Journal of Educational Evaluation for Health Professions

Research article

Academic and psychological determinants of drug‑calculation competence among nursing students in Palestine: a cross-sectional study: Ramzi Shawahna; J Educ Eval Health Prof. 2025;22:39. Published online December 29, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.39

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Abstract PDF Supplementary Material: Purpose
This study aimed to assess the drug-calculation skills of Palestinian nursing students and to identify academic and psychological factors influencing their performance.
Methods
A cross-sectional study was conducted among 562 nursing students in their third and fourth academic years across multiple accredited nursing schools. Data were collected using a structured questionnaire that included demographic and academic variables, prior training in drug calculations, self-rated knowledge and confidence, the Abbreviated Math Anxiety Scale, the General Self-Efficacy Scale, and 15 scenario-based drug-calculation items.
Results
The mean drug-calculation score was 79.8%±11.0% (95% confidence interval, 78.9–80.7). Female students achieved significantly higher scores than male students (B=2.20, standard error [SE]=0.24, P<0.001). Grade point average was strongly associated with performance (B=7.19, SE=0.19, P<0.001). Self-rated mathematical ability emerged as the most influential predictor (B=5.87, SE=0.08, P<0.001). Prior exposure to dedicated training in drug calculations contributed positively to performance (B=4.58, SE=0.23, P<0.001), as did self-rated confidence in drug preparation (B=1.99, SE=0.10, P<0.001). Math anxiety was inversely associated with performance (B=−0.36, SE=0.03, P<0.001), whereas general self-efficacy showed a positive association (B=0.94, SE=0.03, P<0.001).
Conclusion
Drug-calculation competence among Palestinian nursing students is shaped by academic achievement, training, confidence, math anxiety, and self-efficacy. Curricular strategies that integrate structured training, reduce math anxiety, and foster self-efficacy are essential for preparing nurses to administer medications safely.

Review

The impact of artificial intelligence-driven simulation on the development of non-technical skills in medical education: a systematic review: Sana Loubbairi, Yasmine El Moussaoui, Laila Lahlou, Imad Chakri, Hicham Nassik; J Educ Eval Health Prof. 2025;22:37. Published online November 24, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.37

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Abstract PDF Supplementary Material: Purpose
Artificial intelligence (AI)-driven simulation is an emerging approach in healthcare education that enhances learning effectiveness. This review examined its impact on the development of non-technical skills among medical learners.
Methods
Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was conducted using the following databases: Web of Science, ScienceDirect, Scopus, and PubMed. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. The protocol was previously registered in PROSPERO (CRD420251038024).
Results
Of the 1,442 studies identified in the initial search, 20 met the inclusion criteria, involving 2,535 participants. The simulators varied considerably, ranging from platforms built on symbolic AI methods to social robots powered by computational AI. Among the 15 AI-driven simulators, 10 used ChatGPT or its variants as virtual patients. Several studies evaluated multiple non-technical skills simultaneously. Communication and clinical reasoning were the most frequently assessed skills, appearing in 12 and 6 studies, respectively, which generally reported positive outcomes. Improvements were also noted in decision-making, empathy, self-confidence, critical thinking, and problem-solving. In contrast, emotional regulation, assessed in a single study, showed no significant difference. Notably, none of the studies examined reflection, reflective practice, teamwork, or leadership.
Conclusion
AI-driven simulation shows substantial potential for enhancing non-technical skills in medical education, particularly communication and clinical reasoning. However, its effects on several other non-technical skills remain unclear. Given heterogeneity in study designs and outcome measures, these findings should be interpreted cautiously. These considerations highlight the need for further research to support integrating this innovative approach into medical curricula.

Technical report

Feasibility of applying computerized adaptive testing to the Clinical Medical Science Comprehensive Examination in Korea: a psychometric study: Jeongwook Choi, Sung-Soo Jung, Eun Kwang Choi, Kyung Sik Kim, Dong Gi Seo; J Educ Eval Health Prof. 2025;22:29. Published online October 1, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.29

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Abstract PDF Supplementary Material: Purpose
This study aimed to investigate the feasibility of transitioning the Clinical Medical Science Comprehensive Examination (CMSCE) to computerized adaptive testing (CAT) in Korea, thereby providing greater opportunities for medical students to accurately compare their clinical competencies with peers nationwide and to monitor their own progress.
Methods
A medical self-assessment using CAT was conducted from March to June 2023, involving 1,541 medical students who volunteered from 40 medical colleges in Korea. An item bank consisting of 1,145 items from previously administered CMSCE examinations (2019–2021) hosted by the Medical Education Assessment Corporation was established. Items were selected through 2-stage filtering, based on classical test theory (discrimination index above 0.15) and item response theory (discrimination parameter estimates above 0.6 and difficulty parameter estimates between –5 and +5). Maximum Fisher information was employed as the item selection method, and maximum likelihood estimation was used for ability estimation.
Results
The CAT was successfully administered without significant issues. The stopping rule was set at a standard error of measurement of 0.25, with a maximum of 50 items for ability estimation. The mean ability score was 0.55, with an average of 28 items administered per student. Students at extreme ability levels reached the maximum of 50 items due to the limited availability of items at appropriate difficulty levels.
Conclusion
The medical self-assessment CAT, the first of its kind in Korea, was successfully implemented nationwide without significant problems. These results indicate strong potential for expanding the use of CAT in medical education assessments.

Research articles

Performance of ChatGPT-4 on the French Board of Plastic Reconstructive and Aesthetic Surgery written exam: a descriptive study: Emma Dejean-Bouyer, Anoujat Kanlagna, François Thuau, Pierre Perrot, Ugo Lancien; J Educ Eval Health Prof. 2025;22:27. Published online September 30, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.27

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Abstract PDF Supplementary Material: Purpose
This study aims to evaluate the performance of Chat Generative Pre-Trained Transformer 4 (ChatGPT-4) on the French Board of Plastic, Reconstructive, and Aesthetic Surgery written examination and to assess its role as a supplementary resource in helping residents prepare for the qualification examination in plastic surgery.
Methods
This descriptive study evaluated ChatGPT-4’s performance on 213 items from the October 2024 French Board of Plastic, Reconstructive, and Aesthetic Surgery written examination. Responses were assessed for accuracy, logical reasoning, internal and external information use, and were categorized for fallacies by independent reviewers. Statistical analyses included chi-square tests and Fisher’s exact test for significance.
Results
ChatGPT-4 answered all questions across the 10 modules, achieving an overall accuracy rate of 77.5%. The model applied logical reasoning in 98.1% of the questions, utilized internal information in 94.4%, and incorporated external information in 91.1%.
Conclusion
ChatGPT-4 performs satisfactorily on the French Board of Plastic, Reconstructive, and Aesthetic Surgery written examination. Its accuracy met the minimum passing standards for the exam. While responses generally align with expected knowledge, careful verification remains necessary, particularly for questions involving image interpretation. As artificial intelligence continues to evolve, ChatGPT-4 is expected to become an increasingly reliable tool for medical education. At present, it remains a valuable resource for assisting plastic surgery residents in their training.

