Journal of Educational Evaluation for Health Professions

Research article

An expert-led and artificial intelligence system-assisted tutoring course to improve the confidence of Chinese medical interns in suturing and ligature skills: a prospective pilot study: Ying-Ying Yang, Boaz Shulruf; J Educ Eval Health Prof. 2019;16:7. Published online April 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.7

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Purpose
Lack of confidence in suturing/ligature skills due to insufficient practice and assessments is common among novice Chinese medical interns. This study aimed to improve the skill acquisition of medical interns through a new intervention program.
Methods
In addition to regular clinical training, expert-led or expert-led plus artificial intelligence (AI) system tutoring courses were implemented during the first 2 weeks of the surgical block. Interns could voluntarily join the regular (no additional tutoring), expert-led tutoring, or expert-led+AI tutoring groups freely. In the regular group, interns (n=25) did not receive additional tutoring. The expert-led group received 3-hour expert-led tutoring and in-training formative assessments after 2 practice sessions. After a similar expert-led course, the expert-led+AI group (n=23) practiced and assessed their skills on an AI system. Through a comparison with the internal standard, the system automatically recorded and evaluated every intern’s suturing/ligature skills. In the expert-led+AI group, performance and confidence were compared between interns who participated in 1, 2, or 3 AI practice sessions.
Results
The end-of-surgical block objective structured clinical examination (OSCE) performance and self-assessed confidence in suturing/ligature skills were highest in the expert-led+AI group. In comparison with the expert-led group, the expert-led+AI group showed similar performance in the in-training assessment and greater improvement in the end-of-surgical block OSCE. In the expert-led+AI group, the best performance and highest post-OSCE confidence were noted in those who engaged in 3 AI practice sessions.
Conclusion
This pilot study demonstrated the potential value of incorporating an additional expert-led+AI system–assisted tutoring course into the regular surgical curriculum.

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Review

Components of the item selection algorithm in computerized adaptive testing: Kyung (Chris) Tyek Han; J Educ Eval Health Prof. 2018;15:7. Published online March 24, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.7

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Abstract PDF Supplementary Material

Computerized adaptive testing (CAT) greatly improves measurement efficiency in high-stakes testing operations through the selection and administration of test items with the difficulty level that is most relevant to each individual test taker. This paper explains the 3 components of a conventional CAT item selection algorithm: test content balancing, the item selection criterion, and item exposure control. Several noteworthy methodologies underlie each component. The test script method and constrained CAT method are used for test content balancing. Item selection criteria include the maximized Fisher information criterion, the b-matching method, the astratification method, the weighted likelihood information criterion, the efficiency balanced information criterion, and the KullbackLeibler information criterion. The randomesque method, the Sympson-Hetter method, the unconditional and conditional multinomial methods, and the fade-away method are used for item exposure control. Several holistic approaches to CAT use automated test assembly methods, such as the shadow test approach and the weighted deviation model. Item usage and exposure count vary depending on the item selection criterion and exposure control method. Finally, other important factors to consider when determining an appropriate CAT design are the computer resources requirement, the size of item pools, and the test length. The logic of CAT is now being adopted in the field of adaptive learning, which integrates the learning aspect and the (formative) assessment aspect of education into a continuous, individualized learning experience. Therefore, the algorithms and technologies described in this review may be able to help medical health educators and high-stakes test developers to adopt CAT more actively and efficiently.

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Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
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Remote Symptom Monitoring With Ecological Momentary Computerized Adaptive Testing: Pilot Cohort Study of a Platform for Frequent, Low-Burden, and Personalized Patient-Reported Outcome Measures
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Educational/faculty development material

The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students: José M. Ramos-Rincón, Isabel Belinchón-Romero, Francisco Sánchez-Ferrer, Guillermo Martínez-de la Torre, Meggan Harris, Javier Sánchez-Fernández; J Educ Eval Health Prof. 2017;14:31. Published online December 19, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.31

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Abstract PDF Supplementary Material

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

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Research article

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination: Joo Hee Kim, Ju-Yeun Lee, Young Sook Lee, Chul-Soon Yong, Nayoung Han, Hye Sun Gwak, Jungmi Oh, Byung Koo Lee, Sukhyang Lee; J Educ Eval Health Prof. 2017;14:6. Published online March 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.6

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374 Download
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Abstract PDF

Purpose
The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE).
Methods
A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice.
Results
A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test.
Conclusion
Pharmacy skills assessment was supported by the majority of respondents.

