Journal of Educational Evaluation for Health Professions

Research articles

Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study: Yoonjung Lee, Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee; J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.8

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Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.

Citations

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Beyond intentions: a critical narrative review of accreditation’s planned and emergent impact on medical schools
Do-Hwan Kim, Roghayeh Gandomkar, Hyo Hyun Yoo, David Rojas
Advances in Health Sciences Education.2026;[Epub] CrossRef
Evaluation of a Vietnamese medical school using Korean medical school accreditation standards
Bo-Young Yoon, Yon-Chul Park, Keunmi Lee, Hee-Je Lee, Jung-Sook Ha, Seung-Jae Hong, Nguyen Hoang Minh, Jung-Sik Huh
Journal of Medicine and Life Science.2026; 23(1): 24. CrossRef
The new placement of 2,000 entrants at Korean medical schools in 2025: is the government’s policy evidence-based?
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef

Content validity test of a safety checklist for simulated participants in simulation-based education in the United Kingdom: a methodological study: Matthew Bradley; J Educ Eval Health Prof. 2022;19:21. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.21

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Abstract PDF Supplementary Material: Purpose
Simulation training is an ever-growing means of healthcare education and often involves simulated participants (SPs), commonly known as actors. Simulation-based education (SBE) can sometimes endanger SPs, and as such we have created a safety checklist for them to follow. This study describes how we developed the checklist through a quality improvement project, and then evaluated feedback responses to assess whether SPs felt our checklist was safe.
Methods
The checklist was provided to SPs working in an acute trust simulation service when delivering multidisciplinary SBE over 4 months. Using multiple plan–do–study–act cycles, the checklist was refined by reflecting on SP feedback to ensure that the standards of the safe simulation were met. We collected 21 responses from September to December 2021 after SPs completed an SBE event.
Results
The responses showed that 100% of SPs felt safe during SBE when using our checklist. The average “confidence in safety” rating before using the checklist was 6.8/10, which increased significantly to 9.2/10 after using the checklist (P<0.0005). The checklist was refined throughout the 4 months and implemented in adult and pediatric SBE as a standard operating procedure.
Conclusion
We recommend using our safety checklist as a standard operating procedure to improve the confidence and safety of SPs during safe and effective simulations.

Review

Current trend of accreditation within medical education: Ducksun Ahn; J Educ Eval Health Prof. 2020;17:30. Published online October 21, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.30

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Abstract PDF Supplementary Material

Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.

Citations

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Beyond intentions: a critical narrative review of accreditation’s planned and emergent impact on medical schools
Do-Hwan Kim, Roghayeh Gandomkar, Hyo Hyun Yoo, David Rojas
Advances in Health Sciences Education.2026;[Epub] CrossRef
Medical Students’ Perception of Educational Environment in a Newly Established Institute of National Importance in Eastern Uttar Pradesh: A Cross-Sectional, Questionnaire-Based Study
Vijaya Laxmi, Tejas K Patel, Shahid Malik, Amit Ranjan
Cureus.2025;[Epub] CrossRef
Analyzing the Connection of Soft Skills and Student Internship in a Local College: A Convergent Study
Judyl Camo, Evelyn Erellana
Psychology and Education: A Multidisciplinary Journal.2025; 42(1): 15. CrossRef
Two decades of accreditation in Chilean medical education: outcomes and lessons learned
Oscar Jerez Yañez, Carlos Schade Carter, Miguel Altamirano Rivas, Bárbara Carrasco García
BMC Medical Education.2025;[Epub] CrossRef
Development, implementation, and evaluation of entrustable professional activities (EPAs) for medical radiation technologists in Taiwan: a nationwide experience
Chun-Yuan Tu, Kuo-Ming Huang, Ching-Hsueh Cheng, Wei-Jou Lin, Cheng-Heng Liu, Chih-Wei Yang
BMC Medical Education.2024;[Epub] CrossRef
Navigating competency-based medical education in ophthalmology: Addressing challenges and charting future trajectories
Rahul Singh, Disha Chaudhary, Brijesh Kr Kushwaha, Rajendra P Maurya
Indian Journal of Clinical and Experimental Ophthalmology.2024; 10(1): 21. CrossRef
Challenges for Sustainable Interprofessional Education in South Korea: Insights from Key Global Countries
Ji Hye Yu, Kwi Hwa Park
Korean Medical Education Review.2024; 26(2): 93. CrossRef
Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries
Yasushi Matsuyama, Osamu Nomura, Sayaka Oikawa, Makoto Kikukawa, Ikuo Shimizu, Harumi Gomi
Medical Teacher.2024;[Epub] CrossRef
Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef
Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
Heliyon.2023; 9(5): e15815. CrossRef
Analysis of the degree of social accountability in accreditation standards for basic medical education
Sangmi T Lee, Eunbae B. Yang
Korean Medical Education Review.2023; 25(3): 273. CrossRef
Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
Indian Journal of Medical Specialities.2023; 14(4): 249. CrossRef
Implementing Accreditation Standards in Academic Medical Programs is Necessary to Trust Higher Education: The Experience of Two Academic Programs at Qassim University, Kingdom of Saudi Arabia
Abdelmarouf Hassan Mohieldein
Sudan Journal of Medical Sciences.2023; 18(4): 465. CrossRef
Public availability of information from officially accredited medical schools in China
Shaowen Li, Kun Su, Peiwen Li, Yifei Sun, Ying Pan, Weimin Wang, Huixian Cui
BMC Medical Education.2022;[Epub] CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef
Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
Sun Huh
Journal of Educational Evaluation for Health Professions.2020; 17: 33. CrossRef