Validity of the formative physical therapy Student and Clinical Instructor Performance Assessment Instrument in the United States: a quasi-experimental, time-series study: Sean Gallivan, Jamie Bayliss; J Educ Eval Health Prof. 2025;22:26. Published online September 26, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.26

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Abstract PDF Supplementary Material: Purpose
The aim of this study was to assess the validity of the Student and Clinical Instructor Performance Instrument (SCIPAI), a novel formative tool used in physical therapist education to assess student and clinical instructor (CI) performance throughout clinical education experiences (CEEs). The researchers hypothesized that the SCIPAI would demonstrate concurrent, predictive, and construct validity while offering additional contemporary validity evidence.
Methods
This quasi-experimental, time-series study had 811 student-CI pairs complete 2 SCIPAIs before after CEE midpoint, and an endpoint Clinical Performance Instrument (CPI) during beginning to terminal CEEs in a 1-year period. Spearman rank correlation analyses used final SCIPAI and CPI like-item scores to assess concurrent validity; and earlier SCIPAI and final CPI like-item scores to assess predictive validity. Construct validity was assessed via progression of student and CI performance scores within CEEs using Wilcoxon signed-rank testing. No randomization/grouping of subjects occurred.
Results
Moderate correlation existed between like final SCIPAI and CPI items (P<0.005) and between some like items of earlier SCIPAIs and final CPIs (P<0.005). Student performance scores demonstrated progress from SCIPAIs 1 to 4 within CEEs (P<0.005). While a greater number of CIs demonstrated progression rather than regression in performance from SCIPAI 1 to SCIPAI 4, the greater magnitude of decreases in CI performance contributed to an aggregate ratings decrease of CI performance (P<0.005).
Conclusion
The SCIPAI demonstrates concurrent, predictive, and construct validity when used by students and CIs to rate student performance at regular points throughout clinical education experiences.

Comparing generative artificial intelligence platforms and nursing student performance on a women’s health nursing examination in Korea: a Rasch model approach: Eun Jeong Ko, Tae Kyung Lee, Geum Hee Jeong; J Educ Eval Health Prof. 2025;22:23. Published online September 5, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.23

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Abstract PDF Supplementary Material: Purpose
This psychometric study aimed to compare the ability parameter estimates of generative artificial intelligence (AI) platforms with those of nursing students on a 50-item women’s health nursing examination at Hallym University, Korea, using the Rasch model. It also sought to estimate item difficulty parameters and evaluate AI performance across varying difficulty levels.
Methods
The exam, consisting of 39 multiple-choice items and 11 true/false items, was administered to 111 fourth-year nursing students in June 2023. In December 2024, 6 generative AI platforms (GPT-4o, ChatGPT free version, Claude.ai, Clova X, Mistral.ai, Google Gemini) completed the same items. The responses were analyzed using the Rasch model to estimate the ability and difficulty parameters. Unidimensionality was verified by the Dimensionality Evaluation to Enumerate Contributing Traits (DETECT), and analyses were conducted using the R packages irtQ and TAM.
Results
The items satisfied unidimensionality (DETECT=–0.16). Item difficulty parameter estimates ranged from –3.87 to 1.96 logits (mean=–0.61), with a mean difficulty index of 0.79. Examinees’ ability parameter estimates ranged from –0.71 to 3.15 logits (mean=1.17). GPT-4o, ChatGPT free version, and Claude.ai outperformed the median student ability (1.09 logits), scoring 2.68, 2.34, and 2.34, respectively, while Clova X, Mistral.ai, and Google Gemini exhibited lower scores (0.20, –0.12, 0.80). The test information curve peaked below θ=0, indicating suitability for examinees with low to average ability.
Conclusion
Advanced generative AI platforms approximated the performance of high-performing students, but outcomes varied. The Rasch model effectively evaluated AI competency, supporting its potential utility for future AI performance assessments in nursing education.

Brief Report

Effectiveness of interprofessional education enhanced by live consultation observations for healthcare students and new professionals in Singapore: a retrospective cross-sectional study: Lynette Mei Lim Goh, Wai Leong Chiu, Sky Wei Chee Koh; J Educ Eval Health Prof. 2025;22:21. Published online August 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.21

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Abstract PDF Supplementary Material: This study aims to evaluate whether incorporating live consultation observations into interprofessional education (IPE) improves learning evaluation scores among healthcare professionals and students. A retrospective cross-sectional analysis was conducted using evaluation data from AHP IPE sessions held from January 2020 to December 2023 across 7 primary care clinics in Singapore. Evaluation scores were compared between sessions with facilitated discussions only (n=667) and sessions with additional live consultation observations (n=501). Logistic regression was used to analyze factors associated with perfect evaluation scores. Sessions that included live consultations were significantly more likely to achieve perfect evaluation scores (odds ratio [OR], 1.68; 95% confidence interval [CI], 1.27–2.22). Nursing/care coordinator and allied health professions (OR 2.07 and 1.76 respectively) were significantly more likely to give perfect scores compared to medical professions. Healthcare professionals were also more likely to give perfect scores than students (OR, 1.52; 95% CI,1.08–2.14), indicating enhanced perceived effectiveness. These findings support the use of experiential learning strategies to optimize interprofessional training outcomes.

