Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Search

Page Path
HOME > Search
24 "Questionnaires"
Filter
Filter
Article category
Keywords
Publication year
Authors
Funded articles
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
  • 1,471 View
  • 209 Download
AbstractAbstract PDFSupplementary 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
  • 5,122 View
  • 332 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
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.

Citations

Citations to this article as recorded by  
  • 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
  • 15,695 View
  • 607 Download
  • 11 Web of Science
  • 15 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • 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
  • 3,933 View
  • 191 Download
  • 1 Web of Science
AbstractAbstract PDFSupplementary 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
  • 3,379 View
  • 84 Download
AbstractAbstract PDFSupplementary 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
  • 7,754 View
  • 290 Download
  • 9 Web of Science
  • 13 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • A modern approach to the treatment of delayed eruption of upper permanent canines (literature review)
    K.M. Lykhota, O.H. Yakush
    Oral and General Health.2025; 6(1): 2.     CrossRef
  • A Modern Approach to the Treatment of Delayed Eruption of Upper Permanent Canines (Literature Review)
    K. Lykhota, O. Yakush
    SUCHASNA STOMATOLOHIYA.2025; (2): 28.     CrossRef
  • Dentists’ Knowledge and Attitude Toward Tooth Autotransplantation in Saudi Arabia: A Cross-Sectional Survey
    Mohammad Assaggaf, Joweil Idrees, Maria Nassif, Shatha Bamashmous, Amal Jamjoom, Arwa A. Banjar, Arwa Badahdah, Ayman M. Abulhamael
    Healthcare.2025; 13(13): 1558.     CrossRef
  • Effect of an Educational Intervention on Knowledge and Skills of Police Officers Towards Prehospital Care for Road Traffic Accident Victims in Southwestern Uganda
    Loyce Kyarikunda, Philis Chelimo, Shamia Nakabugo, Daphine Asaasira, Jacob Twinamatsiko, Frank Senyondo, Leevan Tibaijuka, Mzee Charles, JohnBosco Birungi, Vallence Niyonzima
    Open Access Emergency Medicine.2025; Volume 17: 301.     CrossRef
  • Mapping the Landscape: A Systematic Review of Technology Trends in Medical Education and Competency Development
    Ehsan Toofaninejad, Siamak Mirzaei, Ali Mahdavi Shakib, Dariush Gholipour Morad Dashtaki, Hosnieh Raoufian, Zohrehsadat Mirmoghtadaie, Somaye Sohrabi
    Advances in Medical Education and Practice.2025; Volume 16: 2369.     CrossRef
  • Knowledge, attitudes, and practices among patients with combined dentition defect and non-functional impacted teeth toward tooth autotransplantation
    Liang Zhao, Yuzhuan Hou, Juan Wang
    BMC Oral Health.2024;[Epub]     CrossRef
  • 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
    Jae Hyun Park, Jiyoung Oh, Kooyoung Lim, Alex Hung Kuo Chou, Yoon-Ah Kook, Seong Ho Han
    Applied Sciences.2023; 13(21): 11665.     CrossRef
  • Reconsidering some standards in immediate autotransplantation of teeth: Case report with 2-year follow-up
    Nuraldeen Maher Al-Khanati, Zafin Kara Beit
    Annals of Medicine and Surgery.2022; 75: 103470.     CrossRef
  • Effect of restoration material on marginal bone resorption around modified anatomic zirconia dental implants: A randomised controlled trial
    Alaa Aldebes, Nuraldeen Maher Al-Khanati, Jihad Abou Nassar, Nour Al-Deen Kharboutly, Feras Aldamman
    Annals of Medicine & Surgery.2022;[Epub]     CrossRef
  • Should we predict poor prognosis in autotransplantation of teeth with completed root formation?
    Nuraldeen Maher Al-Khanati, Zafin Kara Beit
    Annals of Medicine & Surgery.2022;[Epub]     CrossRef
  • Unusual Indications of Teeth Transplantation: A Literature Review
    Nuraldeen M Al-Khanati, Ahmad Albassal, Zafin Kara Beit
    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
  • 12,100 View
  • 471 Download
  • 20 Web of Science
  • 28 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • Use of Virtual Patients and Related Training Outcomes in Postgraduate Psychiatry Residency Education: A Scoping Review
    Kin Hwee Ryan Hoo, Yao Kang Shuy, Jing Ling Tay, Qian Hui Chew, Kang Sim
    Academic Psychiatry.2026; 50(1): 64.     CrossRef
  • Silent teachers: Narratives from the simulation lab
    Aaron Lawson McLean, Anna C. Lawson McLean
    Medical Education.2026; 60(1): 46.     CrossRef
  • Ex situ and in situ training of admission department staff of psychological first aid for acute psychological reactions to stress in relatives of intensive care patients
    V. A. Konnov, S. A. Lukyanov, K. G. Shapovalov
    Messenger of ANESTHESIOLOGY AND RESUSCITATION.2026; 23(1): 77.     CrossRef
  • Postgraduate Critical Care Nursing Students’ Experiences of Simulation Working With the Same Simulated Participant: A Qualitative Evaluation
    Siobhan Brereton, Kate O'Donovan, Hazel Ní Chonchubhair, Lisa Rogers
    Teaching and Learning in Nursing.2025; 20(1): e118.     CrossRef
  • Empathy Education to Promote Age-Friendly Healthcare: A Scoping Review
    Renée M. Huth, Viki B. Neurauter, Diane C. Millar, Mary Catherine Santoro, Jamie Price
    Physical & Occupational Therapy In Geriatrics.2025; 43(3): 255.     CrossRef
  • Simuler une victime de catastrophe : quels enjeux psychologiques ?
