Journal of Educational Evaluation for Health Professions

Research articles

Effectiveness of ChatGPT-4o in developing continuing professional development plans for graduate radiographers: a descriptive study: Minh Chau, Elio Stefan Arruzza, Kelly Spuur; J Educ Eval Health Prof. 2024;21:34. Published online November 18, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.34

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Purpose
This study evaluates the use of ChatGPT-4o in creating tailored continuing professional development (CPD) plans for radiography students, addressing the challenge of aligning CPD with Medical Radiation Practice Board of Australia (MRPBA) requirements. We hypothesized that ChatGPT-4o could support students in CPD planning while meeting regulatory standards.
Methods
A descriptive, experimental design was used to generate 3 unique CPD plans using ChatGPT-4o, each tailored to hypothetical graduate radiographers in varied clinical settings. Each plan followed MRPBA guidelines, focusing on computed tomography specialization by the second year. Three MRPBA-registered academics assessed the plans using criteria of appropriateness, timeliness, relevance, reflection, and completeness from October 2024 to November 2024. Ratings underwent analysis using the Friedman test and intraclass correlation coefficient (ICC) to measure consistency among evaluators.
Results
ChatGPT-4o generated CPD plans generally adhered to regulatory standards across scenarios. The Friedman test indicated no significant differences among raters (P=0.420, 0.761, and 0.807 for each scenario), suggesting consistent scores within scenarios. However, ICC values were low (–0.96, 0.41, and 0.058 for scenarios 1, 2, and 3), revealing variability among raters, particularly in timeliness and completeness criteria, suggesting limitations in the ChatGPT-4o’s ability to address individualized and context-specific needs.
Conclusion
ChatGPT-4o demonstrates the potential to ease the cognitive demands of CPD planning, offering structured support in CPD development. However, human oversight remains essential to ensure plans are contextually relevant and deeply reflective. Future research should focus on enhancing artificial intelligence’s personalization for CPD evaluation, highlighting ChatGPT-4o’s potential and limitations as a tool in professional education.

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Halted medical education and medical residents’ training in Korea, journal metrics, and appreciation to reviewers and volunteers
Sun Huh
Journal of Educational Evaluation for Health Professions.2025; 22: 1. CrossRef

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study: Sylvain Boloré, Thomas Fassier, Nicolas Guirimand; J Educ Eval Health Prof. 2023;20:25. Published online August 28, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.25

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.
Methods
The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.
Results
Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.
Conclusion
Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.

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Midwifery Students’ and Obstetricians’ Perception of Training in Non-Technical Skills
Coralie Fregonese, Paul Guerby, Gilles Vallade, Régis Fuzier
Simulation & Gaming.2025;[Epub] CrossRef
Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review
Yan Jiang, Yan Cai, Xue Zhang, Cong Wang
Medical Education Online.2024;[Epub] CrossRef

Educational/faculty development material

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021: Cesar Orsini, Veena Rodrigues, Jorge Tricio; J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.21

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This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

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Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef

Research article

Perception of clinical educational environment by student of physiotherapy based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile: Karen Córdova-León, Lincoyán Fernández-Huerta, Marcela Rojas-Vargas; J Educ Eval Health Prof. 2019;16:16. Published online June 14, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.16

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Abstract PDF Supplementary Material