Research articles

Correlation between task-based checklists and global rating scores in undergraduate objective structured clinical examinations in Saudi Arabia: a 1-year comparative study: Uzma Khan, Yasir Naseem Khan; J Educ Eval Health Prof. 2025;22:19. Published online June 19, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.19

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Abstract PDF Supplementary Material: Purpose
This study investigated the correlation between task-based checklist scores and global rating scores (GRS) in objective structured clinical examinations (OSCEs) for fourth-year undergraduate medical students and aimed to determine whether both methods can be reliably used in a standard setting.
Methods
A comparative observational study was conducted at Al Rayan College of Medicine, Saudi Arabia, involving 93 fourth-year students during the 2023–2024 academic year. OSCEs from 2 General Practice courses were analyzed, each comprising 10 stations assessing clinical competencies. Students were scored using both task-specific checklists and holistic 5-point GRS. Reliability was evaluated using Cronbach’s α, and the relationship between the 2 scoring methods was assessed using the coefficient of determination (R2). Ethical approval and informed consent were obtained.
Results
The mean OSCE score was 76.7 in Course 1 (Cronbach’s α=0.85) and 73.0 in Course 2 (Cronbach’s α=0.81). R2 values varied by station and competency. Strong correlations were observed in procedural and management skills (R2 up to 0.87), while weaker correlations appeared in history-taking stations (R2 as low as 0.35). The variability across stations highlighted the context-dependence of alignment between checklist and GRS methods.
Conclusion
Both checklists and GRS exhibit reliable psychometric properties. Their combined use improves validity in OSCE scoring, but station-specific application is recommended. Checklists may anchor pass/fail decisions, while GRS may assist in assessing borderline performance. This hybrid model increases fairness and reflects clinical authenticity in competency-based assessment.

Mixed reality versus manikins in basic life support simulation-based training for medical students in France: the mixed reality non-inferiority randomized controlled trial: Sofia Barlocco De La Vega, Evelyne Guerif-Dubreucq, Jebrane Bouaoud, Myriam Awad, Léonard Mathon, Agathe Beauvais, Thomas Olivier, Pierre-Clément Thiébaud, Anne-Laure Philippon; J Educ Eval Health Prof. 2025;22:15. Published online May 12, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.15

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Abstract PDF Supplementary Material

Purpose
To compare the effectiveness of mixed reality with traditional manikin-based simulation in basic life support (BLS) training, testing the hypothesis that mixed reality is non-inferior to manikin-based simulation.
Methods
A non-inferiority randomized controlled trial was conducted. Third-year medical students were randomized into 2 groups. The mixed reality group received 32 minutes of individual training using a virtual reality headset and a torso for chest compressions (CC). The manikin group participated in 2 hours of group training consisting of theoretical and practical sessions using a low-fidelity manikin. The primary outcome was the overall BLS performance score, assessed at 1 month through a standardized BLS scenario using a 10-item assessment scale. The quality of CC, student satisfaction, and confidence levels were secondary outcomes and assessed through superiority analyses.
Results
Data from 155 participants were analyzed, with 84 in the mixed reality group and 71 in the manikin group. The mean overall BLS performance score was 6.4 (mixed reality) vs. 6.5 (manikin), (mean difference, –0.1; 95% confidence interval [CI], –0.45 to +∞). CC depth was greater in the manikin group (50.3 mm vs. 46.6 mm; mean difference, –3.7 mm; 95% CI, –6.5 to –0.9), with 61.2% achieving optimal depth compared to 43.8% in the mixed reality group (mean difference, 17.4%; 95% CI, –29.3 to –5.5). Satisfaction was higher in the mixed reality group (4.9/5 vs. 4.7/5 in the manikin group; difference, 0.2; 95% CI, 0.07 to 0.33), as was confidence in performing BLS (3.9/5 vs. 3.6/5; difference, 0.3; 95% CI, 0.11 to 0.58). No other significant differences were observed for secondary outcomes.
Conclusion
Mixed reality is non-inferior to manikin simulation in terms of overall BLS performance score assessed at 1 month.

Citations

Citations to this article as recorded by

Enhancing virtual reality applications for adult basic life support: insights from a comparative analysis
Nino Fijačko, Benjamin S. Abella, Vinay M. Nadkarni, Špela Metličar, Anne-Astrid Agten, Robert Greif
Virtual Reality.2026;[Epub] CrossRef
Enhancing STEM and STEAM Education at the Grade Level Through Mixed Reality Applications: A Meta-analytical Study
Segun Michael Ojetunde, Umesh Ramnarain
Canadian Journal of Science, Mathematics and Technology Education.2026;[Epub] CrossRef
IMPACTOS DO USO DE SIMULAÇÃO IMERSIVA NA CAPACITAÇÃO EM ATENDIMENTO À PARADA CARDIORRESPIRATÓRIA
Iago Brenner Farias Leal, Izabelly Ferreira de Andrade, Yan Carlos de Sousa Diniz, Lara Maria Ferreira Lopes Valéri Pinto, Maria Helena Vieira Pereira Marques, Francisca Evelyn Abreu de Lira, Thaís Helena Gomes de Sousa, Maria Isabelly Araújo Ferreira, A
Revista Multidisciplinar do Nordeste Mineiro.2025; 16(1): 1. CrossRef

Assessing genetic and genomic literacy concepts among Albanian nursing and midwifery students: a cross-sectional study: Elona Gaxhja, Mitilda Gugu, Angelo Dante, Armelda Teta, Armela Kapaj, Liljana Ramasaco; J Educ Eval Health Prof. 2025;22:13. Published online April 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.13

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Abstract PDF Supplementary Material

Purpose
This study aimed to adapt and validate the Albanian version of the Genomic Nursing Concept Inventory (GNCI) and to assess the level of genomic literacy among nursing and midwifery students.
Methods
Data were collected via a monocentric online cross-sectional study using the Albanian version of the GNCI. Participants included first-, second-, and third-year nursing and midwifery students. Demographic data such as age, sex, year level, and prior exposure to genetics were collected. The Kruskal-Wallis, Mann-Whitney U, and chi-square tests were used to compare demographic characteristics and GNCI scores between groups.
Results
Among the 715 participants, most were female (88.5%) with a median age of 19 years. Most respondents (65%) had not taken a genetics course, and 83.5% had not attended any related training. The mean score was 7.49, corresponding to a scale difficulty of 24.38% correct responses.
Conclusion
The findings reveal a low foundational knowledge of genetics/genomics among future nurses and midwives. It is essential to enhance learning strategies and update curricula to prepare a competent healthcare workforce in precision health.