    Ophélie Lefetz, Alexandre Maurisse, Mina Pinheiro, Marine Deschamps, Swann Eglizeaud, Elina Hérault, Laurenne Chagneaud, Jean-Michel Coq
    Médecine de Catastrophe - Urgences Collectives.2025; 9(2): 126.     CrossRef
  • Teaching touch with technology: Realism and pedagogical intent in digital simulation
    Siew Ping Han, Olivia Ng
    Medical Education.2025; 59(8): 792.     CrossRef
  • The effectiveness of implicit bias training for simulated participants
    Richard V. Thompson, Jeff Barbee, Nick Stancato, Sheryl Pfeil
    Clinical Simulation in Nursing.2025; 105: 101781.     CrossRef
  • Let’s face it. Individualizing a manikin by means of a lifecast face increases the flow that students experience during simulation training: results from randomized controlled pilot trial
    Claudia Schlegel, Felix M. Schmitz, Daniel Bauer
    Journal of Healthcare Simulation.2025;[Epub]     CrossRef
  • Communication and swallowing training of stroke‐specialized health professionals using transdisciplinary knowledge in a patient–actor scenario: A case report
    Maria da Assunção Coelho de Matos, Ana Rita Pinheiro, Isabel Maria Monteiro da Costa, Joaquim Alvarelhão
    International Journal of Language & Communication Disorders.2024; 59(2): 798.     CrossRef
  • Learning outcomes and cost-utility analysis of hybrid patient and mannequin-based simulation
    Juana Perpiñá-Galvañ, Silvia Satorra-Rodríguez, Ana Isabel Gutiérrez-García, Noelia García-Aracil, Lourdes José-Alcaide, Néstor Montoro-Pérez, Rocío Juliá-Sanchís
    Nurse Education Today.2024; 132: 106003.     CrossRef
  • Promoting knowledge of metered dose inhaler (MDI) usage among pharmacy professional students through a mobile app
    Muhammad Thesa Ghozali, Tasya Aulia Mutiara
    Journal of Asthma.2024; 61(8): 835.     CrossRef
  • Optimizing Advanced Trauma Life Support (ATLS®) to Maximize Readiness
    Joseph R Danford, Florencio Reyes, Jennifer M Gurney, Joshua P Smith, Daniel J Stinner
    Military Medicine.2024; 189(9-10): e2206.     CrossRef
  • What is the impact of simulation‐based training for paediatric procedures on patient outcomes, cost and latent safety threats?
    Samuel E. Graef, Nima Karimi, Maggie Xu, Jo‐Anne Petropoulos, Quang N. Ngo, Elif Bilgic
    The Clinical Teacher.2024;[Epub]     CrossRef
  • Medical Students’ Perception Toward Using AI in Medical Education in the Kurdistan Region, Iraq: A Cross-Sectional Study
    Dawan J Hawezy, Kochr A Mahmood, Gasheen A Hawezy, Govand S Sadraldeen, Saddon T Ahmad
    Cureus.2024;[Epub]     CrossRef
  • Differences in community health nursing learning outcomes based on simulation modality
    Amelia Perez, Angela Andrews, Rebecca Luebbert
    Clinical Simulation in Nursing.2024; 96: 101606.     CrossRef
  • A Scoping Review of Pakistani Healthcare Simulation: Insights for Lower-Middle-Income Countries
    Maria Bajwa, Fizza Najeeb, Haneen Alnazzawi, Ayesha Ayub, Jessica G Bell, Fouzia Sadiq
    Cureus.2024;[Epub]     CrossRef
  • Standardized Patients Versus Mannequins in Mental Health Simulation
    Rebecca Luebbert, Amelia Perez, Angela Andrews, Tracy Webster-Cooley
    Journal of the American Psychiatric Nurses Association.2023; 29(4): 283.     CrossRef
  • Use of an in-house-developed, 3D-printed mannequin for emergency medicine training among medical students
    Zulvikar Syambani Ulhaq, Ferry Nur Nasyroh, Achmad Arief Hidayatullah, Christyaji Indradmojo, Amalia Nur Aisa, Gita Vita Soraya
    Educación Médica.2023; 24(6): 100848.     CrossRef
  • The Effect of Simulation on Nursing Student Perceptions of Readiness to Provide End-of-Life Care
    Rebecca Dias, Kathryn Robinson, Patricia Poirier
    Journal of Hospice & Palliative Nursing.2023; 25(6): E116.     CrossRef
  • The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning
    Dianne Marshall, Michelle Honey
    Nursing Praxis in Aotearoa New Zealand.2023;[Epub]     CrossRef
  • Metaverse in Medical Education
    Agus Rizal Ardy Hariandy Hamid, Ferdiansyah Sultan Ayasasmita Rusdhy, Prasandhya Astagiri Yusuf
    Medical Journal of Indonesia.2023; 32(2): 67.     CrossRef
  • In situ simulation and its different applications in healthcare: an integrative review
    Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
    Revista Brasileira de Educação Médica.2023;[Epub]     CrossRef
  • Simulação in situ e suas diferentes aplicações na área da saúde: uma revisão integrativa
    Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
    Revista Brasileira de Educação Médica.2023;[Epub]     CrossRef
  • Perception of Realism and Acquisition of Clinical Skills in Simulated Pediatric Dentistry Scenarios
    Begoña Bartolomé Villar, Irene Real Benlloch, Ana De la Hoz Calvo, Gleyvis Coro-Montanet
    International Journal of Environmental Research and Public Health.2022; 19(18): 11387.     CrossRef
  • Just-in-Time Orientation of Non-Critical Care Nurses to the Critical Care Environment
    Meghan Doelger, Karen Kesten, Bonnie Sakallaris
    The Journal of Continuing Education in Nursing.2022; 53(10): 465.     CrossRef
  • Content validity test of a safety checklist for simulated participants in simulation-based education in the United Kingdom: a methodological study