Technical report

Improvement of the qualification system in Korea for foreign nurses eligible to take Korean nursing licensing examination: Young Whee Lee, Yeon Ok Suh, Kyoung Sook Chae; J Educ Eval Health Prof. 2019;16:26. Published online September 4, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.26

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Abstract PDF Supplementary Material

Purpose
We aimed to review and provide a quality improvement for the document utilized by the relevant Korean government body to verify and evaluate foreign university/college graduates’ eligibility for nursing and qualification to take the Korean nursing licensing examination.
Methods
This was a descriptive study. We analyzed the current Korean qualification system for foreign graduates to Korean nursing licensing examination and the same system utilized in some other countries. Then, we created a draft of the reviewed qualification standards document based on the 2 prior analyses and their comparisons, and applied a questionnaire in an open hearing with 5 experts to enhance the draft’s quality. Finally, we presented and discussed the final draft.
Results
The reviewed criteria of the qualification standards included confirming whether the foreign graduate’s university has an accreditation provided by its relevant government body, the exclusion of foreign graduates’ provision of several documents previously required, a minimum number of credits (1,000 hours) for their original course, a 3-year minimum enrollment period for their original course, and a mandatory reassessment of the foreign graduates’ university recognition in a 5-year cycle.
Conclusion
We believe that by creating a review draft that addresses the flaws of the current document utilized to determine the qualification for foreign graduates to take the Korean nursing licensing examination, we have simplified it for a better understanding of the application process. We hope that this draft will contribute to a more objective and equitable qualification process for foreign university nurse graduates in Korea.

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Blooming as a New Nurse Amid Trials and Uncertainty: A Qualitative Content Analysis
Yun-Jung Choi, Hae-In Namgung, Heewon Song, Na Rae Lee, Martin Cerveny
Journal of Nursing Management.2025;[Epub] CrossRef
Recognition of nursing qualification and credentialing pathway of Filipino nurses in Finland: A qualitative study
Floro Cubelo, Maliheh Nekouei Marvi Langari, Krista Jokiniemi, Hannele Turunen
International Nursing Review.2024; 71(3): 661. CrossRef

Research article

Establishment of a dental license regulation authority is required in Korea: results of the Delphi technique: Jin-Woo Choi, Kack-Kyun Kim, Jihyun Lee, Dong-Ju Choi, Kyung-Nyun Kim; J Educ Eval Health Prof. 2017;14:11. Published online May 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.11

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Abstract PDF

Purpose
In addition to dental education, a system for the evaluation and management of dental licensing and certification is required to meet the growing societal demand for more competent dentists. In this study, the Delphi technique was used to gather opinions from a variety of professionals on the problems of and remedies for the dental license management system in Korea.
Methods
Delphi surveys were conducted from April 2016 to October 2016 in South Korea. A variety of dental professionals were included and categorized into 3 groups according to their expertise as follows: the basic dentistry group, the clinical dentistry group, and the policy group. The Delphi technique was conducted in 3 rounds of e-mail surveys, each with different questions that probed with increasing depth on the dental license management system. In each successive round, the responses were categorized, scored on a Likert scale, and statistically analyzed.
Results
After categorizing the results of the first survey and ranking the results of the second survey using the Delphi technique, regulation by a licensing authority was found to be the most critical issue. This was followed by the license renewal system, continuing education, a tiered licensure system, improvement of foreign license approval, and utilization of retirees, in decreasing order of importance. The third Delphi survey showed a similar ranking, with regulation by a licensing authority being the major concern. Opinions regarding the dental license management system were provided as open-ended responses. The responses of the 3 groups showed statistically significant differences in the scores for the issue of regulation by a licensing authority. After re-grouping into the dentistry group and the policy group, the issue received a significantly higher score in the dentistry group.
Conclusion
The quality of dental treatment should be managed to protect patients and dental professionals. For this purpose, the establishment of an independent license regulation authority along with legislative changes is required.