Citations

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Genomic literacy in nursing: a systematic scoping review of the literature
Angelo Dante, Vittorio Masotta, Ilaria Paoli, Valeria Caponnetto, Maria Caples, Mari Laaksonen, Tina Kamenšek, Cristina Petrucci, Loreto Lancia
BMJ Open.2025; 15(7): e100054. CrossRef

Evaluation of a virtual objective structured clinical examination in the metaverse (Second Life) to assess the clinical skills in emergency radiology of medical students in Spain: a cross-sectional study: Alba Virtudes Perez-Baena, Teodoro Rudolphi-Solero, Rocio Lorenzo-Alvarez, Dolores Dominguez-Pinos, Miguel Jose Ruiz-Gomez, Francisco Sendra-Portero; J Educ Eval Health Prof. 2025;22:12. Published online April 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.12

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Abstract PDF Supplementary Material

Purpose
The objective structured clinical examination (OSCE) is an effective but resource-intensive tool for assessing clinical competence. This study hypothesized that implementing a virtual OSCE in the Second Life (SL) platform in the metaverse as a cost-effective alternative will effectively assess and enhance clinical skills in emergency radiology while being feasible and well-received. The aim was to evaluate a virtual radiology OSCE in SL as a formative assessment, focusing on feasibility, educational impact, and students’ perceptions.
Methods
Two virtual 6-station OSCE rooms dedicated to emergency radiology were developed in SL. Sixth-year medical students completed the OSCE during a 1-hour session in 2022–2023, followed by feedback including a correction checklist, individual scores, and group comparisons. Students completed a questionnaire with Likert-scale questions, a 10-point rating, and open-ended comments. Quantitative data were analyzed using the Student t-test and the Mann-Whitney U test, and qualitative data through thematic analysis.
Results
In total, 163 students participated, achieving mean scores of 5.1±1.4 and 4.9±1.3 (out of 10) in the 2 virtual OSCE rooms, respectively (P=0.287). One hundred seventeen students evaluated the OSCE, praising the teaching staff (9.3±1.0), project organization (8.8±1.2), OSCE environment (8.7±1.5), training usefulness (8.6±1.5), and formative self-assessment (8.5±1.4). Likert-scale questions and students’ open-ended comments highlighted the virtual environment’s attractiveness, case selection, self-evaluation usefulness, project excellence, and training impact. Technical difficulties were reported by 13 students (8%).
Conclusion
This study demonstrated the feasibility of incorporating formative OSCEs in SL as a useful teaching tool for undergraduate radiology education, which was cost-effective and highly valued by students.

Citations

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Effectiveness of VR and traditional training in medical education for mass casualty management: an OSCE-based randomized controlled trial
Zhe Li, Wan Chen, Guozheng Qiu, Lei Shi, Yutao Tang, Xibin Xu, Sanshan Zhu, Liwen Lyu
BMC Medical Education.2026;[Epub] CrossRef

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

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Abstract PDF Supplementary 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

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

Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study: Wei Jin Wong, Shaun Wen Huey Lee, Ronald Fook Seng Lee; J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.2

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Abstract PDF Supplementary Material: Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.

Development and validation of a measurement tool to assess student perceptions of using real patients in physical therapy education at the Rocky Mountain University, the United States: a methodological study: Stacia Hall Thompson, Hina Garg, Mary Shotwell, Michelle Webb; J Educ Eval Health Prof. 2024;21:30. Published online November 7, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.30

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Abstract PDF Supplementary Material: Purpose
This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education.
Methods
This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and content validity index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach’s α.
Results
Three main constructs were identified (value, satisfaction, and confidence), each having 4 subconstruct components (overall, cognitive, psychomotor, and affective learning). Expert review demonstrated adequate face and content validity (CVI=96%). The initial EFA of the 48-item survey revealed items with inconsistent loadings and low correlations, leading to the removal of 18 items. An EFA of the 30-item survey demonstrated 1-factor loadings of all survey constructs except satisfaction and the entire survey. All constructs had adequate internal consistency (Cronbach’s α >0.85).
Conclusion
The SPRP-PTE survey provides a reliable and valid way to assess student perceptions of real patient use. Future studies are encouraged to validate the SPRP-PTE survey further.

GPT-4o’s competency in answering the simulated written European Board of Interventional Radiology exam compared to a medical student and experts in Germany and its ability to generate exam items on interventional radiology: a descriptive study: Sebastian Ebel, Constantin Ehrengut, Timm Denecke, Holger Gößmann, Anne Bettina Beeskow; J Educ Eval Health Prof. 2024;21:21. Published online August 20, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.21

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Abstract PDF Supplementary Material

Purpose
This study aimed to determine whether ChatGPT-4o, a generative artificial intelligence (AI) platform, was able to pass a simulated written European Board of Interventional Radiology (EBIR) exam and whether GPT-4o can be used to train medical students and interventional radiologists of different levels of expertise by generating exam items on interventional radiology.
Methods
GPT-4o was asked to answer 370 simulated exam items of the Cardiovascular and Interventional Radiology Society of Europe (CIRSE) for EBIR preparation (CIRSE Prep). Subsequently, GPT-4o was requested to generate exam items on interventional radiology topics at levels of difficulty suitable for medical students and the EBIR exam. Those generated items were answered by 4 participants, including a medical student, a resident, a consultant, and an EBIR holder. The correctly answered items were counted. One investigator checked the answers and items generated by GPT-4o for correctness and relevance. This work was done from April to July 2024.
Results
GPT-4o correctly answered 248 of the 370 CIRSE Prep items (67.0%). For 50 CIRSE Prep items, the medical student answered 46.0%, the resident 42.0%, the consultant 50.0%, and the EBIR holder 74.0% correctly. All participants answered 82.0% to 92.0% of the 50 GPT-4o generated items at the student level correctly. For the 50 GPT-4o items at the EBIR level, the medical student answered 32.0%, the resident 44.0%, the consultant 48.0%, and the EBIR holder 66.0% correctly. All participants could pass the GPT-4o-generated items for the student level; while the EBIR holder could pass the GPT-4o-generated items for the EBIR level. Two items (0.3%) out of 150 generated by the GPT-4o were assessed as implausible.
Conclusion
GPT-4o could pass the simulated written EBIR exam and create exam items of varying difficulty to train medical students and interventional radiologists.