    Matthew Bradley
    Journal of Educational Evaluation for Health Professions.2022; 19: 21.     CrossRef
  • A manikin or human simulator—development of a tool for measuring students’ perception
    Kamil Torres, Phillip Evans, Izabela Mamcarz, Natalia Radczuk, Anna Torres
    PeerJ.2022; 10: e14214.     CrossRef
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
  • 20,659 View
  • 305 Download
  • 4 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • Evaluation of the Training Environment Among Residents in Morocco: A Multicentric Study
    Mohamed EL Mouhajir, Yassine Majbar, Nadir Ammar, Achraf Sakini, Oumaima Lahnaoui, Amine Benkabbou, Amine Souadka, Mohammed Anass Majbar
    Journal of Medical and Surgical Research.2023; : 1239.     CrossRef
  • KNOWLEDGE OF PHYSIOTHERAPY STUDENTS ABOUT SUPERVISION SKILLS DURING THE CLINICAL ROTATION OF INTERNSHIP
    Dr. Tabish Fahim, Dr. Shadab Uddin
    Pakistan Journal of Rehabilitation.2021; 10(2): 31.     CrossRef
  • Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure
    Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua
    Journal of Educational Evaluation for Health Professions.2020; 17: 4.     CrossRef
  • Measuring the impact of oceanographic indices on species distribution shifts: The spatially varying effect of cold‐pool extent in the eastern Bering Sea
    James T. Thorson
    Limnology and Oceanography.2019; 64(6): 2632.     CrossRef
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
  • 21,782 View
  • 270 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • Non-Academic Predictors of Academic Performance Throughout a Physical Therapist Education Program
    Kelly Reynolds, Maggie Horn, Karen Huhn, Steven George
    Journal of Allied Health.2026; 55(1): 21.     CrossRef
  • A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
    Andrea N. Bowens
    Journal of Physical Therapy Education.2024; 38(3): 192.     CrossRef
  • Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors
    Kelly Reynolds, Maggie Horn, Karen Huhn, Steven Z. George
    BMC Medical Education.2024;[Epub]     CrossRef
  • The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
    Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
    Journal of Educational Evaluation for Health Professions.2021; 18: 31.     CrossRef
Research 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
  • 37,554 View
  • 501 Download
  • 45 Web of Science
  • 47 Crossref
AbstractAbstract PDFSupplementary 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.

Citations

Citations to this article as recorded by  
  • The belief in a just world and empathy in nursing students: the role of self-esteem
    Yujing Wang, Yang Xun
    BMC Nursing.2026;[Epub]     CrossRef
  • Empathy in family medicine postgraduate education: A mixed studies systematic review
    David Ortiz-Paredes, Peterson Adam Henet, Martin Desseilles, Charo Rodríguez
    Medical Teacher.2025; 47(2): 275.     CrossRef
  • Professionalism and professional identity in medical students: a cross-sectional mixed-methods analysis of correlation and progression
    Munawar Farooq, Muhammad Jawad Hashim, Sultan Alhosani, Amer Mohammed Alalawi, Omar Mohammed Alalawi, Khaled Abdullah Qandilo, Uffaira Hafeez, Arif Alper Cevik
    Frontiers in Medicine.2025;[Epub]     CrossRef
  • The relationship between alexithymia, empathy, willingness to fulfill the contract, and communication skills attitudes of rural-oriented tuition-waived medical students of China: a cross-sectional study
    Lining Zhang, Yuxuan Xu, Leyan Gao, Chen Feng, Guanqi Han, Xuewen Zhang, Xintong Xu, Aimin Tang
    Frontiers in Medicine.2025;[Epub]     CrossRef
  • Enhancing nursing students’ patient-centeredness attitudes and emotional skills through co-teaching with patients and caregivers: A mixed-methods study
    Sara Alberti, Matías Eduardo Díaz Crescitelli, Loris Bonetti, Sergio Rovesti, Paola Ferri, Federica Canzan
    PLOS One.2025; 20(9): e0332510.     CrossRef
  • Understanding empathy in medical education: A cross-sectional study of cognitive and affective dimensions among undergraduate students
    S. Shankar, K. S. Ravisankar
    Telangana Journal of Psychiatry.2025;[Epub]     CrossRef
  • The integrated curriculum and student empathy: a longitudinal multi-cohort analysis
    Christiane R. Herber-Valdez, Julie A. Blow, Tammy T. Salazar, Kathryn V. Horn, Dyanne G. Herrera, Naomi L. Lacy, Lisa Beinhoff, J. Manuel de la Rosa
    Advances in Health Sciences Education.2024; 29(4): 1131.     CrossRef
  • The Level of Empathy Among Medical Students at the University of Tabuk, Saudi Arabia
    Omnia S El Seifi, Amal A Alenazi, Asmaa M Alfuhaymani, Alshaymaa A Alanazi, Omayrah A Alanazi, Lama A Alanazi, Nouf M Albalawi, Fatima S Alharbi, Dhuha A ALQasir
    Cureus.2024;[Epub]     CrossRef
  • Ebe ve Hemşirelerin Empati Becerileri ile Kültürlerarası İletişimleri Arasındaki İlişki
    Aynur ERÇEK KARCI, Selma ŞEN
    İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi.2024; 9(1): 19.     CrossRef
  • The Greek Jefferson Scale of Empathy—Medical Student Version (JSE-S): Psychometric Properties and Its Associated Factors
