Journal of Educational Evaluation for Health Professions

Research articles

Development and psychometric assessment of a scale for evaluating healthcare professionals’ attitudes toward interprofessional education and collaboration in the United States: a cross-sectional study: Michael Christopher Banks, Ryan Brock Mutcheson, Maedot Ariaya Haymete, Serkan Toy; J Educ Eval Health Prof. 2025;22:32. Published online October 20, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.32

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Abstract PDF Supplementary Material: Purpose
Interprofessional education (IPE) is increasingly recognized as critical to preparing health professionals for collaborative practice, yet rigorous assessment remains limited by a lack of psychometrically sound instruments. Building on a previously developed questionnaire for physicians, this study aimed to expand the scale to include allied health professionals and to evaluate whether the factor structure remained consistent across professions. We hypothesized that a similar factor structure would emerge from the combined dataset, thereby supporting the scale’s generalizability.
Methods
This observational study included 930 healthcare professionals in the United States (379 physicians, 419 nurses, 76 pharmacists, and others) who completed a 35-item questionnaire addressing IPE competency domains. Data were collected between December 2019 and May 2020. Exploratory factor analysis was employed to examine the factor structure, followed by item response theory (IRT) analyses to assess item fit, reliability, and validity. Raw data are available upon request.
Results
Factor analysis of 22 retained items confirmed a 5-factor solution: teamwork and communication, patient-centered care, roles and responsibilities, ethics and attitudes, and reflective practice, explaining 59% of the variance. Subscale reliabilities ranged from α=0.65 to 0.87. IRT analyses supported construct validity and measurement precision, while identifying areas for refinement in reflective practice.
Conclusion
This study demonstrates that the scale is reliable, valid, and generalizable across diverse health professions. It provides a robust tool for assessing attitudes toward IPE, offering value for curriculum evaluation, institutional benchmarking, and future longitudinal research on professional identity formation and collaborative practice.

Empathy and tolerance of ambiguity in medical students and doctors participating in art-based observational training at the Rijksmuseum in Amsterdam, the Netherlands: a before-and-after study: Stella Anna Bult, Thomas van Gulik; J Educ Eval Health Prof. 2025;22:3. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.3

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Purpose
This research presents an experimental study using validated questionnaires to quantitatively assess the outcomes of art-based observational training in medical students, residents, and specialists. The study tested the hypothesis that art-based observational training would lead to measurable effects on judgement skills (tolerance of ambiguity) and empathy in medical students and doctors.
Methods
An experimental cohort study with pre- and post-intervention assessments was conducted using validated questionnaires and qualitative evaluation forms to examine the outcomes of art-based observational training in medical students and doctors. Between December 2023 and June 2024, 15 art courses were conducted in the Rijksmuseum in Amsterdam. Participants were assessed on empathy using the Jefferson Scale of Empathy (JSE) and tolerance of ambiguity using the Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) scale.
Results
In total, 91 participants were included; 29 participants completed the JSE and 62 completed the TAMSAD scales. The results showed statistically significant post-test increases for mean JSE and TAMSAD scores (3.71 points for the JSE, ranging from 20 to 140, and 1.86 points for the TAMSAD, ranging from 0 to 100). The qualitative findings were predominantly positive.
Conclusion
The results suggest that incorporating art-based observational training in medical education improves empathy and tolerance of ambiguity. This study highlights the importance of art-based observational training in medical education in the professional development of medical students and doctors.

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Observational training for surgical residents using visual arts in the museum
Thomas M. van Gulik, Stella A. Bult, Pien E.J. de Ruiter, Floortje Huizing, Alexander de Mol van Otterloo, Alexander Leijdesdorff, Sjoerd Lagarde
Surgery.2026; 190: 109843. CrossRef
Training the eye and diagnosing the canvas in the Museum ‘A perspective on art-based medical education’
T.M. van Gulik, S.A. Bult, P.E.J. de Ruiter, F. Huizing, A. Leijdesdorff, S. Lagarde, A. de Mol van Otterloo
Ethics, Medicine and Public Health.2026; 34: 101243. CrossRef
Developing a Feasible Arts and Humanities Course Using Visual Thinking Strategies and Haiku Writing: A Mixed-Methods Study
Hirohisa Fujikawa, Takayuki Ando, Junji Haruta
Medical Science Educator.2025;[Epub] CrossRef
Understanding uncertainty and ambiguity in medicine and medical education: a narrative review with implications for training
Sarine Sarkis, Christian Raphael
Postgraduate Medical Journal.2025;[Epub] CrossRef
Erb’s Palsy: Visual Diagnosis in Art before Medical History?
Pien E.J. de Ruiter, Stella A. Bult, Jeroen R. Dijkstra, Thomas M. van Gulik
Gynecologic and Obstetric Investigation.2025; 91(1): 26. CrossRef

Mentorship and self-efficacy are associated with lower burnout in physical therapists in the United States: a cross-sectional survey study: Matthew Pugliese, Jean-Michel Brismée, Brad Allen, Sean Riley, Justin Tammany, Paul Mintken; J Educ Eval Health Prof. 2023;20:27. Published online September 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.27