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A scoping review of the methods and processes used by regulatory bodies to determine pharmacists’ readiness for practice
Eimear Ni Sheachnasaigh, Cathal Cadogan, Judith Strawbridge, Laura J. Sahm, Cristin Ryan
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Korean Journal of Clinical Pharmacy.2017; 27(3): 119. CrossRef

Research Articles

Exploration of examinees’ traits that affect the score of Korean Medical Licensing Examination: Mi Kyoung Yim; J Educ Eval Health Prof. 2015;12:5. Published online March 16, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.5

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163 Download
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Abstract PDF

Purpose
It aims to identify the effect of five variables to score of the Korean Medical Licensing Examinations (KMLE) for three consecutive years from 2011 to 2013.
Methods
The number of examinees for each examination was 3,364 in 2011 3,177 in 2012, and 3,287 in 2013. Five characteristics of examinees were set as variables: gender, age, graduation status, written test result (pass or fail), and city of medical school. A regression model was established, with the score of a written test as a dependent variable and with examinees’ traits as variables.
Results
The regression coefficients in all variables, except the city of medical school, were statistically significant. The variable’s effect in three examinations appeared in the following order: result of written test, graduation status, age, gender, and city of medical school.
Conclusion
written test scores of the KMLE revealed that female students, younger examinees, and first-time examinees had higher performances.

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Assessing study skills among a sample of university students: an Iranian survey: Alireza Didarloo, Hamid Reza Khalkhali; J Educ Eval Health Prof. 2014;11:8. Published online May 5, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.8

31,929 View
213 Download
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Abstract PDF

Purpose
Numerous studies have revealed that study skills have a constructive role on the academic performance of students, in addition to educational quality, students’ intelligence, and their affective characteristics. This study aims to examine study skills and the factors influencing them among the health sciences students of Urmia University of Medical Sciences in Iran.
Methods
This was a cross-sectional study carried out from May to November 2013. A total of 340 Urmia health sciences students were selected using a simple sampling method. Data were collected using the Study Skills Assessment Questionnaire of Counseling Center of Houston University and analyzed with descriptive and analytical statistics.
Results
The mean and standard deviation of the students’ study skills were 172.5±23.2, out of a total score of 240. Around 1.2% of the study skills were weak; 86.8%, moderate; and 12%, good. Among the study skills, the scores of time management, and memory and concentration were better than the others. Also, there was a significant positive correlation between study skills scores and the students’ family housing status and academic level (P<0.05).
Conclusion
Although the majority of the participants had moderate study skills, these were not sufficient and far from good. Improving and promoting the study skills of university students require the designing and implementing of education programs for study strategies. Therefore, decision makers and planners in the educational areas of universities should consider the topic described above.

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AshrafM. F Kamel, FathyA Behery, GamalM Kenawy, TarekA El Ghamrawy, MohamedS Ali, MohamedM Nasr, MohammedA Shaheen, RaidS Shatat, MohammedM Baag
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Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King’s College London School of Medicine: Hamaoui Karim, Sadideen Hazim, Saadeddin Munir, Onida Sarah, Hoey Andrew W, Rees John; J Educ Eval Health Prof. 2013;10:10. Published online December 31, 2012; DOI: https://doi.org/10.3352/jeehp.2013.10.10

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An expert-led and artificial intelligence system-assisted tutoring course to improve the confidence of Chinese medical interns in suturing and ligature skills: a prospective pilot study
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Assessment of structured physical examination skills training using a retro-pre-questionnaire: Mal Piryani Rano, Shankar P. Ravi, Piryani Suneel, Thapa Trilok Pati, Karki Balmansingh, Khakurel Mahesh Prasad, Bhandary Shital; J Educ Eval Health Prof. 2013;10:13. Published online December 4, 2012; DOI: https://doi.org/10.3352/jeehp.2013.10.13

