels of self-efficacy and readiness for a future career among Spanish-speaking physician assistant students after their volunteer work at a student-run free clinic in the United States: Shannon Weaver, Zainub Hussaini, Virginia Lynn Valentin, Samin Panahi, Sarah Elizabeth Levitt, Jeanie Ashby, Akiko Kamimura; J Educ Eval Health Prof. 2019;16:27. Published online September 6, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.27

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Abstract PDF Supplementary Material

Volunteering at a free clinic may influence career choice among health profession students. The purpose of this study was to explore knowledge, skills, attitudes, self-efficacy, interest in future work with the underserved, and interest in primary care among physician assistant (PA) students through an analysis of demographic characteristics of PA students at a student-run free clinic in the United States. Data were collected from 56 PA students through a quantitative survey in October 2018 after their participation at a student-run free clinic in Salt Lake City, Utah, in the intermountain west region of the USA. Out of the 3 sub-scales (attitudes, effect, and readiness), students responded most positively to items exploring the effect of their experiences of volunteering at the free clinic. Students who spoke Spanish showed higher levels of self-efficacy and readiness for a future career than non-Spanish speakers.

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Pengaruh Pengalaman Praktik Kerja Industri dan Self-Efficacy Terhadap Kesiapan Kerja Siswa Kompetensi Keahlian Elektronika Industri
Muhammad Rifky Maulana, Tri Wrahatnolo
Journal of Educational Technology Studies and Applied Research.2024; 1(1): 33. CrossRef

Research article

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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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.

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Amandeep Singh, Piyush Ranjan, Archana Kumari, Siddharth Sarkar, Tanveer Kaur, Ramesh Aggarwal, Ashish Datt Upadhyay, Biswaroop Chakrawarty, Jamshed Nayer, Mohit Joshi, Avinash Chakrawarty
Journal of Education and Health Promotion.2022; 11(1): 425. CrossRef
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Amandeep Singh, Piyush Ranjan, Siddharth Sarkar, Tarang Preet Kaur, Roshan Mathew, Dinesh Gora, Ajay Mohan, Jaswant Jangra
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Ayush Agarwal, Piyush Ranjan, Priyanka Rohilla, Yellamraju Saikaustubh, Anamika Sahu, Sada Nand Dwivedi, Aakansha, Upendra Baitha, Arvind Kumar
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Amandeep Singh, Piyush Ranjan, Tanveer Kaur, Siddharth Sarkar, Ashish D Upadhyay, Upendra Baitha, Prayas Sethi, Ranveer S Jadon, Pankaj Jorwal
Cureus.2021;[Epub] CrossRef
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Archana Kumari, Amandeep Singh, Piyush Ranjan, Siddharth Sarkar, Tanveer Kaur, Ashish D Upadhyay, Kirti Verma, Vignan Kappagantu, Ajay Mohan, Upendra Baitha
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Research Articles

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

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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.

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Prevalence and patterns of mobile device usage among physicians in clinical practice: A systematic review
Judith Kraushaar, Sabine Bohnet-Joschko
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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
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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
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Teamwork education improves trauma team performance in undergraduate health professional students: Valerie O’Toole Baker, Ronald Cuzzola, Carolyn Knox, Cynthia Liotta, Charles S. Cornfield, Robert D. Tarkowski, Carolynn Masters, Michael McCarthy, Suzanne Sturdivant, Jestin N. Carlson; J Educ Eval Health Prof. 2015;12:36. Published online June 25, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.36

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Abstract PDF

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

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Marie Lehmann, Stefanie Hinz, Alexander Zamzow, Jan Mikulasch, Horst Poimann, Joy Backhaus, Marvin Mergen, Tobias Mühling
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Torben Nordahl Amorøe, Hans Rystedt, Lena Oxelmark, Peter Dieckmann, Karin Jonsson, Cecilia Escher, Johan Creutzfeldt, Paulin Andréll
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Technology-enhanced trauma training in low-resource settings: A scoping review and feasibility analysis of educational technologies
Minahil Khan, Fabio Botelho, Laura Pinkham, Elena Guadagno, Dan Poenaru
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History Article

History of the national licensing examination for the health professions under the Japanese Government-General of Korea (1910-1945): In-Soon Park; J Educ Eval Health Prof. 2015;12:21. Published online May 31, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.21