Purpose
It aimed at describing the perception of the clinical educational environment by physiotherapy students based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile.
Methods
The clinical education environment was evaluated according to the Postgraduate Hospital Educational Environment Measure (PHEEM) by 192 students originally enrolled in the fifth year of the physiotherapy career at 3 different headquarters of the academic institution: Santiago, Viña del Mar, and Concepcion Campus (Metropolitan, Valparaiso, and Bio Bio region, respectively), from March to October 2018. The Cronbach’s α was applied to measure the reliability of the instrument and the Student-t and analysis of variance tests were used to compare the differences of PHEEM scores by headquarters, environmental areas, and experience of internship.
Results
A total overall average score of 125.88 was obtained, which meant an excellent educational environment. The overall score was 127.6±22.7 for headquarters 1, 125.6±21.6 for headquarters 2, and 122.5±26.9 for headquarters 3. According to the type of establishment, the scores were of 127.1±22.1 for private and 123.5±26.3 for public institutes. According to the type of area, the score was cataloged as an excellent educational environment in all cases, except in the respiratory care area (lowest score, 117.5±29.1). Finally, the score was 126.9±20.5 for the first internship, 121.7±29.3 for the second, and 129.4±19.6 for the third.
Conclusion
There is relative homogeneity of the clinical educational environment for different headquarters, types of establishment, or type of area; but there are significant differences in the number of the internship. The promotion of a good clinical educational environment can have an important impact on the development and performance of the future professional, being the detection of negative aspects an opportunity to improve the hidden curriculum.

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Evaluation of the Training Environment Among Residents in Morocco: A Multicentric Study
Mohamed EL Mouhajir, Yassine Majbar, Nadir Ammar, Achraf Sakini, Oumaima Lahnaoui, Amine Benkabbou, Amine Souadka, Mohammed Anass Majbar
Journal of Medical and Surgical Research.2023; : 1239. CrossRef
KNOWLEDGE OF PHYSIOTHERAPY STUDENTS ABOUT SUPERVISION SKILLS DURING THE CLINICAL ROTATION OF INTERNSHIP
Dr. Tabish Fahim, Dr. Shadab Uddin
Pakistan Journal of Rehabilitation.2021; 10(2): 31. CrossRef
Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure
Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua
Journal of Educational Evaluation for Health Professions.2020; 17: 4. CrossRef
Measuring the impact of oceanographic indices on species distribution shifts: The spatially varying effect of cold‐pool extent in the eastern Bering Sea
James T. Thorson
Limnology and Oceanography.2019; 64(6): 2632. CrossRef