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Abstract PDF Supplementary Material

Purpose
This study investigated the prevalence of burnout in physical therapists in the United States and the relationships between burnout and education, mentorship, and self-efficacy.
Methods
This was a cross-sectional survey study. An electronic survey was distributed to practicing physical therapists across the United States over a 6-week period from December 2020 to January 2021. The survey was completed by 2,813 physical therapists from all states. The majority were female (68.72%), White or Caucasian (80.13%), and employed full-time (77.14%). Respondents completed questions on demographics, education, mentorship, self-efficacy, and burnout. The Burnout Clinical Subtypes Questionnaire 12 (BCSQ-12) and self-reports were used to quantify burnout, and the General Self-Efficacy Scale (GSES) was used to measure self-efficacy. Descriptive and inferential analyses were performed.
Results
Respondents from home health (median BCSQ-12=42.00) and skilled nursing facility settings (median BCSQ-12=42.00) displayed the highest burnout scores. Burnout was significantly lower among those who provided formal mentorship (median BCSQ-12=39.00, P=0.0001) compared to no mentorship (median BCSQ-12=41.00). Respondents who received formal mentorship (median BCSQ-12=38.00, P=0.0028) displayed significantly lower burnout than those who received no mentorship (median BCSQ-12=41.00). A moderate negative correlation (rho=-0.49) was observed between the GSES and burnout scores. A strong positive correlation was found between self-reported burnout status and burnout scores (rrb=0.61).
Conclusion
Burnout is prevalent in the physical therapy profession, as almost half of respondents (49.34%) reported burnout. Providing or receiving mentorship and higher self-efficacy were associated with lower burnout. Organizations should consider measuring burnout levels, investing in mentorship programs, and implementing strategies to improve self-efficacy.

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Benefits, Challenges, and Strategies for Implementing Shared Clinical Instruction in the United States: A Qualitative Study
Nicki Silberman, Lori Hochman, Vicki LaFay, Jennifer Cunningham
Journal of Physical Therapy Education.2026; 40(1): 89. CrossRef
Final-Year Doctor of Physical Therapy Student Preferences for Employment and Postprofessional Education: An Exploratory Survey Study
Adriaan Louw, Emilio Puentedura, Colleen Louw, Kristin Smith, Laurence Benz, Michael Walker
Journal of Physical Therapy Education.2026; 40(1): 96. CrossRef
Effort and Reward Predict Burnout in Pediatric Physical Therapists in the Early Intervention Setting
Anne Schneider, Jason Cherry, Cathron Donaldson
Pediatric Physical Therapy.2026; 38(1): 130. CrossRef
Examining the frequency, severity and associated factors of burnout in Nebraska physical therapists
Nicole Sleddens, Elizabeth Beam, Kyle Meyer, Lynnette Leeseberg Stamler, Louise LaFramboise, Harlan Sayles, Steven Wengel
Physiotherapy Theory and Practice.2026; 42(3): 361. CrossRef
Burnout and team functioning in pediatric pain care: A cross-sectional survey of multidisciplinary providers
Courtney W. Hess, Katrina Huft, Emma Francesca Gaydos, Monserrat Hernandez Escobar, Lita Moua, Dionne Chen, Ashley McDonnell, Laura E. Simons
The Journal of Pain.2026; 41: 106206. CrossRef
Wellness and Stress Management Practices Among Healthcare Professionals and Health Professional Students
Asli C. Yalim, Katherine Daly, Monica Bailey, Denise Kay, Xiang Zhu, Mohammed Patel, Laurie C. Neely, Desiree A. Díaz, Denyi M. Canario Asencio, Karla Rosario, Melissa Cowan, Magdalena Pasarica
American Journal of Health Promotion.2025; 39(2): 204. CrossRef
Final results of the National Oncology Mentorship Program 2023 and its impact on burnout and professional fulfilment
Udit Nindra, Gowri Shivasabesan, Rhiannon Mellor, Weng Ng, Wei Chua, Deme Karikios, Bethan Richards, Jia Liu
Internal Medicine Journal.2025; 55(2): 233. CrossRef
Prevalence of Stress and Burnout in Physical Therapist Clinical Instructors
Ryan J. Pontiff, Peggy Gleeson, Katy Mitchell, Rupal M. Patel
Journal of Physical Therapy Education.2025; 39(3): 238. CrossRef
Incidence of Shared Clinical Instruction in Physical Therapy Clinical Education in the United States
Nicki Silberman, Lori Hochman, Jaya Rachwani
Journal of Physical Therapy Education.2025; 39(4): 373. CrossRef
Assessing and Managing Prevalence of Burnout in Inpatient Occupational and Physical Therapists in an Acute Care Setting
Kelly Murphy, Maria Tucker, Laura Cataldo, Sarah Sergeant, Bill Kuklinski, Jordan Billings, Katrina Jancsy
Journal of Acute Care Physical Therapy.2025; 16(2): 39. CrossRef
Overworked, underchallenged and indifferent: burnout among Indonesian academics
Abu Hassan Makmun, Yusnaidi Yusnaidi, Damrus Damrus, Mardaleta Mardaleta
International Journal of Organizational Analysis.2025; : 1. CrossRef
Work for self or others? Two different kinds of burnout in China
Mengjiao Yin, Yingying Xia, Francesco Marcatto
PLOS One.2025; 20(11): e0334394. CrossRef
Creation and Program Evaluation of a Women in Surgery in ENT (WISE) Group
Emily Oulousian, M. Elise Graham, Yvonne Chan, Jane Lea, Amanda Hu
Journal of Otolaryngology - Head & Neck Surgery.2025;[Epub] CrossRef
Where are they now? A longitudinal qualitative study of exemplary physical therapist students five years after graduation
Laura Hagan, Cristina Casimiro, Justin Hsieh, Melissa Tovin
Physiotherapy Theory and Practice.2025; : 1. CrossRef
Interprofessional education to support alcohol use screening and future team-based management of stress-related disorders in vulnerable populations
Taylor Fitzpatrick-Schmidt, Scott Edwards
Frontiers in Education.2024;[Epub] CrossRef