Citations

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O‐HEALTH‐EDU: A viewpoint into the current state of Oral Health Professional education in Europe: Part 1: Programme‐level data
Jonathan Dixon, James Field, Sibylle Vital, Maria van Harten, Valerie Roger‐Leroi, Julia Davies, Maria‐Cristina Manzanares‐Cespedes, Ilze Akota, Denis Murphy, Corrado Paganelli, Gabor Gerber, Barry Quinn, Stephanie Tubert‐Jeannin
European Journal of Dental Education.2024; 28(2): 591. CrossRef
Design, delivery and effectiveness of health practitioner regulation systems: an integrative review
Kathleen Leslie, Ivy Lynn Bourgeault, Anne-Louise Carlton, Madhan Balasubramanian, Raha Mirshahi, Stephanie D. Short, Jenny Carè, Giorgio Cometto, Vivian Lin
Human Resources for Health.2023;[Epub] CrossRef

Educational/Faculty Development Material

Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative: Lisa J. Barnes, Robin Parish; J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.4

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Abstract PDF

Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

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Physician Assistant Students' Perceptions of Academic Advising
Marianne E. Vail, Shiyao Liu, Katherine Spaulding, Karen A. Wright, Mary L. Warner
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Perspectives on Advising in DPT Education: Opportunities for Growth and Improvement

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Omiros Iatrellis, Nicholas Samaras, Konstantinos Kokkinos, Apostolis Xenakis
Applied System Innovation.2024; 7(1): 12. CrossRef
Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022
Rofayda Mansour Ahmed Mohamad, Huda Mohamed Haroun, Inshirah Mustafa Abubaker Osman
Cureus.2024;[Epub] CrossRef
Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
Occupational Therapy In Health Care.2023; 37(1): 164. CrossRef
Making a Case for Faculty Advisor–Advisee Concordant Pairs
Joyce Addo-Atuah, Heidi Fuchs, Jaclyn Tetenbaum-Novatt, Abraham M. Jeger
American Journal of Pharmaceutical Education.2023; 87(12): 100138. CrossRef
The Use of Quality Improvement in the Physical Therapy Literature: A Scoping Review
James P. Crick, Timothy J. Rethorn, Tyler A. Beauregard, Riley Summers, Zachary D. Rethorn, Catherine C. Quatman-Yates
Journal for Healthcare Quality.2023; 45(5): 280. CrossRef
Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
International Journal of Pharmacy Practice.2022; 30(2): 184. CrossRef
The Effect of Problematic Internet Use and Social-Appearance Anxiety on the Smartphone Addiction of Adolescents
Özlem Şensoy, Dijle Ayar
Cyprus Journal of Medical Sciences.2022; 7(3): 354. CrossRef
Academic advising in undergraduate education: A systematic review
Zenobia C.Y. Chan, Ho Yan Chan, Hang Chak Jason Chow, Sze Nga Choy, Ka Yan Ng, Koon Yiu Wong, Pui Kan Yu
Nurse Education Today.2019; 75: 58. CrossRef
Scoping review of mentoring research in the occupational therapy literature, 2002–2018
Nancy W. Doyle, Liat Gafni Lachter, Karen Jacobs
Australian Occupational Therapy Journal.2019; 66(5): 541. CrossRef

Brief Report

Health sciences students’ perception of the educational environment of KLE University, India as measured with the Dundee Ready Educational Environment Measure (DREEM): Mohan A. Sunkad, Shivalingappa Javali, Yesudas Shivapur, Appasaheb Wantamutte; J Educ Eval Health Prof. 2015;12:37. Published online June 27, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.37