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Abstract PDF

During the reign of Japanese Government-General of Korea (Joseon) from 1910 to 1945, the main health professionals who were educated about modern medicine were categorized into physicians, dentists, pharmacists, midwives, and nurses. They were clearly distinguished from traditional health professionals. The regulations on new health professionals were enacted, and the licensing system was enforced in earnest. There were two kinds of licensing systems: the license without examination through an educational institution and the license with the national examination. The Japanese Government-General of Korea (Joseon) combined education with a national examination system to produce a large number of health professionals rapidly; however, it was insufficient to fulfill the increasing demand for health services. Therefore, the government eased the examination several times and focused on quantitative expansion of the health professions. The proportion of professionals licensed through national examination had increased. This system had produced the maximum number of available professionals at low cost. Furthermore, this system was significant in three respects: first, the establishment of the framework of the national licensing examination still used today for health professionals; second, the protection of people from the poor practices of unqualified practitioners; and third, the standardization of the quality of health.

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Research Article

Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model: Kathleen De Oliveira, Sara North, Barbra Beck, Jane Hopp; J Educ Eval Health Prof. 2015;12:20. Published online May 27, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.20

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Abstract PDF

Purpose
As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

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History Articles

History of the medical licensing examination (uieop) in Korea’s Goryeo Dynasty (918-1392): Kyung-Lock Lee; J Educ Eval Health Prof. 2015;12:19. Published online May 26, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.19

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Abstract PDF

This article aims to describe the training and medical licensing system (uieop) for becoming a physician officer (uigwan) during Korea’s Goryeo Dynasty (918-1392). In the Goryeo Dynasty, although no license was necessary to provide medical services to the common people, there was a licensing examination to become a physician officer. No other national licensing system for healthcare professionals existed in Korea at that time. The medical licensing examination was administered beginning in 958. Physician officers who passed the medical licensing examination worked in two main healthcare institutions: the Government Hospital (Taeuigam) and Pharmacy for the King (Sangyakguk). The promotion and expansion of medical education differed depending on the historical period. Until the reign of King Munjong (1046-1083), medical education as a path to licensure was encouraged in order to increase the number of physician officers qualifying for licensure by examination; thus, the number of applicants sitting for the examination increased. However, in the late Goryeo Dynasty, after the officer class of the local authorities (hyangri) showed a tendency to monopolize the examination, the Goryeo government limited the examination applications by this group. The medical licensing examination was divided into two parts: medicine and ‘feeling the pulse and acupuncture’ (jugeumeop). The Goryeo Dynasty followed the Chinese Dang Dynasty’s medical system while also taking a strong interest in the Chinese Song Dynasty’s ideas about medicine.

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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

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

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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.

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Heo Jun: physician of the people
Hyuk Joon Kwon
Journal of Community Hospital Internal Medicine Perspectives.2021; 11(1): 53. CrossRef
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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

Research Article

Medical doctors as the captain of a ship: an analysis of medical students’ book reports on Joseph Conrad’s “Lord Jim”: Kun Hwang, Seung Jae Lee, Seong Yeon Kim, Se Won Hwang, Ae Yang Kim; J Educ Eval Health Prof. 2014;11:33. Published online November 27, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.33

25,258 View
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Abstract PDF

Purpose
In South Korean ferry disaster in 2014, the captain abandoned the ship with passengers including high school students still aboard. We noticed the resemblance of abandoning the ship with passengers still aboard the ferry (named the Sewol) and the ship Patna, which was full of pilgrims, in Joseph Conrad’s novel “Lord Jim.” The aim of this study is to see how medical students think about the role of a medical doctor as a captain of a ship by analyzing book reports on Conrad’s “Lord Jim.” Methods: Participants included 49 third-year medical students. Their book reports were analyzed. Results: If placed in the same situation as the character of Jim, 24 students of the 49 respondents answered that they would stay with the passengers, while 18 students indicated they would escape from the ship with the crew. Most of the students thought the role of a doctor in the medical field was like that of a ‘captain.’ The medical students reported that they wanted to be a doctor who is responsible for his or her patients, highly moral, warm-hearted, honest, and with high self-esteem. Conclusion: In conclusion, we found that “Lord Jim” induced the virtue of ‘responsibility’ from the medical students. Consequently, “Lord Jim” could be good teaching material for medical humanities.

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Analysis of the perceptions of medical students applying contextual relevance to literature
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Review Article

Imperfect physician assistant and physical therapist admissions processes in the United States: Phillip Eugene Jones, Susan Simpkins, Jennie Alicea Hocking; J Educ Eval Health Prof. 2014;11:11. Published online May 9, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.11

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Abstract PDF

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.