Development and validation of the student ratings in clinical teaching scale in Australia: a methodological study: Pin-Hsiang Huang, Anthony John O’Sullivan, Boaz Shulruf; J Educ Eval Health Prof. 2023;20:26. Published online September 5, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.26

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Abstract PDF Supplementary Material: Purpose
This study aimed to devise a valid measurement for assessing clinical students’ perceptions of teaching practices.
Methods
A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never to always) scale. The tool was applied to the University of New South Wales year 2, 3, and 6 medical students. Exploratory and confirmatory factor analysis (exploratory factor analysis [EFA] and confirmatory factor analysis [CFA], respectively) were conducted to establish the tool’s construct validity and goodness of fit, and Cronbach’s α was used for reliability.
Results
In total, 352 students (44.2%) completed the questionnaire. The EFA identified student-centered learning, problem-solving learning, self-directed learning, and visual technology (reliability, 0.77 to 0.89). CFA showed acceptable goodness of fit (chi-square P<0.01, comparative fit index=0.930 and Tucker-Lewis index=0.917, root mean square error of approximation=0.069, standardized root mean square residual=0.06).
Conclusion
The established tool—Student Ratings in Clinical Teaching (STRICT)—is a valid and reliable tool that demonstrates how students perceive clinical teaching efficacy. STRICT measures the frequency of teaching practices to mitigate the biases of acquiescence and social desirability. Clinical teachers may use the tool to adapt their teaching practices with more active learning activities and to utilize visual technology to facilitate clinical learning efficacy. Clinical educators may apply STRICT to assess how these teaching practices are implemented in current clinical settings.

Adequacy of the examination-based licensing system and a training-based licensing system for midwifery license according to changes in childbirth medical infrastructure in Korea: a survey-based descriptive study: Yun Mi Kim, Sun Hee Lee, Sun Ok Lee, Mi Young An, Bu Youn Kim, Jum Mi Park; J Educ Eval Health Prof. 2023;20:15. Published online May 22, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.15

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Abstract PDF Supplementary Material: Purpose
The number of Korean midwifery licensing examination applicants has steadily decreased due to the low birth rate and lack of training institutions for midwives. This study aimed to evaluate the adequacy of the examination-based licensing system and the possibility of a training-based licensing system.
Methods
A survey questionnaire was developed and dispatched to 230 professionals from December 28, 2022 to January 13, 2023, through an online form using Google Surveys. Descriptive statistics were used to analyze the results.
Results
Responses from 217 persons (94.3%) were analyzed after excluding incomplete responses. Out of the 217 participants, 198 (91.2%) agreed with maintaining the current examination-based licensing system; 94 (43.3%) agreed with implementing a training-based licensing system to cover the examination costs due to the decreasing number of applicants; 132 (60.8%) agreed with establishing a midwifery education evaluation center for a training-based licensing system; 163 (75.1%) said that the quality of midwifery might be lowered if midwives were produced only by a training-based licensing system, and 197 (90.8%) said that the training of midwives as birth support personnel should be promoted in Korea.
Conclusion
Favorable results were reported for the examination-based licensing system; however, if a training-based licensing system is implemented, it will be necessary to establish a midwifery education evaluation center to manage the quality of midwives. As the annual number of candidates for the Korean midwifery licensing examination has been approximately 10 in recent years, it is necessary to consider more actively granting midwifery licenses through a training-based licensing system.

Brief report

Is dental autotransplantation underestimated and underused by Syrian dentists?: Nuraldeen Maher Al-Khanati, Zafin Kara Beit; J Educ Eval Health Prof. 2021;18:18. Published online August 4, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.18

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Abstract PDF Supplementary Material

Dental autotransplantation (DAT) is a surgical procedure in which a donor's tooth is extracted and transplanted from one site to another in the same person. This treatment modality has received considerable attention worldwide in recent years due to its potential advantages over implants. A survey-based study evaluated dentists’ attitudes towards and practice of DAT in Damascus, Syria from September to December 2020. We asked respondents whether they considered this treatment modality when developing treatment plans and whether they view it viable. Only 73 of the 258 respondents (28.3%) stated that they considered DAT as a treatment option. Additionally, 153 respondents (59.3%) either did not view DAT as a viable treatment option or did not know whether it is viable. DAT was underestimated and underused among Syrian dentists. Given this gap in real-world knowledge and practice, academic dental institutions in Syria should place a greater focus on emerging evidence-based knowledge and protocols regarding this treatment option.