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Abstract PDF

This study aimed to evaluate the educational environment of the health sciences programs of KLE University, Belgaum, Karnataka, India, to identify their strengths and weaknesses, and to suggest strategies to improve the educational environment to be on par with global standards. A cross-sectional study was conducted using the Dundee Ready Educational Environment Measure (DREEM) questionnaire, filled out by 914 of the 1,004 students (91.0%) who were majoring in medicine, dentistry, nursing, physiotherapy, and public health. The data were analysed according to the DREEM guidelines. Responses were received from 914 students, of whom 34.03% were men and 65.9% were women. The majority (67.1%) of students were 20-24 years of age. The mean overall DREEM score was 120.21±22.4 (maximum, 200) and approached the normal distribution (Lilliefors test, P<0.01). The DREEM scores of each group of students were as follows: dental, 125.0; medical, 122.4; public health, 121.0; physiotherapy, 117.0; and nursing, 116.3. Male students had more positive perceptions than female students (P<0.05), and postgraduate students had more positive perceptions than undergraduate students (P<0.05). The overall DREEM score (120.21) indicates that the educational environment was found to be more positive than negative.

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Exploring Educational Justice: A Qualitative Study of Perspectives from Students, Faculty Members, and Administrative Managers
Amin Beigzadeh, Negin Nemati, Mohammadreza Zarei, Ildokht Kianiservak, Habibolah Rezaei
Journal of Kerman University of Medical Sciences.2025; 32: 4105. CrossRef
Clinical students’ perception of educational environment in a Nigerian university: a mixed method study
Aderonke O. Akinpelu, Olufemi O. Oyewole, Nse Odunaiya, Adesola C. Odole, Jesupelumi P. Olley
BMC Medical Education.2024;[Epub] CrossRef
Students’ Perceptions on Educational Environment Using DREEM Questionnaire: An Experience from a Private Medical College of West Bengal
Indranil Saha, Gaurav Vedprakash Mishra, Ajay Kumar Mandal, Gautam Ghose
Journal of Datta Meghe Institute of Medical Sciences University.2024; 19(4): 698. CrossRef
Nurse students' perception of the academic learning environment in Tunisian institutes of nursing sciences: A multisite cross-sectional study
Khouloud Boukhris, Chekib Zedini, Mariem El Ghardallou
Nurse Education Today.2022; 111: 105316. CrossRef
What do the undergraduate medical students think of their educational environment
Surendra Singh, Vijay Kumar, Dilip Kumar Paswan, Risabh Kumar Rana
International journal of health sciences.2022; : 2926. CrossRef
Inventory development to assess perceptions and metacognition of dental students toward learning in colleges in Pune, India
Shruti P. Nair, Sahana Hegde Shetiya, Deepti Agarwal, Ladusingh Rajpurohit
Journal of Education and Health Promotion.2022;[Epub] CrossRef
Assessing the effects of the nursing education reform on the educational environment in Tajikistan: a repeated cross-sectional analysis
Filippo Lechthaler, Michele Arigoni, Mohira Khamidova, Dilbar Davlyatova, Helen Prytherch, Kaspar Wyss
BMC Nursing.2020;[Epub] CrossRef
Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile
Pablo Quiroga-Marabolí, Marcela Andrea Antúnez-Riveros, Marcela Aguirre-Jerez, Alvaro Besoain Saldaña, José Peralta-Camposano, María Pilar Ruiz de Gauna Bahillo
Journal of Educational Evaluation for Health Professions.2019; 16: 9. CrossRef
Dundee Mevcut Eğitim Ortamı Değerlendirme Ölçeği (DREEM-TR): Türkçe Uyarlama Çalışması
Barış SEZER, Gülşen TAŞDELEN TEKER, Tufan Aslı SEZER, Melih ELÇİN
Tıp Eğitimi Dünyası.2019; 18(56): 16. CrossRef
Improving students’ learning environment by DREEM: an educational experiment in an Iranian medical sciences university (2011–2016)
Hamid Bakhshialiabad, Golnaz Bakhshi, Zahra Hashemi, Amirhosein Bakhshi, Faroukh Abazari
BMC Medical Education.2019;[Epub] CrossRef
Perceptions of freshman dental students regarding academic environment
Vaibhav Motghare, Snigdha Upadhya, Shubhangi Senapati, Soumya Lal, Vishal Paul
Journal of Indian Association of Public Health Dentistry.2019; 17(3): 224. CrossRef
Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool
Salima Farooq, Rehana Rehman, Mehwish Hussain, Jacqueline Maria Dias
Nurse Education Today.2018; 69: 74. CrossRef
Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure
Omar Mansour Al Nozha, Hani T. Fadel
Annals of Saudi Medicine.2017; 37(3): 225. CrossRef
Educational Justice from the Perspective of Postgraduate Students in a Medical School in Iran: A Qualitative Study
Nikoo Yamani, Maria Shaterjalali, Batool Eghbali
Research and Development in Medical Education.2017; 6(1): 23. CrossRef
The Educational Climate Inventory: Measuring Students’ Perceptions of the Preclerkship and Clerkship Settings
Edward Krupat, Nicole J. Borges, Richard D. Brower, Paul M. Haidet, W. Scott Schroth, Thomas J. Fleenor, Sebastian Uijtdehaage
Academic Medicine.2017; 92(12): 1757. CrossRef
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
Journal of Educational Evaluation for Health Professions.2016; 13: 13. CrossRef
Medical laboratory science and nursing students’ perception of the academic learning environment at a Philippine university using the Dundee Ready Education Environment Measure
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Research Articles