Research Articles

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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The effect of TeamSTEPPS® mobile-based training on perceptions of teamwork and team performance of operating room staff
Fardin Amiri, Mohammad Reza Sohrabi, Sedigheh Hannani, Namamali Azadi
Perioperative Care and Operating Room Management.2024; 35: 100396. CrossRef
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
Journal of Pediatric Surgery.2023; 58(5): 955. CrossRef
Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training
Bárbara Martinho, Luís Ferreira, Maria João Koch, Filipa Madeira, Eva Santos, Sérgio Baptista, Henrique Alexandrino
Acta Médica Portuguesa.2023; 37(2): 83. CrossRef
Introduction of social media to aid active-learning in medical teaching
Jie Shen
Interactive Learning Environments.2022; 30(10): 1932. CrossRef
Team Training for Interprofessional Insight, Networking and Guidance (T²IPING) points: a study protocol
John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
International Journal of Healthcare Simulation.2022;[Epub] CrossRef
Team Training for Interprofessional Insight, Networking and Guidance (T 2 IPING) points: a study protocol
John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
International Journal of Healthcare Simulation.2022;[Epub] CrossRef
Development of an Interprofessional Handoff Assessment for Doctor of Physical Therapy Students
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
Journal of Acute Care Physical Therapy.2022; 13(4): 212. CrossRef
SIMULAÇÃO NO ENSINO DE URGÊNCIA E EMERGÊNCIA PARA ENFERMAGEM
Amanda Diniz Silva, Suzel Regina Ribeiro Chavaglia, Fabiana Cristina Pires, Caroline Bueno de Moraes Pereira, Ingrid Fidelix de Souza, Elizabeth Barichello, Rosali Isabel Barduchi Ohl
Enfermagem em Foco.2022;[Epub] CrossRef
Interprofessional Education and Research in the Health Professions: A Systematic Review and Supplementary Topic Modeling
Cristian Lieneck, Tiankai Wang, David Gibbs, Chris Russian, Zo Ramamonjiarivelo, Arzu Ari
Education Sciences.2022; 12(12): 850. CrossRef
Multidisciplinary care in surgery: Are team-based interventions cost-effective?
Matthew J. Davis, Bryan C. Luu, Sarth Raj, Amjed Abu-Ghname, Edward P. Buchanan
The Surgeon.2021; 19(1): 49. CrossRef
A Systematic Review of Trauma Crew Resource Management Training: What Can the United States and the United Kingdom Learn From Each Other?
James Ashcroft, Aimee Wilkinson, Mansoor Khan
Journal of Surgical Education.2021; 78(1): 245. CrossRef
Emergencies within hospital wards: An observational study of the non-technical skills of medical emergency teams
Rosemary Saunders, Emma Wood, Adam Coleman, Karen Gullick, Renée Graham, Karla Seaman
Australasian Emergency Care.2021; 24(2): 89. CrossRef
Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students
John T Paige, Deborah D Garbee, Qingzhao Yu, John Zahmjahn, Raquel Baroni de Carvalho, Lin Zhu, Vadym Rusnak, Vladimir J Kiselov
BMJ Simulation and Technology Enhanced Learning.2021; : bmjstel-2020-000685. CrossRef
Cost-effectiveness of Multidisciplinary Care in Plastic Surgery
Sarth Raj, Elizabeth M. Williams, Matthew J. Davis, Amjed Abu-Ghname, Bryan C. Luu, Edward P. Buchanan
Annals of Plastic Surgery.2021; 87(2): 206. CrossRef
Teamwork competence and readiness of emergency nurses in the care of trauma patients: A multicenter cross-sectional study
Bahman Aghaie, Saeide Heidari, Mohammad Abbasinia, Maryam Abdoli, Reza Norouzadeh, Mahdi Shamali
International Emergency Nursing.2021; 59: 101073. CrossRef
Simulated Participants as Health Care Providers: An Innovative Approach to Interprofessional Simulation
Jennifer Gunberg Ross, Colleen H. Meakim, Stacy Grant Hohenleitner, Patricia Prieto, Arlene Solnick, Kathleen Williams Yates, Bing Bing Qi
Nursing Education Perspectives.2021; 42(6): E187. CrossRef
TeamSTEPPS Curricular-Wide Integration
Jennifer Gunberg Ross, Eleanor Latz, Colleen H. Meakim, Bette Mariani
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The Impact of Training on Teamwork and Simulated Debriefings on Real-Life Cardiopulmonary Arrest Events
Tara Mahramus Hunt, Mindi Anderson, Mai Vo, Daleen Aragon Penoyer
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Perspective and Experience of Operating Room Personnel on Ethical Behaviors
Soheila Bakhtiari, Mahnaz Rakhshan, Mohsen Shahriari, Farkhondeh Sharif
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How can a postgraduate professional education and development course benefit general practitioners?: a qualitative study: Steven Agius, Rebecca Baron, Barry Lewis, Stephen Luckhurst, Mark Sloan, Thomas Ward; J Educ Eval Health Prof. 2015;12:31. Published online June 20, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.31

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Abstract PDF: Purpose
The rationale for ‘professional education and development’ (PED) courses is to support general practitioners, enabling them to access a range of theoretical and practical skills within a supportive schema. It aims to identify whether and how a regional PED course has had a beneficial impact upon participants. Methods: The study comprised a qualitative investigation of participants’ assessed coursework portfolios. The content of each portfolio gives individual accounts of the impact of the course on personal and practice development. Permission to access extant portfolios was obtained from 16 recent alumni of the course. The anonymous written material was analysed by the research team for recurring discourses and themes using a thematic framework analysis. Results: Seven major thematic categories were extrapolated from the data: leadership, resilience, quality improvement, change management, development of new services, educational expertise, and patient safety. In each category, we found evidence that the course enabled development of practitioners by enhancing knowledge and skills which had a positive impact upon their self-perceived effectiveness and motivation. Conclusion: Extended specialty training is on the horizon but such courses may still serve a valuable purpose for current trainees and the existing general practitioners workforce which will be responsible for leading the shift towards community-based service delivery.

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