Citations

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Evaluating the performance of ChatGPT in patient consultation and image-based preliminary diagnosis in thyroid eye disease
Yue Wang, Shuo Yang, Chengcheng Zeng, Yingwei Xie, Ya Shen, Jian Li, Xiao Huang, Ruili Wei, Yuqing Chen
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Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis: Min-Kyeong Kim, Hae Won Kim; J Educ Eval Health Prof. 2024;21:20. Published online August 16, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.20; Correction in: J Educ Eval Health Prof 2024;21(0):35

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Abstract PDF Supplementary Material

Purpose
This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading.
Methods
The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation.
Results
The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance.
Conclusion
Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Citations

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Alternative grading approaches in health professions education: a scoping review protocol
Elena Wong Espiritu, Aine O’Connor, Sara Blass, Kathryn L. Dambrino, Angela Shelton Clauson
JBI Evidence Synthesis.2025; 23(11): 2301. CrossRef
Erratum: Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis

Journal of Educational Evaluation for Health Professions.2024; 21: 35. CrossRef

Special article on the 20th anniversary of the journal

Comparison of real data and simulated data analysis of a stopping rule based on the standard error of measurement in computerized adaptive testing for medical examinations in Korea: a psychometric study: Dong Gi Seo, Jeongwook Choi, Jinha Kim; J Educ Eval Health Prof. 2024;21:18. Published online July 9, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.18

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Abstract PDF Supplementary Material

Purpose
This study aimed to compare and evaluate the efficiency and accuracy of computerized adaptive testing (CAT) under 2 stopping rules (standard error of measurement [SEM]=0.3 and 0.25) using both real and simulated data in medical examinations in Korea.
Methods
This study employed post-hoc simulation and real data analysis to explore the optimal stopping rule for CAT in medical examinations. The real data were obtained from the responses of 3rd-year medical students during examinations in 2020 at Hallym University College of Medicine. Simulated data were generated using estimated parameters from a real item bank in R. Outcome variables included the number of examinees’ passing or failing with SEM values of 0.25 and 0.30, the number of items administered, and the correlation. The consistency of real CAT result was evaluated by examining consistency of pass or fail based on a cut score of 0.0. The efficiency of all CAT designs was assessed by comparing the average number of items administered under both stopping rules.
Results
Both SEM 0.25 and SEM 0.30 provided a good balance between accuracy and efficiency in CAT. The real data showed minimal differences in pass/fail outcomes between the 2 SEM conditions, with a high correlation (r=0.99) between ability estimates. The simulation results confirmed these findings, indicating similar average item numbers between real and simulated data.
Conclusion
The findings suggest that both SEM 0.25 and 0.30 are effective termination criteria in the context of the Rasch model, balancing accuracy and efficiency in CAT.

Citations

Citations to this article as recorded by

AI-enhanced adaptive testing with cognitive diagnostic feedback and its association with performance in undergraduate surgical education: a pilot study
Nuno Silva Gonçalves, Carlos Collares, José Miguel Pêgo
Frontiers in Behavioral Neuroscience.2026;[Epub] CrossRef
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Review

Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review: Xiaojun Xu, Yixiao Chen, Jing Miao; J Educ Eval Health Prof. 2024;21:6. Published online March 15, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.6

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Abstract PDF Supplementary Material

Background
ChatGPT is a large language model (LLM) based on artificial intelligence (AI) capable of responding in multiple languages and generating nuanced and highly complex responses. While ChatGPT holds promising applications in medical education, its limitations and potential risks cannot be ignored.
Methods
A scoping review was conducted for English articles discussing ChatGPT in the context of medical education published after 2022. A literature search was performed using PubMed/MEDLINE, Embase, and Web of Science databases, and information was extracted from the relevant studies that were ultimately included.
Results
ChatGPT exhibits various potential applications in medical education, such as providing personalized learning plans and materials, creating clinical practice simulation scenarios, and assisting in writing articles. However, challenges associated with academic integrity, data accuracy, and potential harm to learning were also highlighted in the literature. The paper emphasizes certain recommendations for using ChatGPT, including the establishment of guidelines. Based on the review, 3 key research areas were proposed: cultivating the ability of medical students to use ChatGPT correctly, integrating ChatGPT into teaching activities and processes, and proposing standards for the use of AI by medical students.
Conclusion
ChatGPT has the potential to transform medical education, but careful consideration is required for its full integration. To harness the full potential of ChatGPT in medical education, attention should not only be given to the capabilities of AI but also to its impact on students and teachers.

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Research ethics and issues regarding the use of ChatGPT-like artificial intelligence platforms by authors and reviewers: a narrative review
Sang-Jun Kim
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Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers
Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, Assel Kaliyeva, Gulnur Kantayeva
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Ji Young Chung, Seung-Hoon Jeong
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Unveiling the bright side and dark side of AI-based ChatGPT : a bibliographic and thematic approach
Chandan Kumar Tiwari, Mohd. Abass Bhat, Abel Dula Wedajo, Shagufta Tariq Khan
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Artificial Intelligence in Medical Education and Mentoring in Rehabilitation Medicine
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Research articles

Discovering social learning ecosystems during clinical clerkship from United States medical students’ feedback encounters: a content analysis: Anna Therese Cianciolo, Heeyoung Han, Lydia Anne Howes, Debra Lee Klamen, Sophia Matos; J Educ Eval Health Prof. 2024;21:5. Published online February 28, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.5

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Abstract PDF Supplementary Material: Purpose
We examined United States medical students’ self-reported feedback encounters during clerkship training to better understand in situ feedback practices. Specifically, we asked: Who do students receive feedback from, about what, when, where, and how do they use it? We explored whether curricular expectations for preceptors’ written commentary aligned with feedback as it occurs naturalistically in the workplace.
Methods
This study occurred from July 2021 to February 2022 at Southern Illinois University School of Medicine. We used qualitative survey-based experience sampling to gather students’ accounts of their feedback encounters in 8 core specialties. We analyzed the who, what, when, where, and why of 267 feedback encounters reported by 11 clerkship students over 30 weeks. Code frequencies were mapped qualitatively to explore patterns in feedback encounters.
Results
Clerkship feedback occurs in patterns apparently related to the nature of clinical work in each specialty. These patterns may be attributable to each specialty’s “social learning ecosystem”—the distinctive learning environment shaped by the social and material aspects of a given specialty’s work, which determine who preceptors are, what students do with preceptors, and what skills or attributes matter enough to preceptors to comment on.
Conclusion
Comprehensive, standardized expectations for written feedback across specialties conflict with the reality of workplace-based learning. Preceptors may be better able—and more motivated—to document student performance that occurs as a natural part of everyday work. Nurturing social learning ecosystems could facilitate workplace-based learning such that, across specialties, students acquire a comprehensive clinical skillset appropriate for graduation.