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A modern approach to the treatment of delayed eruption of upper permanent canines (literature review)
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Knowledge, attitudes, and practices among patients with combined dentition defect and non-functional impacted teeth toward tooth autotransplantation
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Can tooth germ show continuous development after autologous transplantation?
Nuraldeen Maher Al-Khanati, Zafin Kara Beit
International Journal of Surgery Open.2023; 55: 100617. CrossRef
Auto-Transplantation of Teeth: A Descriptive Cross-Sectional Study of Knowledge and Attitude
Lena S Elbadawi, Abdulrahman Al Farhah
Cureus.2023;[Epub] CrossRef
Nonextraction Orthodontic Treatment of Severely Impacted Maxillary Canines through Transalveolar Transplantation in a 10-Year-Old Patient: A Case Report with a 6-Year Follow-Up Period
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Unusual Indications of Teeth Transplantation: A Literature Review
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Cureus.2022;[Epub] CrossRef

Research articles

Comparison of the use of manikins and simulated patients in a multidisciplinary in situ medical simulation program for healthcare professionals in the United Kingdom: Marrit Meerdink, Joshua Khan; J Educ Eval Health Prof. 2021;18:8. Published online April 20, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.8

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Abstract PDF Supplementary Material

Purpose
Simulation training is increasingly popular in healthcare education, and often relies on specially designed manikins. However, it is also possible to work with actors, or simulated patients (SPs), which may provide a greater sense of realism. This study aimed to compare these 2 approaches, to ascertain which makes healthcare professionals feel most comfortable, which leads to the greatest improvement in confidence, and which is most beneficial to learning.
Methods
This study was embedded in a pre-existing multidisciplinary in situ simulation program. A multidisciplinary group of learners from a range of backgrounds—including nurses, doctors, and other allied health professionals—were asked to complete a questionnaire about their learning preferences. We collected 204 responses from 40 simulation sessions over 4 months, from September to December 2019. Of these 204 responses, 123 described using an SP and 81 described using a manikin.
Results
We found that 58% of respondents believed they would feel more comfortable working with an actor, while 17% would feel more comfortable using a manikin. Learners who used both modalities reported a significant increase in confidence (P<0.0001 for both). Participants felt that both modalities were beneficial to learning, but SPs provided significantly more benefits to learning than manikins (P<0.0001). The most common reason favoring SP-based simulation was the greater realism.
Conclusion
In scenarios that could reasonably be provided using either modality, we suggest that educators should give greater consideration to using SP-based simulation.

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Use of Virtual Patients and Related Training Outcomes in Postgraduate Psychiatry Residency Education: A Scoping Review
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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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Brief Report

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

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Abstract PDF Supplementary Material

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

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Non-Academic Predictors of Academic Performance Throughout a Physical Therapist Education Program
Kelly Reynolds, Maggie Horn, Karen Huhn, Steven George
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Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors
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Research articles

Clinical empathy in medical students in India measured using the Jefferson Scale of Empathy–Student Version: Anirban Chatterjee, Rajkrishna Ravikumar, Satendra Singh, Pranjal Singh Chauhan, Manu Goel; J Educ Eval Health Prof. 2017;14:33. Published online December 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.33

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Abstract PDF Supplementary Material

Purpose
The purpose of this study was to assess the clinical empathy of a cohort of medical students spanning 4 years of undergraduate study and to identify factors associated with empathy.
Methods
A cross-sectional study to assess the empathy of undergraduate medical students at the University College of Medical Sciences and GTB Hospital in Delhi, India, was conducted using the Jefferson Scale of Empathy–Student Version. Demographic data were obtained using a pre-tested, semi-open-ended questionnaire.
Results
Of the 600 students, 418 participated in the survey (69.7%). The mean empathy score was 96.01 (of a maximum of 140), with a standard deviation of 14.56. The empathy scores decreased from the first to the third semester, plateaued at the fifth semester, and rose again in the seventh semester. Empathy was found to be significantly associated with the gender of the participant, with females having higher scores (P<0.001). The age of the participant, place of residence, whose decision it was for the student to enroll in an MBBS (bachelor of medicine and bachelor of surgery) program, and the choice of future specialty were not significantly associated with students’ empathy scores.
Conclusion
The study found significant gender differences in empathy among the participants. The empathy scores tended to decline initially and then rebound over time. The mean empathy levels found in this study are lower than those reported in most similar studies around the world; therefore, further studies are needed to analyze and address the underlying factors associated with this discrepancy.