    Polychronis Voultsos, Petros Galanis, Marianna-Foteini A. Dafni, Venetia-Sofia Velonaki, Georgia-Neta Andreou, Leda Kovatsi
    Behavioral Sciences.2024; 14(3): 195.     CrossRef
  • Empathy Among Medical Students: An Exploratory Cross-Sectional Survey
    Sukhmanjit S Brar, Revadi G, Ankur Joshi, Abhijit R Rozatkar, Ehsaas Bajaj, Abhijit P Pakhare
    Cureus.2024;[Epub]     CrossRef
  • The impact of empathy on medical students: an integrative review
    Hao Chen, Hanwen Xuan, Jinquan Cai, Meichen Liu, Lei Shi
    BMC Medical Education.2024;[Epub]     CrossRef
  • Impact of Multimodal Intervention on Empathy Levels in Medical Students: A Questionnaire-Based Study
    Mangesh Bankar, Shefali Gupta, Hansraj Kumar, Mayank Agarwal
    Cureus.2024;[Epub]     CrossRef
  • Level of undergradute nursing student’s empathy during the four year nursing course in selected nursing colleges of Ernakulam
    Manju George Pynadath, Usha Marath, Jashmi G, Abhiya CB, Aleena Davis, Amrutha Benny, Anu Antu
    IP Journal of Paediatrics and Nursing Science.2024; 7(2): 48.     CrossRef
  • Comparative study of the relationship between empathy and motivation among undergraduate students of new curriculum and old curriculum
    Aradhana Sanga, Rajiv Ranjan, Prerna Sanga, Rita Kumari, Kumari Sandhya, Babita Kujur
    Journal of Family Medicine and Primary Care.2024; 13(9): 3892.     CrossRef
  • Unfolding the empathic insights and tendencies among medical students of two gulf institutions using interpersonal reactivity index
    Haniya Habib, Sara Anjum Niinuma, Khadeja Alrefaie, Heba Awad Al Khalaf, Mohammad Jasem Hani, Zeinab Yaareb Mosleh Al-Rawi, Zarish Hussain, Prianna Menezes, Sornali Rani Roy, Bincy Mathew, Salman Yousuf Guraya, Alfred Nicholson, Shaista Salman Guraya
    BMC Medical Education.2024;[Epub]     CrossRef
  • Empathy, Moral Sensitivity, and Prosocial Behavior Among Medical Undergraduates in a South Indian Tertiary Care Teaching Institute: An Analytical Cross-Sectional Study
    Sagnika Chowdhury, Naveen K G, Robin T Vavachan
    Cureus.2024;[Epub]     CrossRef
  • Cinemeducation: Using Movie Clips to Enhance Empathy among Medical Interns
    Kranti Tekulapally
    Medical Journal of Dr. D.Y. Patil Vidyapeeth.2024; 17(5): 1043.     CrossRef
  • Understanding Clinical Empathy: A Call for Research in India
    Varun Raj Passi, Anuradha Lele Mookerjee
    Journal of Medical Evidence.2024; 5(3): 281.     CrossRef
  • Assessment of Empathy among Health Professional Students in a Government Medical College in South India
    Bhavani R, Sneha Simon, Fathima Shoukath Ali, Rudrakshala Divyasri
    Healthline.2024; 15(3): 208.     CrossRef
  • Trends of Change in Empathy Among Indian Medical Students: A Two-Year Follow-Up Study
    Gayatri Bhatia, Jyoti V. Shetty
    Indian Journal of Psychological Medicine.2023; 45(2): 162.     CrossRef
  • Eleven years of data on the Jefferson Scale of Empathy – medical student version: Japanese norm data and tentative cutoff scores
    Hitomi U. Kataoka, Akiko Tokinobu, Chikako Fujii, Mayu Watanabe, Mikako Obika
    BMC Medical Education.2023;[Epub]     CrossRef
  • Improved Understanding of Learning Characteristics among International Students in Post-Baccalaureate Medical Education for Sustainable Development
    Hsiang-Chin Hsu, Tzu-Ching Sung
    Sustainability.2023; 15(9): 7631.     CrossRef
  • Clinical Empathy and Its Correlates Among Indian Medical Students: A Cross-Sectional Study of Bihar
    Kritika Tiwari, Neeraj Agarwal, Sanjay Pandey
    Cureus.2023;[Epub]     CrossRef
  • Factor structure of the Jefferson Scale for Empathy among medical undergraduates from South India
    Samir Kumar Praharaj, Santosh Salagre, Podila Sathya Venkata Narasimha Sharma
    Indian Journal of Psychiatry.2023; 65(7): 755.     CrossRef
  • Empathy levels among undergraduate medical students in Karachi, Pakistan: a cross-sectional study
    Masooma Naseem, Burhanuddin Tahir, Afia Salman, Sara Qadir, Rida Farhan, Sajjad Ali, Zehra Naseem, Warda Ahmed, Mahfuza Anan
    Annals of Medicine & Surgery.2023; 85(8): 3858.     CrossRef
  • Perceived leadership quality and empathy among Indian undergraduate medical students
    Himel Mondal, Sachin Soni, Manas Ranjan Sahoo, Shaikat Mondal, Koushik Saha, Biswajit Maharana, Bhagyajyoti Priyadarshini, Joshil Kumar Behera
    Journal of Education and Health Promotion.2023;[Epub]     CrossRef
  • Rules, Responsibility, and Empathy in Maternity Hospitals: A Qualitative Study in Iran
    Zahra Shahvari, Parastou Yousefali, Reihaneh Firoozikhojastefar
    Iranian Journal of Psychiatry and Behavioral Sciences.2023;[Epub]     CrossRef
  • The relationship between medical students’ empathy and burnout levels by gender and study years
    Hyoung Seok Shin, Hyunmi Park, Young-Mee Lee
    Patient Education and Counseling.2022; 105(2): 432.     CrossRef
  • Empathy, personality traits, and emotional management in 2nd and 4th-year dentistry students: a single-center study
    Christian Lermen, Willi Wetzel, Vanessa Britz, Jasmina Sterz, Wolf O Bechstein, Teresa Schreckenbach