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study: Kyung Eui Bae, Geum Hee Jeong; J Educ Eval Health Prof. 2023;20:35. Published online December 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.35

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

Citations

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Effect of Cultural Communication Strategy in Preventing Child Marriage in a Region with Strong Cultural Resistance A Quasi-Experimental Study
Ayu Dwi Putri Rusman , Muhammad Syafar, Lalu Muhammad Saleh , Stang Stang, Wahiduddin Wahiduddin , Muhammad Alwi Arifin , Anwar Mallongi , Sumarni Marwang
Salud, Ciencia y Tecnología.2025; 5: 1789. CrossRef
Qualitative evaluation of a ChatGPT-integrated transcultural nursing course for a diverse group
Ecem Çi̇çek Gümüş, İlknur Dolu
Nurse Education in Practice.2025; 87: 104491. CrossRef
Factors Influencing Nurses’ Person-Centered Care: A Cross-sectional Descriptive Study
Heesun Jang, Young A Kim
Korean Journal of Adult Nursing.2025; 37(3): 344. CrossRef
A Primer for Applying the Purnell Model: Enhancing Cultural Competence in Diabetes Prevention Programs
Judy Harara, Hannah Sheridan, Adrienne McSwain-Dawson, Michael Stellefson
American Journal of Health Education.2025; : 1. CrossRef
Transcultural Care During the Dying Process: A Phenomenological Study of Nurses’ Experiences
Lorena Riutort Durán, Carmen Mena Biosca, Antonia Pades-Jiménez, Xandra Gonzalez-Garcia
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Effect of motion-graphic video-based training on the performance of operating room nurse students in cataract surgery in Iran: a randomized controlled study: Behnaz Fatahi, Samira Fatahi, Sohrab Nosrati, Masood Bagheri; J Educ Eval Health Prof. 2023;20:34. Published online November 28, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.34

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Abstract PDF Supplementary Material: Purpose
The present study was conducted to determine the effect of motion-graphic video-based training on the performance of operating room nurse students in cataract surgery using phacoemulsification at Kermanshah University of Medical Sciences in Iran.
Methods
This was a randomized controlled study conducted among 36 students training to become operating room nurses. The control group only received routine training, and the intervention group received motion-graphic video-based training on the scrub nurse’s performance in cataract surgery in addition to the educator’s training. The performance of the students in both groups as scrub nurses was measured through a researcher-made checklist in a pre-test and a post-test.
Results
The mean scores for performance in the pre-test and post-test were 17.83 and 26.44 in the control group and 18.33 and 50.94 in the intervention group, respectively, and a significant difference was identified between the mean scores of the pre- and post-test in both groups (P=0.001). The intervention also led to a significant increase in the mean performance score in the intervention group compared to the control group (P=0.001).
Conclusion
Considering the significant difference in the performance score of the intervention group compared to the control group, motion-graphic video-based training had a positive effect on the performance of operating room nurse students, and such training can be used to improve clinical training.

Brief report

ChatGPT (GPT-3.5) as an assistant tool in microbial pathogenesis studies in Sweden: a cross-sectional comparative study: Catharina Hultgren, Annica Lindkvist, Volkan Özenci, Sophie Curbo; J Educ Eval Health Prof. 2023;20:32. Published online November 22, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.32

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Abstract PDF Supplementary Material

ChatGPT (GPT-3.5) has entered higher education and there is a need to determine how to use it effectively. This descriptive study compared the ability of GPT-3.5 and teachers to answer questions from dental students and construct detailed intended learning outcomes. When analyzed according to a Likert scale, we found that GPT-3.5 answered the questions from dental students in a similar or even more elaborate way compared to the answers that had previously been provided by a teacher. GPT-3.5 was also asked to construct detailed intended learning outcomes for a course in microbial pathogenesis, and when these were analyzed according to a Likert scale they were, to a large degree, found irrelevant. Since students are using GPT-3.5, it is important that instructors learn how to make the best use of it both to be able to advise students and to benefit from its potential.

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Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students
Sophie Curbo, Annica Lindkvist, Catharina Hultgren, Jorge Cervantes
Journal of Microbiology & Biology Education.2025;[Epub] CrossRef
Global Trends in the Use of Artificial Intelligence in Dental Education: A Bibliometric Analysis
Margarita Iniesta, Juan José Pérez‐Higueras
European Journal of Dental Education.2025;[Epub] CrossRef
Educational Applications of ChatGPT in University‐Based Dental Education. A Systematic Review
Juan Ignacio Aura‐Tormos, Maria Llacer‐Martinez, Ines Torres‐Osca
European Journal of Dental Education.2025;[Epub] CrossRef
How Can Clinicians Leverage Vibe Coding for Machine Learning and Deep Learning Research?
Yoonhwan Lee, Sun Huh
Endocrinology and Metabolism.2025; 40(5): 659. CrossRef
Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
Xiaojun Xu, Yixiao Chen, Jing Miao
Journal of Educational Evaluation for Health Professions.2024; 21: 6. CrossRef
Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
Hyunju Lee, Soobin Park
Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef

Research articles

Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study: Janghee Park; J Educ Eval Health Prof. 2023;20:29. Published online November 10, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.29

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Abstract PDF Supplementary Material

Purpose
This study aimed to analyze patterns of using ChatGPT before and after group activities and to explore medical students’ perceptions of ChatGPT as a feedback tool in the classroom.
Methods
The study included 99 2nd-year pre-medical students who participated in a “Leadership and Communication” course from March to June 2023. Students engaged in both individual and group activities related to negotiation strategies. ChatGPT was used to provide feedback on their solutions. A survey was administered to assess students’ perceptions of ChatGPT’s feedback, its use in the classroom, and the strengths and challenges of ChatGPT from May 17 to 19, 2023.
Results
The students responded by indicating that ChatGPT’s feedback was helpful, and revised and resubmitted their group answers in various ways after receiving feedback. The majority of respondents expressed agreement with the use of ChatGPT during class. The most common response concerning the appropriate context of using ChatGPT’s feedback was “after the first round of discussion, for revisions.” There was a significant difference in satisfaction with ChatGPT’s feedback, including correctness, usefulness, and ethics, depending on whether or not ChatGPT was used during class, but there was no significant difference according to gender or whether students had previous experience with ChatGPT. The strongest advantages were “providing answers to questions” and “summarizing information,” and the worst disadvantage was “producing information without supporting evidence.”
Conclusion
The students were aware of the advantages and disadvantages of ChatGPT, and they had a positive attitude toward using ChatGPT in the classroom.