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The Impact of Graduate Record Exam Threshold Scores in Disqualifying Underrepresented Ethnic–Racial Minority Applicants for Admission to a Doctor of Physical Therapy Program
Bryan Coleman-Salgado, Brian Moore
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Predicting Academic Difficulties and National Physical Therapy Examination Success in a Doctor of Physical Therapy Program: The Role of Admissions Variables and Course-Specific Performance
Pei-Tzu Wu, Rebecca Reisch, Evan K. Liu, Tabitha D. Galindo
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TESOT: a teaching modality targeting the learning obstacles in global medical education
Xiaoran Wang, Xiao-Yu Liu, Shuwei Jia, Runsheng Jiao, Yunhong Zhang, Liyong Tang, Xiaoli Ni, Hui Zhu, Fengmin Zhang, Vladimir Parpura, Yu-Feng Wang
Advances in Physiology Education.2021; 45(2): 333. CrossRef
Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program
Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis
Journal of Physical Therapy Education.2021; 35(3): 203. CrossRef
Effect of Repeating Undergraduate Prerequisite Courses on Academic Performance in Doctor of Physical Therapy Program
Richard C. Clark, Yi-Po Chiu
Journal of Physical Therapy Education.2019; 33(1): 49. CrossRef
Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
Katy Mitchell, Jennifer Ellison, Peggy Gleeson
Journal of Physical Therapy Education.2019; 33(1): 55. CrossRef
Preadmission predictors of graduation success from a physical therapy education program in the United States
Gretchen Roman, Matthew Paul Buman
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Using the Core Competencies for New Physician Assistant Graduates to Prioritize Admission Criteria for PA Practice in 2025
Constance Goldgar, Karen J. Hills, Stephane P. VanderMeulen, Jennifer A. Snyder, William C. Kohlhepp, Steven Lane
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Anthony E. Brenneman, Constance Goldgar, Karen J. Hills, Jennifer H. Snyder, Stephane P. VanderMeulen, Steven Lane
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Research Article

Cultural competency in the physician assistant curriculum in the United States: a longitudinal study with two cohorts: Barbra Beck, Matthew H. Scheel, Kathleen De Oliveira, Jane Hopp; J Educ Eval Health Prof. 2014;11:2. Published online January 27, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.2

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Abstract PDF

Purpose
Many Physician Assistant (PA) programs have recently integrated cultural competency into their curricula. However, there is little evidence tracking the longitudinal effectiveness of curricula on culture competency. This study tested whether amount of exposure to a cultural competency curriculum affected self-assessments of cultural awareness among two cohorts of students.
Method
Cohort 1 and Cohort 2 students completed a cultural awareness survey at the beginning of the program and retook the survey at three intervals during the first year.
Results
Regression analyses confirmed significant linear relationships (two-tailed α < .05) between responses and interval number on all questions for each cohort, with exception of Question 8 for Cohort 2.
Conclusion
Results from Cohort 2 replicated those from Cohort 1 suggesting that cultural awareness among PA students benefits from repeated exposure to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider integrating cultural competency training throughout the PA curriculum.

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Amr S. Soliman, Robert M. Chamberlain
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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

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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.

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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
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Research Article

United States medical students’ knowledge of Alzheimer disease: Brian J. Nagle, Paula M. Usita, Steven D. Edland; J Educ Eval Health Prof. 2013;10:4. Published online May 27, 2013; DOI: https://doi.org/10.3352/jeehp.2013.10.4

50,167 View
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Abstract PDF

Purpose
A knowledge gap exists between general physicians and specialists in diagnosing and managing Alzheimer disease (AD). This gap is concerning due to the estimated rise in prevalence of AD and cost to the health care system. Medical school is a viable avenue to decrease the gap, educating future physicians before they specialize. The purpose of this study was to assess the knowledge level of students in their first and final years of medical school. Methods: Fourteen participating United States medical schools used e-mail student rosters to distribute an online survey of a quantitative cross-sectional assessment of knowledge about AD; 343 students participated. Knowledge was measured using the 12-item University of Alabama at Birmingham AD Knowledge Test for Health Professionals. General linear models were used to examine the effect of demographic variables and previous experience with AD on knowledge scores. Results: Only 2.5% of first year and 68.0% of final year students correctly scored ten or more items on the knowledge scale. Personal experience with AD predicted higher knowledge scores in final year students (P=0.027). Conclusion: Knowledge deficiencies were common in final year medical students. Future studies to identify and evaluate the efficacy of AD education programs in medical schools are warranted. Identifying and disseminating effective programs may help close the knowledge gap.

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