    BMC Medical Education.2022;[Epub]     CrossRef
  • A quantitative evaluation of empathy using JSE-S Tool, before and after a Medical Humanities Module, amongst first-year medical students in Nepal
    Krishna Bahadur G. C., Amit Arjyal, Amanda Helen Douglas, Madhusudan Subedi, Rajesh Gongal
    BMC Medical Education.2022;[Epub]     CrossRef
  • Reliability of Greek version of the Toronto empathy questionnaire in medical students and associations with sociodemographic and lifestyle factors
    Polychronis Voultsos, Fotios Chatzinikolaou, Angeliki Papana, Aspasia Deliligka
    BMC Psychology.2022;[Epub]     CrossRef
  • Impact of Perfectionism and Resilience on Empathy in Medical Students: A Cross-Sectional Study
    Wardah Rafaqat, Ashmal Sami, Muhammad Talal Ibrahim, Hamza Ibad, Sheharbano Awais, Ayesha Memon, Fatima Farrukh Shahbaz, Daniyaal Ahmed, Shahzaib Zindani, Abdul Lateef Leghari, Sarah Saleem
    Journal of Patient Experience.2022;[Epub]     CrossRef
  • Humanitarian approach in medicine: A study on clinical empathy among medical students and graduates using the Jefferson Scale of Empathy
    VEDI NEERAJ, PUJA DULLOO, DEEPAK SHARMA, PRAVEEN SINGH
    The National Medical Journal of India.2022; 35: 100.     CrossRef
  • Project DABE: Empathy among Spanish Medical Students
    Joaquín García-Estañ, Diego Flores-Funes, Patricia Capdevila-Gaudens, J. Miguel García-Abajo, Mila García-Barbero
    Educación Médica.2022; 23(6): 100769.     CrossRef
  • Measurement of empathy among health professionals during Syrian crisis using the Syrian empathy scale
    Mayssoon Dashash, Mounzer Boubou
    BMC Medical Education.2021;[Epub]     CrossRef
  • Stigma, Empathy, and Attitude (SEA) educational module for medical students to improve the knowledge and attitude towards persons with mental illness
    Samir Kumar Praharaj, Santosh Salagre, Podila S.V.N. Sharma
    Asian Journal of Psychiatry.2021; 65: 102834.     CrossRef
  • Awareness, Knowledge, Attitude and Empathy Levels of Dental Postgraduates Towards Their Patients During Practice and Research—A Questionnaire Based Survey
    P Mohan Kumar, D Praveen, G Praveen, P Arun Bhupathi, M Ravi Kanth, KS Uloopi
    Journal of Patient Experience.2021;[Epub]     CrossRef
  • Civic-Mindedness Sustains Empathy in a Cohort of Physical Therapy Students: A Pilot Cohort Study
    Kerstin M Palombaro, Jill D Black, Robin L Dole, Sidney A Jones, Alexander R Stewart
    Journal of Patient Experience.2020; 7(2): 185.     CrossRef
  • Revisiting the trajectory of medical students’ empathy, and impact of gender, specialty preferences and nationality: a systematic review
    Freja Allerelli Andersen, Ann-Sofie Bering Johansen, Jens Søndergaard, Christina Maar Andersen, Elisabeth Assing Hvidt
    BMC Medical Education.2020;[Epub]     CrossRef
  • Empathy amongst dental students: An institutional cross‐sectional survey in Poland and Croatia
    Ivana Brekalo Prso, Katarzyna Mocny‐Pachońska, Agata Trzcionka, Sonja Pezelj‐Ribaric, Ema Paljevic, Marta Tanasiewicz, Romana Persic Bukmir
    European Journal of Dental Education.2020; 24(4): 687.     CrossRef
  • Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University
    Özge Akgün, Melahat Akdeniz, Ethem Kavukcu, Hasan Hüseyin Avcı
    Journal of Medical Education and Curricular Development.2020;[Epub]     CrossRef
  • Developing Humanistic Competencies Within the Competency-Based Curriculum
    Satendra Singh, Upreet Dhaliwal, Navjeevan Singh
    Indian Pediatrics.2020; 57(11): 1060.     CrossRef
  • Anecdote or Reality: Are People From the South and/or Rural Areas of the USA More Empathetic?
    Vanessa P. Nguyen, Bruce W. Newton
    Medical Science Educator.2019; 29(1): 277.     CrossRef
  • Is empathy change in medical school geo‐socioculturally influenced?
    Gominda Ponnamperuma, Su Ping Yeo, Dujeepa D Samarasekera
    Medical Education.2019; 53(7): 655.     CrossRef
  • Measuring empathy in a group of South African undergraduate medical students using the student version of the Jefferson Scale of Empathy
    Elize Archer, Roseanne Turner
    African Journal of Primary Health Care & Family Medicine.2019;[Epub]     CrossRef
  • Empathy, burnout, life satisfaction, correlations and associated socio-demographic factors among Chinese undergraduate medical students: an exploratory cross-sectional study
    Qinghua Wang, Lie Wang, Meng Shi, Xuelian Li, Rong Liu, Jie Liu, Min Zhu, Huazhang Wu
    BMC Medical Education.2019;[Epub]     CrossRef
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
  • 34,764 View
  • 308 Download
  • 2 Web of Science
  • 5 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • The Clinical Nursing Competency Assessment System of Ghana: Perspectives of Key Informants
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Sage Open.2022;[Epub]     CrossRef
  • Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study
    Sun Kyung Kim, Youngho Lee, Hyoseok Yoon, Jongmyung Choi
    Journal of Medical Internet Research.2021; 23(3): e24313.     CrossRef
  • Nursing Students’ Experiences on Clinical Competency Assessment in Ghana