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Higher education students’ perceptions of ChatGPT: A global study of early reactions
Dejan Ravšelj, Damijana Keržič, Nina Tomaževič, Lan Umek, Nejc Brezovar, Noorminshah A. Iahad, Ali Abdulla Abdulla, Anait Akopyan, Magdalena Waleska Aldana Segura, Jehan AlHumaid, Mohamed Farouk Allam, Maria Alló, Raphael Papa Kweku Andoh, Octavian Andron
PLOS ONE.2025; 20(2): e0315011. CrossRef
Generative AI in Otolaryngology Residency Personal Statement Writing: A Mixed‐Methods Analysis
Jacob G. J. Wihlidal, Nikolaus E. Wolter, Evan J. Propst, Vincent Lin, Michael Au, Shaunak Amin, Jennifer M. Siu
The Laryngoscope.2025; 135(10): 3570. CrossRef
Feasibility of a Randomized Controlled Trial of Large AI-Based Linguistic Models for Clinical Reasoning Training of Physical Therapy Students: Pilot Randomized Parallel-Group Study
Raúl Ferrer-Peña, Silvia Di-Bonaventura, Alberto Pérez-González, Alfredo Lerín-Calvo
JMIR Formative Research.2025; 9: e66126. CrossRef
Applications of Artificial Intelligence for Nonpsychomotor Skills Training in Health Professions Education: A Scoping Review
Kenya A. Costa-Dookhan, Zachary Adirim, Marta Maslej, Kayle Donner, Terri Rodak, Sophie Soklaridis, Sanjeev Sockalingam, Anupam Thakur
Academic Medicine.2025; 100(5): 635. CrossRef
MD Student Perceptions of ChatGPT for Reflective Writing Feedback in Undergraduate Medical Education
Nabil Haider, Leo Morjaria, Urmi Sheth, Nujud Al-Jabouri, Matthew Sibbald
International Medical Education.2025; 4(3): 27. CrossRef
An Alternative Approach in Anatomy Education: Design of a Learning Environment Based on Artificial Intelligence‐Supported Virtual Manipulatives and Investigation of Its Effectiveness
Gunes Bolatli, Salih Birisci, Zafer Bolatli
Clinical Anatomy.2025;[Epub] CrossRef
Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review
Xiaojun Xu, Yixiao Chen, Jing Miao
Journal of Educational Evaluation for Health Professions.2024; 21: 6. CrossRef
Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students
Yijun Wu, Yue Zheng, Baijie Feng, Yuqi Yang, Kai Kang, Ailin Zhao
JMIR Medical Education.2024; 10: e52483. CrossRef
Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students’ Perception, and Applications
Anita V Thomae, Claudia M Witt, Jürgen Barth
JMIR Medical Education.2024; 10: e50545. CrossRef
A cross sectional investigation of ChatGPT-like large language models application among medical students in China
Guixia Pan, Jing Ni
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A Pilot Study of Medical Student Opinions on Large Language Models
Alan Y Xu, Vincent S Piranio, Skye Speakman, Chelsea D Rosen, Sally Lu, Chris Lamprecht, Robert E Medina, Maisha Corrielus, Ian T Griffin, Corinne E Chatham, Nicolas J Abchee, Daniel Stribling, Phuong B Huynh, Heather Harrell, Benjamin Shickel, Meghan Bre
Cureus.2024;[Epub] CrossRef
The intent of ChatGPT usage and its robustness in medical proficiency exams: a systematic review
Tatiana Chaiban, Zeinab Nahle, Ghaith Assi, Michelle Cherfane
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ChatGPT and Clinical Training: Perception, Concerns, and Practice of Pharm-D Students
Mohammed Zawiah, Fahmi Al-Ashwal, Lobna Gharaibeh, Rana Abu Farha, Karem Alzoubi, Khawla Abu Hammour, Qutaiba A Qasim, Fahd Abrah
Journal of Multidisciplinary Healthcare.2023; Volume 16: 4099. CrossRef
Information amount, accuracy, and relevance of generative artificial intelligence platforms’ answers regarding learning objectives of medical arthropodology evaluated in English and Korean queries in December 2023: a descriptive study
Hyunju Lee, Soobin Park
Journal of Educational Evaluation for Health Professions.2023; 20: 39. CrossRef

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

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

Experience of introducing an electronic health records station in an objective structured clinical examination to evaluate medical students’ communication skills in Canada: a descriptive study: Kuan-chin Jean Chen, Ilona Bartman, Debra Pugh, David Topps, Isabelle Desjardins, Melissa Forgie, Douglas Archibald; J Educ Eval Health Prof. 2023;20:22. Published online July 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.22

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Abstract PDF Supplementary Material

Purpose
There is limited literature related to the assessment of electronic medical record (EMR)-related competencies. To address this gap, this study explored the feasibility of an EMR objective structured clinical examination (OSCE) station to evaluate medical students’ communication skills by psychometric analyses and standardized patients’ (SPs) perspectives on EMR use in an OSCE.
Methods
An OSCE station that incorporated the use of an EMR was developed and pilot-tested in March 2020. Students’ communication skills were assessed by SPs and physician examiners. Students’ scores were compared between the EMR station and 9 other stations. A psychometric analysis, including item total correlation, was done. SPs participated in a post-OSCE focus group to discuss their perception of EMRs’ effect on communication.
Results
Ninety-nine 3rd-year medical students participated in a 10-station OSCE that included the use of the EMR station. The EMR station had an acceptable item total correlation (0.217). Students who leveraged graphical displays in counseling received higher OSCE station scores from the SPs (P=0.041). The thematic analysis of SPs’ perceptions of students’ EMR use from the focus group revealed the following domains of themes: technology, communication, case design, ownership of health information, and timing of EMR usage.
Conclusion
This study demonstrated the feasibility of incorporating EMR in assessing learner communication skills in an OSCE. The EMR station had acceptable psychometric characteristics. Some medical students were able to efficiently use the EMRs as an aid in patient counseling. Teaching students how to be patient-centered even in the presence of technology may promote engagement.