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Perception survey on the introduction of clinical performance examination as part of the national nursing licensing examination in Korea: Su Jin Shin, Yeong Kyeong Kim, Soon-Rim Suh, Duk Yoo Jung, Yunju Kim, Mi Kyoung Yim; J Educ Eval Health Prof. 2017;14:26. Published online October 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.26

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Abstract PDF

Purpose
The purpose of this study was to analyze opinions about the action plan for implementation of clinical performance exam as part of the national nursing licensing examination and presents the expected effects of the performance exam and aspects to consider regarding its implementation.
Methods
This study used a mixed-methods design. Quantitative data were collected by a questionnaire survey, while qualitative data were collected by focus group interviews with experts. The survey targeted 200 nursing professors and clinical nurses with more than 5 years of work experience, and the focus group interviews were conducted with 28 of professors, clinical instructors, and nurses at hospitals.
Results
First, nursing professors and clinical specialists agreed that the current written tests have limitations in evaluating examinees’ ability, and that the introduction of a clinical performance exam will yield positive results. Clinical performance exam is necessary to evaluate and improve nurses’ work ability, which means that the implementation of a performance exam is advisable if its credibility and validity can be verified. Second, most respondents chose direct performance exams using simulators or standardized patients as the most suitable format of the test.
Conclusion
In conclusion, the current national nursing licensing exam is somewhat limited in its ability to identify competent nurses. Thus, the time has come for us to seriously consider the introduction of a performance exam. The prerequisites for successfully implementing clinical performance exam as part of the national nursing licensing exam are a professional training process and forming a consortium to standardize practical training.

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Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
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Development of the Clinical Teaching Effectiveness Questionnaire in the United States: Michelle E. Wormley, Wendy Romney, Anna E. Greer; J Educ Eval Health Prof. 2017;14:14. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.14

36,591 View
444 Download
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Abstract PDF

Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

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Amanda Sharp, Catherine Bilyeu, Carissa Wengrovius, Katherine Myers
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Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
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The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
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Journal of Obstetrics and Gynaecology.2022; 42(5): 968. CrossRef
Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
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Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
Sean Gallivan
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Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
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Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
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Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
Journal of Physical Therapy Science.2020; 32(12): 856. CrossRef
Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
Journal of Physical Therapy Education.2018; 32(4): 344. CrossRef

Research Articles

Comparison of effect between group discussion and educational booklet on Iranian nursing students’ attitude and practice toward patient privacy: Mohsen Adib-Hajbaghery, Mona Faraji; J Educ Eval Health Prof. 2016;13:29. Published online July 28, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.29

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Abstract PDF

Purpose
This study aimed to compare the effects between group discussion and educational booklet on nursing students’ attitude and practice toward patient privacy in Iran. Methods: A two-group, pre-test and post-test design study was conducted in 2015. The study was conducted on 60 nursing students in Kashan, Iran who were randomly allocated into two groups to be trained on patient privacy either through group discussion or by an educational booklet. The students’ attitude and practice were assessed before and after the education using a questionnaire and a checklist. Data analysis was performed through paired t-test, Wilcoxon signed ranks test, and independent samples t-tests. Results: Before the intervention, no significant differences were found between the group designated to group discussion and those designated to the educational booklet in the mean overall score of attitude (P=0.303) and practice (P=0.493) toward patient privacy. After the intervention, the mean attitude score significantly increased in the two groups (P=0.001). Moreover, the students’ practice score was increased in the discussion group while it did not significantly change in the booklet group (P=0.001). Conclusion: Both methods were effective on the students’ attitude; however, the educational booklet did not affect their practice toward patient privacy. Group discussion can effectively improve the students’ attitude and practice toward patient privacy.

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İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi.2020; 8(2): 312. CrossRef

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States: Hon K. Yuen, Andres Azuero, Kaitlin W. Lackey, Nicole S. Brown, Sangita Shrestha; J Educ Eval Health Prof. 2016;13:22. Published online June 1, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.22

34,540 View
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Abstract PDF

Purpose
This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

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Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef

Brief Report

Medical students’ perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia: Mohammad Saleh Hassan, Amel Yacoubi; J Educ Eval Health Prof. 2016;13:15. Published online March 31, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.15

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Abstract PDF

This study aimed to find the opinion of preclinical medical students concerning a new suggested approach for practical assessment. Fifty-three female students agreed to participate in this study, out of 87 registered students in years 2 and 3 of the basic science phase of the College of Medicine, Qassim University, Kingdom of Saudi Arabia. Full explanation was made to the students of theme-based integrated objective structured practical examination (TBI-OSPE), followed by distribution of a questionnaire to collect the students’ opinions. The study was conducted in January 2015. Results showed that 78% of respondents were accepting of this new approach, and that only 5.7% rejected it. This difference was statistically significant (P<0.05). This study suggested a new model for assessment of preclinical students’ competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems. This form of assessment would more positively enhance learning.