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Nurse Media Journal of Nursing.2021; 11(3): 278.     CrossRef
  • Clinical nursing competency assessment: a scoping review
    Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
    Frontiers of Nursing.2021; 8(4): 341.     CrossRef
  • Factors Influencing the Success of the National Nursing Competency Examination taken by the Nursing Diploma Students in Yogyakarta
    Yulia Wardani
    Jurnal Ners.2020; 14(2): 172.     CrossRef
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
  • 6 Web of Science
  • 9 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Validation of a Clinical Teaching Competency Framework for Physical Therapists: A Mixed-Methods Approach
    Amanda Sharp, Catherine Bilyeu, Carissa Wengrovius, Katherine Myers
    Physical Therapy.2024;[Epub]     CrossRef
  • Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
    Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
    Journal of Physical Therapy Education.2023; 37(2): 108.     CrossRef
  • The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
    Valentina Lucia La Rosa, Michał Ciebiera, Kornelia Zaręba, Enrique Reyes-Muñoz, Tais Marques Cerentini, Fabio Barra, Simone Garzon, Gaetano Riemma, Pasquale De Franciscis, Antonio Simone Laganà, Salvatore Giovanni Vitale
    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
    Physical Therapy.2022;[Epub]     CrossRef
  • Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
    Sean Gallivan
    Journal of Physical Therapy Education.2022; 36(4): 283.     CrossRef
  • 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
    Advances in Medical Education and Practice.2021; Volume 12: 905.     CrossRef
  • Attributes of Effective Clinical Teachers in Dental Hygiene Education
    Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
    Journal of Dental Education.2020; 84(3): 308.     CrossRef
  • A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
    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
  • 30,636 View
  • 327 Download
  • 4 Web of Science
  • 5 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Nursing students’ experiences of patient information protection during clinical practice: a qualitative study
    Young A. Park, Eun-Hi Kong
    BMC Medical Ethics.2026;[Epub]     CrossRef
  • Instructional guidelines and group discussion effects on new nurses’ competency regarding nursing care of preterm infants
    Abdulaziz Asiri, Faransa A. Ahmed, Abeer A. Almowafy, Rasha A. Mohamed, Wael G. Nouh, Aml S. Abdelrahem, Rehab H. Kafl, Manal F. Mohamed, Shimaa M. Moursy
    Heliyon.2024; 10(11): e32586.     CrossRef
  • Pendidikan Kesehatan Menggunakan Metode Buzz Group Discussion di TK
    Sartini Risky, Erwin Azizi Jayadipraja, Lodes Hadju, Lisnawati Lisnawati
    Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini.2022; 6(6): 5782.     CrossRef
  • Observation of Patients’ Privacy by Physicians and Nurses and Its Relationship with Patient Satisfaction
    Rahim Baghaei, Somaieh Razmara Iranagh, Nazafarin Ghasemzadeh, Yaser Moradi
    Hospital Topics.2021; 99(4): 171.     CrossRef
  • HEMŞİRELİK ÖĞRENCİLERİNİN HASTA MAHREMİYETİNİ KORUMAYA YÖNELİK DAVRANIŞLARININ BELİRLENMESİ
    Zeynep Kızılcık Özkan, Semra Çil Eyi, Zeliha Mayda
    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
  • 322 Download
  • 3 Web of Science
  • 5 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • How Does 3D Printing-Based Assistive Device Training Shapes Cognitive Flexibility and Professional Behavior in Occupational Therapy Students?
    Şüheda Özkan, Ahmet Sümengen
    İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi.2025; (27): 991.     CrossRef
  • Mesleki Davranış Anketinin Türkçe Geçerlilik ve Güvenilirliği
    Sinem KARS, Gökçen AKYÜREK, Gonca BUMİN
    Ergoterapi ve Rehabilitasyon Dergisi.2021; 8(3): 191.     CrossRef
  • Professional practice behaviour: Identification and validation of key indicators
    Diane E MacKenzie, Brenda K Merritt, Rebecca Holstead, Gordon E Sarty
    British Journal of Occupational Therapy.2020; 83(7): 432.     CrossRef
  • Assessment of Employability Skills: A Systematic Review of the Availability and Usage of Professional Behavior Assessment Instruments
    Christine A. McCallum, Leigh Murray, Michele Tilstra, Alexia Lairson
    Journal of Physical Therapy Education.2020; 34(3): 252.     CrossRef
  • What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
    Yera Hur
    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
  • 37,239 View
  • 197 Download
  • 2 Web of Science
  • 3 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • 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
  • 41,182 View
  • 251 Download
  • 8 Web of Science
  • 9 Crossref
AbstractAbstract PDF
Purpose
The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. Methods: Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. Results: The overall DREEM score was 144.61(±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12(±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (P<0.001). Conclusion: The ABCS3 was found to be an effective SBL program, as medical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.