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.

Health-related quality of life and happiness within an internal medicine residency training program: a longitudinal follow-up study: Abhasnee Sobhonslidsuk, Ammarin Thakkinstian, Patchareeya Satitpornkul; J Educ Eval Health Prof. 2015;12:3. Published online February 24, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.3

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Purpose
While undergoing a hospital residency training program, residents often suffer anxiety and stress. This study aims to evaluate the change in health-related quality of life and happiness among internal medicine residents, and identify prognostic factors. Methods: Thirty-eight residents in the Ramathibodi Hospital internal medicine training program completed the World Health Organization Quality of Life-BREF and happiness Measures questionnaires at three time points: commencement, day 100, and the end of the second year of training. Confidence, expectations, anxiety, and general health were rated. Analyses were performed with mixed linear regression. Results: Financial problems were reported for 16 residents (42.1%). At baseline, most residents had moderate-to-very high confidence, expectations, and general health but also moderate-to-very high anxiety. The health-related quality of life score was highest in the social domain followed by the environmental, psychological, and physical domains. Their psychological, physical, social, and environmental scores significantly decreased after enrollment. Their happiness and general health scores were significantly reduced after enrollment. The training program duration was negatively associated with all domains. Residents with greater confidence had higher health-related quality of life scores in the physical, psychological, and environmental domains. Moreover, their general health was positively associated with the social and environmental domains. Conclusion: A reduction in health-related quality of life and happiness under the internal medicine residency program is reported. High confidence and good physical health may counterbalance the decline in health-related quality of life and happiness.

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Specialty impact on residents’ perceived quality of life, stress, and job satisfaction: a comparative study
Bo Young Kim, Inah Yoon, Seong John Han, Suk-Kyung Hong, Sehoon Choi, Hyo-Jin Kwon, Eun Key Kim
Annals of Surgical Treatment and Research.2023; 105(4): 188. CrossRef
The Relationship between Personality Traits with Depressive Symptoms and Suicidal Ideation among Medical Students: A Cross-Sectional Study at One Medical School in Germany
Winnie S Chow, Jan Schmidtke, Adrian Loerbroks, Thomas Muth, Peter Angerer
International Journal of Environmental Research and Public Health.2018; 15(7): 1462. CrossRef

Review Article

Confounding factors in using upward feedback to assess the quality of medical training: a systematic review: Anli Yue Zhou Zhou, Paul Baker; J Educ Eval Health Prof. 2014;11:17. Published online August 13, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.17

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Purpose
Upward feedback is becoming more widely used in medical training as a means of quality control. Multiple biases exist, thus the accuracy of upward feedback is debatable. This study aims to identify factors that could influence upward feedback, especially in medical training. Methods: A systematic review using a structured search strategy was performed. Thirty-five databases were searched. Results were reviewed and relevant abstracts were shortlisted. All studies in English, both medical and non-medical literature, were included. A simple pro-forma was used initially to identify the pertinent areas of upward feedback, so that a focused pro-forma could be designed for data extraction. Results: A total of 204 articles were reviewed. Most studies on upward feedback bias were evaluative studies and only covered Kirkpatrick level 1-reaction. Most studies evaluated trainers or training, were used for formative purposes and presented quantitative data. Accountability and confidentiality were the most common overt biases, whereas method of feedback was the most commonly implied bias within articles. Conclusion: Although different types of bias do exist, upward feedback does have a role in evaluating medical training. Accountability and confidentiality were the most common biases. Further research is required to evaluate which types of bias are associated with specific survey characteristics and which are potentially modifiable.

Citations

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