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Medical students’ perspectives on the role of OSPE and OSCE in the educational journey and contribution to career development: A cross-sectional study
Fahad Abdulaziz Alrashed, Tauseef Ahmad, Abdulrahman M. Alsubiheen, Saad A. Alhammad, Mishal M. Aldaihan, Alaa M. Albishi, Zafrul Hasan
Medicine.2026; 105(3): e47233. CrossRef
Standard-Setting of Multidisciplinary Objective Structured Practical Examination
Sherif M Zaki, Amira S Ismail
Cureus.2022;[Epub] CrossRef
Assessing the Effectiveness of the Integrated OSPE in Undergraduate Medical Curriculum, Students’ Perception
Amira Salem Alsagheer, Mohamed Soliman Ali
Journal of Ecophysiology and Occupational Health.2022; : 109. CrossRef

Research Article

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

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Abstract PDF

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

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Simulação realística como estratégia de ensino na graduação médica
Paula Dourado Sousa, Tiago Ramos Gazineu, Ricardo Luiz Luzardo Filho, Katia de Miranda Avena, Luiz Fernando Quintanilha
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In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment
Michail Sideris, Marios Nicolaides, Jade Jagiello, Kathrine S Rallis, Elif Emin, Efthymia Theodorou, John Gerrard Hanrahan, Rebecca Mallick, Funlayo Odejinmi, Nikolaos Lymperopoulos, Apostolos Papalois, George Tsoulfas
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The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning
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Brief Reports

How many schools adopt interviews during the student admission process across the health professions in the United States of America?: Greer Glazer, Laura F. Startsman, Karen Bankston, Julia Michaels, Jennifer C. Danek, Malika Fair; J Educ Eval Health Prof. 2016;13:12. Published online February 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.12

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208 Download
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Abstract PDF

Health profession schools use interviews during the admissions process to identify certain non-cognitive skills that are needed for success in diverse, inter-professional settings. This study aimed to assess the use of interviews during the student admissions process across health disciplines at schools in the United States of America in 2014. The type and frequency of non-cognitive skills assessed were also evaluated. Descriptive methods were used to analyze a sample of interview rubrics collected as part of a national survey on admissions in the health professions, which surveyed 228 schools of medicine, dentistry, pharmacy, nursing, and public health. Of the 228 schools, 130 used interviews. The most desirable non-cognitive skills from 34 schools were identified as follows: communication skills (30), motivation (22), readiness for the profession (17), service (12), and problem-solving (12). Ten schools reported using the multiple mini-interview format, which may indicate potential for expanding this practice. Disparities in the use of interviewing across health professions should be verified to help schools adopt interviews during student admissions processes.

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Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study
Lovely Muthiah Annamma, Jumma Al Khabuli, Sabrin Ali Azim, Huda Abutayyem, Mohamed Alkhuboli, A. Subaveerapandiyan, Rebecca Glanville, Kamran Ali
The Saudi Dental Journal.2024; 36(12): 1681. CrossRef
Comparison of the Multiple Mini-Interview and the Traditional Interview in Medical School Admissions: Lessons Learned Using a Hybrid Model at One Institution
Madeline Abrams, Doreen M Olvet, Lisa Ellenbogen, Jeffrey B Bird, Christopher Fazio, Lauren Caprioglio, Samara Ginzburg, Lawrence Smith, Rona Woldenberg
Academic Medicine.2023; 98(5): 606. CrossRef
Exploring entry pathways towards nurse practitioner program admissions: a rapid review
Clara J. Lownie, Amanda M. Vaccarello, Erin Kennedy
International Journal of Nursing Education Scholarship.2023;[Epub] CrossRef
Interviews for Graduate Admissions in Communication Sciences and Disorders: Methods From Two CSD Programs
Christine M. Carmichael, Kerry Callahan Mandulak, Diana Watkins
Perspectives of the ASHA Special Interest Groups.2022; 7(2): 426. CrossRef
Clinical psychology PhD students' admission experiences: Implications for recruiting racial/ethnic minority and LGBTQ students
Loretta Hsueh, Alexandra Werntz, Steven Hobaica, Sarah A. Owens, Mark A. Lumley, Jason J. Washburn
Journal of Clinical Psychology.2021; 77(1): 105. CrossRef
Online interviews for the selection of applicants for admission into an entry to practice program in pharmacy: Relationship to performance and student perspectives
Ken Cor, Ravina Snghera, Dion R. Brocks
Currents in Pharmacy Teaching and Learning.2021; 13(6): 616. CrossRef
Multiple Mini-Interview Utilization in United States Physician Assistant Program Admission Processes
Kassidy James, Ziemowit Mazur, Michel Statler, Theresa Hegmann, Grace Landel, Venetia L. Orcutt
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Versatility in multiple mini-interview implementation: Rater background does not significantly influence assessment scoring
Keith D. Baker, Roy T. Sabo, Meagan Rawls, Moshe Feldman, Sally A. Santen
Medical Teacher.2020; 42(4): 411. CrossRef
Rethinking the Admissions Interview: Piloting Multiple Mini-Interviews in a Graduate Psychology Program
Jennifer R. Clark, Catherine A. Miller, Erin L. Garwood
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Maximizing Effectiveness of the Holistic Admission Process
Robin Wagner, Krista R. Maddox, Greer Glazer, Beverly M. Hittle
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Interviewer perceptions during the implementation of the multiple mini-interview model at a school of pharmacy
Julie A. Murphy, Anthony J. Pattin, Jeffrey G. Sarver, Michelle L. Seegert, Sean Mertz, Ethan Blashford
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Exam performance of different admission quotas in the first part of the state examination in medicine: a cross-sectional study
Alex Mommert, Josefin Wagner, Jana Jünger, Jürgen Westermann
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The multiple mini‐interview and dental hygiene admissions: A feasible option?
Monica Williamson Nenad
Journal of Dental Education.2020; 84(6): 634. CrossRef
Do Admissions Multiple Mini-Interview and Traditional Interview Scores Predict Subsequent Academic Performance? A Study of Five California Medical Schools
Anthony Jerant, Mark C. Henderson, Erin Griffin, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Daniel J. Tancredi, Francis J. Sousa, Peter Franks
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Ava K. Chow, Nadine C. Milos
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Richard E. Wilcox, Kenneth A. Lawson
Currents in Pharmacy Teaching and Learning.2018; 10(4): 529. CrossRef
Medical School Applicant Characteristics Associated With Performance in Multiple Mini-Interviews Versus Traditional Interviews: A Multi-Institutional Study
Mark C. Henderson, Carolyn J. Kelly, Erin Griffin, Theodore R. Hall, Anthony Jerant, Ellena M. Peterson, Julie A. Rainwater, Francis J. Sousa, David Wofsy, Peter Franks
Academic Medicine.2018; 93(7): 1029. CrossRef
Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools?
Anthony Jerant, Mark C. Henderson, Erin Griffin, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Peter Franks
Academic Medicine.2018; 93(8): 1227. CrossRef
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Jack Novovic, Theresa L. Charrois, M. Ken Cor, Jill J. Hall
Currents in Pharmacy Teaching and Learning.2018; 10(12): 1550. CrossRef
The utility of multiple mini-interviews: experience of a medical school
Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon
Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Reliability of Multiple Mini-Interviews and traditional interviews within and between institutions: a study of five California medical schools
Anthony Jerant, Mark C. Henderson, Erin Griffin, Julie A. Rainwater, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Peter Franks
BMC Medical Education.2017;[Epub] CrossRef