Citations

Citations to this article as recorded by  
  • Simulação realística como estratégia de ensino na graduação médica
    Paula Dourado Sousa, Tiago Ramos Gazineu, Ricardo Luiz Luzardo Filho, Katia de Miranda Avena, Luiz Fernando Quintanilha
    Scientia Medica.2022; 32(1): e42717.     CrossRef
  • In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment
    Michail Sideris, Marios Nicolaides, Jade Jagiello, Kathrine S Rallis, Elif Emin, Efthymia Theodorou, John Gerrard Hanrahan, Rebecca Mallick, Funlayo Odejinmi, Nikolaos Lymperopoulos, Apostolos Papalois, George Tsoulfas
    Advances in Medical Education and Practice.2021; Volume 12: 995.     CrossRef
  • Use of simulation training to teach the ABCDE primary assessment: an observational study in a Dutch University Hospital with a 3–4 months follow-up
    Amanda M Drost-de Klerck, Tycho J Olgers, Evelien K van de Meeberg, Johanna Schonrock-Adema, Jan C ter Maaten
    BMJ Open.2020; 10(7): e032023.     CrossRef
  • An in-situ interprofessional simulation program to improve teamwork and obstetric crisis management skills
    Michael Kost, Melissa Hewitt, Cindy Betron, John M. O'Donnell
    Journal of Interprofessional Education & Practice.2019; 16: 100264.     CrossRef
  • Simulation Training to Improve the Ability of First-Year Doctors to Assess and Manage Deteriorating Patients: a Systematic Review and Meta-analysis
    Nicholas Buist, Craig S. Webster
    Medical Science Educator.2019; 29(3): 749.     CrossRef
  • Optimizing engagement of undergraduate students in medical education research: The eMERG training network
    Michail Sideris, John Hanrahan, Nikolaos Staikoglou, Panteleimon Pantelidis, Connie Pidgeon, Nikolaos Psychalakis, Nikolai Andersen, Theodore Pittaras, Thanos Athanasiou, Georgios Tsoulfas, Apostolos Papalois
    Annals of Medicine and Surgery.2018; 31: 6.     CrossRef
  • Application of mini‐clinical evaluation exercise for assessing the integrated‐based learning during physical diagnostic course
    Jingjing Da, Yan Ran, Mingjing Pi, Jing Wu, Rong Dong, Qian Li, Qian Zhang, Xiangyan Zhang, Yan Zha
    Biochemistry and Molecular Biology Education.2018; 46(5): 417.     CrossRef
  • The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning
    Christodoulos Keskinis, Vasileios Bafitis, Panagiota Karailidou, Christina Pagonidou, Panteleimon Pantelidis, Alexandros Rampotas, Michail Sideris, Georgios Tsoulfas, Dimitrios Stakos
    Perspectives on Medical Education.2017; 6(3): 199.     CrossRef
  • Integrated Medical Curriculum: Advantages and Disadvantages
    Gustavo A. Quintero, John Vergel, Martha Arredondo, María-Cristina Ariza, Paula Gómez, Ana-Maria Pinzon-Barrios
    Journal of Medical Education and Curricular Development.2016;[Epub]     CrossRef
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
  • 43,790 View
  • 208 Download
  • 20 Web of Science
  • 21 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • 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
    The Journal of Physician Assistant Education.2021; 32(2): 74.     CrossRef
  • 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
    Psychological Reports.2020; 123(5): 1869.     CrossRef
  • Maximizing Effectiveness of the Holistic Admission Process
    Robin Wagner, Krista R. Maddox, Greer Glazer, Beverly M. Hittle
    Nurse Educator.2020; 45(2): 73.     CrossRef
  • 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
    Currents in Pharmacy Teaching and Learning.2020; 12(7): 864.     CrossRef
  • 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
    BMC Medical Education.2020;[Epub]     CrossRef
  • 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
    Academic Medicine.2019; 94(3): 388.     CrossRef
  • Admission Criteria as Predictors of Student Success in a Dental Hygiene Program
    Ava K. Chow, Nadine C. Milos
    Journal of Dental Education.2019; 83(2): 183.     CrossRef
  • Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy
    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
  • Admissions processes in North American pharmacy schools: To what extent are characteristics of practice success measured?
    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
  • 40,075 View
  • 382 Download
  • 13 Web of Science
  • 13 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Enhancing eye care training: a comprehensive rubric for retinoscopy
    Vijay Kumar Yelagondula, Sarannya Dutta, Mohammad Rizwan, Sitharamanjaneyulu Madhukuri, Shailaja P. Reddy, Avinash Pathengay
    Clinical and Experimental Optometry.2026; : 1.     CrossRef
  • Mirror Therapy Improves the Motor and Timed Functional Ability of the Upper Extremity among Chronic Stroke Patients: A Prospective Single-Blinded Multicentred Randomized Controlled Trial
    Weam Okab Alsalem, Abdul Rahim Shaik, Ramya Ramasamy Sanjeevi, Kamalakannnan Mohanan, Mohammed M Alshehri, Karthick Balasubramanian, Vandana Esht, Khadijah Abdulrahman Alfaleh, Abdulrhman M Shahhar, Shaima A Althoman
    NeuroRehabilitation.2025; 57(4): 531.     CrossRef
  • Long-Term Retention of Advanced Cardiovascular Life Support Knowledge and Confidence in Doctor of Pharmacy Students
    Susan E. Smith, Andrea N. Sikora, Michael Fulford, Kelly C. Rogers
    American Journal of Pharmaceutical Education.2024; 88(1): 100609.     CrossRef
  • Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students
    Shishir Ram Shetty, Colin Alexander Murray, Sausan Al Kawas, Sara Jaser, Natheer Al-Rawi, Wael Talaat, Sangeetha Narasimhan, Sunaina Shetty, Pooja Adtani, Shruthi Hegde
    Medical Education Online.2023;[Epub]     CrossRef
  • Assessment of a support garment in parastomal bulging from a patient perspective: a qualitative study
    Trine Borglit, Marianne Krogsgaard, Stine Zeberg Theisen, Mette Juel Rothmann
    International Journal of Qualitative Studies on Health and Well-being.2022;[Epub]     CrossRef
  • Milestones 2.0: An advancement in competency-based assessment for dermatology
    Kiran Motaparthi, Laura Edgar, William D. Aughenbaugh, Anna L. Bruckner, Alexa Leone, Erin F. Mathes, Andrea Murina, Ronald P. Rapini, David Rubenstein, Ashley Wysong, Erik J. Stratman
    Clinics in Dermatology.2022; 40(6): 776.     CrossRef
  • Sandbox of Competence: A Conceptual Model for Assessing Professional Competence
    Alcides Luiz Neto, Luciano Ferreira da Silva, Renato Penha
    Administrative Sciences.2022; 12(4): 182.     CrossRef
  • Preparation for Challenging Cases: What Differentiates Expert From Novice Surgeons?