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Improved quality and quantity of written feedback is associated with a structured feedback proforma: Philip M. Newton, Melisa J. Wallace, Judy McKimm; J Educ Eval Health Prof. 2012;9:10. Published online August 13, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.10

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Abstract PDF

Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

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Original Articles

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions: P. Ravi Shankar, Nisha Jha, Omi Bajracharya, Sukh B Gurung, Kundan K. Singh; J Educ Eval Health Prof. 2011;8:12. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.12

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Abstract PDF

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students??perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

Citations

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Pharmacists’ Knowledge and Practice of Issues Related to Using Psychotropic Medication in Elderly People in Ethiopia: A Prospective Cross-Sectional Study
Gashaw Binega Mekonnen, Alemante Tafese Beyna
BioMed Research International.2020; 2020: 1. CrossRef
Palestinian pharmacists’ knowledge of issues related to using psychotropic medications in older people: a cross-sectional study
Ramzi Shawahna, Mais Khaskiyyi, Hadeel Abdo, Yasmen Msarwe, Rania Odeh, Souad Salame
Journal of Educational Evaluation for Health Professions.2017; 14: 8. CrossRef
Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”
Daniel Riani Gotardelo, Valdes Roberto Bóllela, Anderson Proust Gonçalves Souza, Daiane de Paula Barros, Jesus Mística Ventura Balbino, Denise Ballester
Revista Brasileira de Educação Médica.2017; 41(4): 533. CrossRef
Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia
A. A. Mustafa, H. A. Alassiry, A. Al-Turki, N. Alamri, N. A. Alhamdan, Abdalla Saeed
Education Research International.2016; 2016: 1. CrossRef
Transcripts of a Medical Education in Humanities Module
P. Ravi Shankar, Kundan Kr. Singh, Ajaya Dhakal, Arati Shakya, Rano M. Piryani
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A study on the satisfaction of medical licensing examination and the present condition of skill test in medical schools: Jang Hee Park, Un Mook Kim, Won Chul Lee, Yoon Seong Lee; J Educ Eval Health Prof. 2004;1(1):77-86. Published online January 31, 2004; DOI: https://doi.org/10.3352/jeehp.2004.1.1.77

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Abstract PDF

lt has been an issue whether the current medical examination system can evaluate medical students' competencies efficiently. This study was performed to survey on the satisfaction for the current medical examination system and present situation for clinical skill test in medical schools. We conducted a survey for this research and the subjects of this study were deans, medical professors, resident and medical students. We met with interesting results. First, most respondents answered the current medical examination system couldn't evaluate the medical students' competencies efficiently. Second, many residents thought preparing for paper-pencil test was not helpful for training, while experiencing clinical skill test was helpful for it. Third, the current contents and methods to evaluate clinical skill in the medical schools were variable and desirable. We concluded it was high time to change our medical examination system for evaluating the clinical skill performance of medical students.

Citations

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The impact of introducing the Korean Medical Licensing Examination clinical skills assessment on medical education
Hoon-Ki Park
Journal of the Korean Medical Association.2012; 55(2): 116. CrossRef
Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School
Kyung Ae Jun, Sang Yop Shin
Korean Journal of Medical Education.2011; 23(3): 203. CrossRef

A Study on the Standard of Optician National Licensing Examination by Job Analysis: Won Jin Lee, Chan Hee Won, Ki Choong Mah, Duk Yong Sung, Sung Soo Kang, Do Jin Youk, Hae Jong Park; J Educ Eval Health Prof. 2004;1(1):37-50. Published online January 31, 2004; DOI: https://doi.org/10.3352/jeehp.2004.1.1.37

29,522 View
173 Download
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Abstract PDF

This study shows the optician's job analysis, some questionaire and their analysis. Job description drafed, the standard of questionaire was fixed. Job description is establised on the results of the job analysis by DACUM(Developing A Curriculum Method). The job description formed above 2.15 referred to the results of survey of the importance and perfomance frequency of the job. These elements made a draft of drawing up standard of the Optician National Licensing Examination by Job Analysis.

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