Proposal for a Modified Dreyfus and Miller Model with simplified competency level descriptions for performing self-rated surveys: Janghee Park; J Educ Eval Health Prof. 2015;12:54. Published online November 30, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.54

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Abstract PDF

In competency-based education, it is important to frequently evaluate the degree of competency achieved by establishing and specifying competency levels. To self-appraise one’s own competency level, one needs a simple, clear, and accurate description for each competency level. This study aimed at developing competency stages that can be used in surveys and conceptualizing clear and precise competency level descriptions. In this paper, the author intends to conceptualize a simple competency level description through a literature review. The author modified the most widely quoted competency level models—Dreyfus’ Five-stage Model and Miller’s Pyramid—and classified competency levels into the following: The Modified Dreyfus Model comprises absolute beginner, beginner, advanced beginner, competent, proficient, and expert, while the Modified Miller Model uses the levels of knows little, knows and knows how, exercised does, selected does, experienced does, and intuitive does. The author also provided a simple and clear description of competency levels. The precise description of competency levels developed in this study is expected to be useful in determining one’s competency level in surveys.

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Vijay Kumar Yelagondula, Sarannya Dutta, Mohammad Rizwan, Sitharamanjaneyulu Madhukuri, Shailaja P. Reddy, Avinash Pathengay
Clinical and Experimental Optometry.2026; : 1. CrossRef
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Knowledge of evidence-based dentistry among academic dental practitioners of Bhopal, India: a preliminary survey: Aishwarya Singh, Sudhanshu Saxena, Vidhatri Tiwari, Utkarsh Tiwari; J Educ Eval Health Prof. 2015;12:26. Published online June 15, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.26

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Abstract PDF: This study aimed to characterize the knowledge of evidence-based dentistry (EBD) among dental faculty members in the city of Bhopal in central India. A cross-sectional questionnaire was administered at two dental colleges in Bhopal City. All dental faculty members who were present on the day of the study and who agreed to participate were included in the study. A total of 50 dental faculty members returned the questionnaire. Six Likert-type questions were asked, and the percentages of various responses were used for analysis. Sixteen faculty members (32.0%) strongly agreed that EBD is a process of making decisions based on scientifically proven evidence. Fifteen faculty members (30.0%) strongly disagreed or disagreed with the item stating that the best and quickest way to find evidence is by reading textbooks or asking experienced colleagues. Thirteen faculty members (26.0%) strongly agreed that EBD allows dentists to improve their scientific knowledge and clinical skills. It is recommended that EBD be included in undergraduate and postgraduate curricula and in intensive continuing dental education programs that are conducted for dental faculty members.