    Iman Ghaderi, Lev Korovin, Timothy M. Farrell
    Journal of Surgical Education.2021; 78(2): 450.     CrossRef
  • Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning
    Dalia Bajis, Betty Chaar, Rebekah Moles
    Pharmacy.2020; 8(2): 81.     CrossRef
  • Meeting Personal Health Care Needs in Primary Care: A Response From the Athletic Training Profession
    Wade Green, Eric Sauers
    Athletic Training Education Journal.2020; 15(4): 278.     CrossRef
  • Dreyfus scale-based feedback increased medical students’ satisfaction with the complex cluster part of a interviewing and physical examination course and improved skills readiness in Taiwan
    Shiau-Shian Huang, Chia-Chang Huang, Ying-Ying Yang, Shuu-Jiun Wang, Boaz Shulruf, Chen-Huan Chen
    Journal of Educational Evaluation for Health Professions.2019; 16: 30.     CrossRef
  • Fitness for purpose in anaesthesiology: a review
    Nicola Kalafatis, Thomas Sommerville, Pragasan Dean Gopalan
    Southern African Journal of Anaesthesia and Analgesia.2018; 24(6): 148.     CrossRef
  • Confidence in Procedural Skills before and after a Two-Year Master’s Programme in Family Medicine in Gezira State, Sudan
    K. G. Mohamed, S. Hunskaar, S. H. Abdelrahman, E. M. Malik
    Advances in Medicine.2017; 2017: 1.     CrossRef
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
  • 27,774 View
  • 217 Download
AbstractAbstract 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
  • 54,018 View
  • 355 Download
  • 4 Web of Science
  • 2 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • 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
    Frontiers in Education.2025;[Epub]     CrossRef
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
  • 27,819 View
  • 205 Download
  • 2 Web of Science
  • 1 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • 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
  • 30,055 View
  • 196 Download
  • 5 Web of Science
  • 4 Crossref
AbstractAbstract 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.

Citations

Citations to this article as recorded by  
  • Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
    Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
    Nursing Forum.2022; 57(1): 94.     CrossRef
  • Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses
    Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
    International Journal of Environmental Research and Public Health.2021; 18(11): 5891.     CrossRef
  • Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
    Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
    Nurse Education Today.2021; 107: 105141.     CrossRef
  • Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
    Abdolghani Abdollahimohammad, Rogayah Ja’afar
    Journal of Educational Evaluation for Health Professions.2015; 12: 42.     CrossRef
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
  • 25,645 View
  • 186 Download
AbstractAbstract 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
  • 28,188 View
  • 178 Download
  • 13 Web of Science
  • 12 Crossref
AbstractAbstract 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).

Citations

Citations to this article as recorded by  
  • Correlation Between Psychological Distress and the Binge Eating Scale Among Master’s Students of Clinical Medicine with Overweight And Obesity: in Relation to the 12th Sustainable Development Goal (SDGs)
    Afrendi Akbar, Mustafa M. Amin, Vita Camellia, Elmeida Effendy, Dina Keumala Sari
    Journal of Lifestyle and SDGs Review.2025; 5(3): e05470.     CrossRef
  • Comparative analysis of hippocampal volume and stress levels between medical and non-medical undergraduate female students
    Ashwag Rafea Alruwaili, Sumyah A. Alnajashi, Afnan M. Alwasedi, Sara K. Albraihi, Ross J. Keenan, Tracy R. Melzer, Mustafa M. Almuqbel
    Medicine.2025; 104(38): e44455.     CrossRef
  • Family support and psychological distress among commuter college students
    Jennifer Parker, Abigail Yacoub, Sahira Mughal, Fadi Mamari
    Journal of American College Health.2023; 71(2): 479.     CrossRef
  • Mental well-being in Sri Lankan medical students: a cross-sectional study
    Courtney E. Wimberly, Harshini Rajapakse, Lawrence P. Park, Ashley Price, Rae Jean Proeschold-Bell, Truls Østbye
    Psychology, Health & Medicine.2022; 27(6): 1213.     CrossRef
  • Alcohol use disorder and its associated factors among residents in Southern Ethiopia during the era of COVID-19
    Habtamu Endashaw Hareru, Abdene Weya Kaso, Berhanu Gidisa Debela, Lulu Abebe, Daniel Sisay W/tsadik, Reta Kassa Abebe, Chalachew Kassaw
    SAGE Open Medicine.2022;[Epub]     CrossRef
  • The impact of COVID‐related economic shocks on household mental health in Pakistan
    Victoria Baranov, Pauline Grosjean, Fatima Jamal Khan, Sarah Walker
    Health Economics.2022; 31(10): 2208.     CrossRef
  • Difference of Psychological Distress among First- and Third-year Indonesian Medical Students
    Cut Rika Pratiwi, Bahagia Loebis, Vita Camellia, Elmeida Effendy
    Open Access Macedonian Journal of Medical Sciences.2022; 10(T7): 150.     CrossRef
  • A novel model to predict mental distress among medical graduate students in China
    Fei Guo, Min Yi, Li Sun, Ting Luo, Ruili Han, Lanlan Zheng, Shengyang Jin, Jun Wang, Mingxing Lei, Changjun Gao
    BMC Psychiatry.2021;[Epub]     CrossRef
  • The assessment of stress level, anxiety, depressive symptoms, and defense mechanisms among Polish and English medical students
    M. Pawlaczyk, J. Siembida, K. Balaj, A. Rajewska-Rager
    Annals of General Psychiatry.2020;[Epub]     CrossRef
  • Helping Students Keep the Promise: Exploring how Kalamazoo Promise Scholars’ Basic Needs, Motivation, and Engagement Correlate to Performance and Persistence in a 4-Year Institution
    Daniel Collier, Ceceilia Parnther, Dan Fitzpatrick, Chelsea Brehm, Andrea Beach
    Innovative Higher Education.2019; 44(5): 333.     CrossRef
  • Coming to College Hungry: How Food Insecurity Relates to Amotivation, Stress, Engagement, and First-Semester Performance in a 4-Year University
    Daniel Collier, Dan Fitzpatrick, Chelsea Brehm, Eric Archer
    SSRN Electronic Journal.2019;[Epub]     CrossRef
  • Prevalence and correlates of psychological stress among teachers at a national key comprehensive university in China
    Wenjun Li, Changgui Kou
    International Journal of Occupational and Environmental Health.2018; 24(1-2): 7.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions
TOP