Research Article

The validity and reliability of a problem-based learning implementation questionnaire: Bhina Patria; J Educ Eval Health Prof. 2015;12:22. Published online June 8, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.22

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Abstract PDF

Purpose
The aim of this paper is to provide evidence for the validity and reliability of a questionnaire for assessing the implementation of problem-based learning (PBL). This questionnaire was developed to assess the quality of PBL implementation from the perspective of medical school graduates. Methods: A confirmatory factor analysis was conducted to assess the validity of the questionnaire. The analysis was based on a survey of 225 graduates of a problem-based medical school in Indonesia. Results: The results showed that the confirmatory factor analysis model had a good fit to the data. Further, the values of the standardized loading estimates, the squared inter-construct correlations, the average variances extracted, and the composite reliabilities all provided evidence of construct validity. Conclusion: The PBL implementation questionnaire was found to be valid and reliable, making it suitable for evaluation purposes.

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Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course
Yung-Chuan Lee
The Asia-Pacific Education Researcher.2025; 34(1): 511. CrossRef
Prison education in the resocialization of incarcerated individuals
Rafael Romero-Carazas, Fabrizio Del Carpio-Delgado, Roque Juan Espinoza-Casco, David Hugo Bernedo-Moreira, Wilter C. Morales-García, Renza Adriana Alexandra Rodríguez-Asto, Lorena Karolay Quiñones-Ormeño
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Brief Report

Assessment of the learning environment in prosthodontic department based on Dental College Learning Environment Survey by the graduates of a dental institute in India: Shigli Kamal, Hebbal Mamata; J Educ Eval Health Prof. 2014;11:34. Published online December 22, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.34

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Abstract PDF

The purpose of this study was to determine dental graduates’ perceptions of learning environment in a prosthodontic department in a dental institute in India. The 60-item closed-ended, cross-sectional questionnaire with five options was completed by the dental graduates and the dentists. The data obtained was analyzed using statistical software. The mean, SD, frequency and percentages were calculated wherever appropriate. The questionnaire was answered by 242 dentists and dental graduates. Of the seven Dental College Learning Environment Survey scales, the highest mean scores were for student to student interaction (2.76 ± 0.53) followed by meaningful learning experience (2.67 ± 0.39). The lowest scores were for flexibility (2.26 ± 0.51) followed by supportiveness (2.40 ± 0.59). The lowest mean scores obtained for the ‘flexibility scale’ conveys that the opportunity for the faculty and students to modify the learning environment are less than for the other categories, and there is thus a need to modify the learning environment. Faculty should also increase their support to the students by contributing to an effective and meaningful interaction by creating a congenial environment.

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Exploring Dental Students’ Perceptions of the Educational Environment: A Q‐Sort‐Based C‐SWOT Analysis
Vaibhav Kumar, Anil V. Ankola, Roopali M. Sankeshwari, Pratibha Pastay, Varkey Nadakkavukaran Santhosh, Sagar Jalihal, Richa Singhal, Simran Thakur
Journal of Dental Education.2026;[Epub] CrossRef

Research Article

Learning style preferences of nursing students at two universities in Iran and Malaysia: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2014;11:30. Published online November 24, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.30

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Abstract PDF

Purpose
Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

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Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
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Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
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Brief Reports

What steps are necessary to create written or web-based selected-response assessments?: Matt Morgan, Valerie Dory, Stuart Lubarsky, Kieran Walsh; J Educ Eval Health Prof. 2014;11:28. Published online November 8, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.28

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Abstract PDF: Before we work out what constitutes an assessment’s value for a given cost in medical education, we must first outline the steps necessary to create an assessment, and then assign a cost to each step. In this study we undertook the first phase of this process: we sought to work out all the steps necessary to create written selected-response assessments. First, the lead author created an initial list of potential steps for developing written assessments. This was then distributed to the other three authors. These authors independently added further steps to the list. The lead author incorporated the contributions of these others and created a second draft. This process was repeated until consensus was achieved amongst the study’s authors. Next, the list was shared by means of an online questionnaire with 100 healthcare professionals with experience in medical education. The results of the authors’ and healthcare professionals’ thoughts and feedback on the steps, needed to create written assessment, are outlined below in full. We outlined the steps that are necessary to create written or web-based selected-response assessments.

Higher stress scores for female medical students measured by the Kessler Psychological Distress Scale (K10) in Pakistan: Khadija Qamar, Muhammad Rizwan Bash Kiani, Aisha Ayyub, Atif Ahmed Khan, Mohammad Osama; J Educ Eval Health Prof. 2014;11:27. Published online October 9, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.27

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178 Download
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Abstract PDF

The aim of this study was to determine the stress level of medical students and the relationship between stress and academic year. A cross-sectional, descriptive study was conducted at an undergraduate medical school with a five-year curriculum, in Pakistan, from January 2014 to April 2014. Medical students in the first four years were included in the study. The Kessler Psychological Distress Scale (K10), a self-administered questionnaire, was distributed to the students. A total of 445 medical students completed the questionnaire. The average stress score was 19.61 (SD = 6.76) with a range from 10 to 43. Stress was experienced by 169 students (41.7%). The scores of female students were higher than scores of males, indicating a higher stress level (P = 0.011). The relationship between stress and academic year was insignificant (P = 0.392).

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