Citations

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Medical students’ perspectives on the role of OSPE and OSCE in the educational journey and contribution to career development: A cross-sectional study
Fahad Abdulaziz Alrashed, Tauseef Ahmad, Abdulrahman M. Alsubiheen, Saad A. Alhammad, Mishal M. Aldaihan, Alaa M. Albishi, Zafrul Hasan
Medicine.2026; 105(3): e47233. CrossRef
Usage and perception of electronic medical records (EMR) among medical students in southwestern Nigeria
A. A. Adeyeye, A. O. Ajose, O. M. Oduola, B. A. Akodu, A. Olufadeji
Discover Public Health.2024;[Epub] CrossRef

Factors influencing the learning transfer of nursing students in a non-face-to-face educational environment during the COVID-19 pandemic in Korea: a cross-sectional study using structural equation modeling: Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim; J Educ Eval Health Prof. 2023;20:14. Published online April 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.14

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Abstract PDF Supplementary Material

Purpose
The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning.
Methods
In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0.
Results
The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%.
Conclusion
The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students’ learning environment in non-face-to-face conditions.

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Flow in Relation to Academic Achievement in Online-Learning: A Meta-Analysis Study
Da Xing, Yunjung Lee, Gyun Heo
Measurement: Interdisciplinary Research and Perspectives.2025; 23(1): 1. CrossRef
Mediating Effects of Learning Environment Adaptation and Self-Efficacy on College Students’ Self-Directed Learning
Yilin Ren, Jienan Wu
Applied Mathematics and Nonlinear Sciences.2025;[Epub] CrossRef
The Impact of the COVID-19 Pandemic on Clinical Practice Education in South Korea: A Cross-Sectional Study
Kuemju Park
International Journal of Environmental Research and Public Health.2025; 22(4): 577. CrossRef
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Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu, Bajpai Ankita
Sustainability.2023; 15(17): 13195. CrossRef
Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience
Helena Roig-Ester, Paulina Elizabeth Robalino Guerra, Carla Quesada-Pallarès, Andreas Gegenfurtner
Education Sciences.2023; 14(1): 52. CrossRef

Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study: Catharina Hultgren, Annica Lindkvist, Sophie Curbo, Maura Heverin; J Educ Eval Health Prof. 2023;20:13. Published online April 6, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.13

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Abstract PDF Supplementary Material

Purpose
It aims to find students’ performance of and perspectives on an objective structured practical examination (OSPE) for assessment of laboratory and preclinical skills in biomedical laboratory science (BLS). It also aims to investigate the perception, acceptability, and usefulness of OSPE from the students’ and examiners’ point of view.
Methods
This was a longitudinal study to implement an OSPE in BLS. The student group consisted of 198 BLS students enrolled in semester 4, 2015–2019 at Karolinska University Hospital Huddinge, Sweden. Fourteen teachers evaluated the performance by completing a checklist and global rating scales. A student survey questionnaire was administered to the participants to evaluate the student perspective. To assess quality, 4 independent observers were included to monitor the examiners.
Results
Almost 50% of the students passed the initial OSPE. During the repeat OSPE, 73% of the students passed the OSPE. There was a statistically significant difference between the first and the second repeat OSPE (P<0.01) but not between the first and the third attempt (P=0.09). The student survey questionnaire was completed by 99 of the 198 students (50%) and only 63 students responded to the free-text questions (32%). According to these responses, some stations were perceived as more difficult, albeit they considered the assessment to be valid. The observers found the assessment protocols and examiner’s instructions assured the objectivity of the examination.
Conclusion
The introduction of an OSPE in the education of biomedical laboratory scientists was a reliable, and useful examination of practical skills.

Citations

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Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students
Sophie Curbo, Annica Lindkvist, Catharina Hultgren, Jorge Cervantes
Journal of Microbiology & Biology Education.2025;[Epub] CrossRef

Comparison of nursing students’ performance of cardiopulmonary resuscitation between 1 semester and 3 semesters of manikin simulations in the Czech Republic: a non-randomized controlled study: Vera Spatenkova, Iveta Zvercova, Zdenek Jindrisek, Ivana Veverkova, Eduard Kuriscak; J Educ Eval Health Prof. 2023;20:9. Published online March 31, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.9

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Abstract PDF Supplementary Material

Purpose
This study aimed to assess the effect of simulation teaching in critical care courses in a nursing study program on the quality of chest compressions of cardiopulmonary resuscitation (CPR).
Methods
An observational cross-sectional study was conducted at the Faculty of Health Studies at the Technical University of Liberec. The success rate of CPR was tested in exams comparing 2 groups of students, totaling 66 different individuals, who completed half a year (group 1: intermediate exam with model simulation) or 1.5 years (group 2: final theoretical critical care exam with model simulation) of undergraduate nursing critical care education taught completely with a Laerdal SimMan 3G simulator. The quality of CPR was evaluated according to 4 components: compression depth, compression rate, time of correct frequency, and time of correct chest release.
Results
Compression depth was significantly higher in group 2 than in group 1 (P=0.016). There were no significant differences in the compression rate (P=0.210), time of correct frequency (P=0.586), or time of correct chest release (P=0.514).
Conclusion
Nursing students who completed the final critical care exam showed an improvement in compression depth during CPR after 2 additional semesters of critical care teaching compared to those who completed the intermediate exam. The above results indicate that regularly scheduled CPR training is necessary during critical care education for nursing students.

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Evaluation of Learning Outcomes Among Practical Nursing Students After Using Three-Dimensional Technology in Their Studies
Mika Alhonkoski, Marjaana Veermans, Hanna Nurmi, Sari Kotonen, Camilla Strandell-Laine, Kalle Artukka, Leena Salminen
CIN: Computers, Informatics, Nursing.2025;[Epub] CrossRef

Effect of a smartphone-based online electronic logbook to evaluate the clinical skills of nurse anesthesia students in Iran: a randomized controlled study: Ali Khalafi, Nahid Jamshidi, Nasrin Khajeali, Saeed Ghanbari; J Educ Eval Health Prof. 2023;20:10. Published online March 31, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.10

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Abstract PDF Supplementary Material: Purpose
This study was conducted to evaluate a smartphone-based online electronic logbook used to assess the clinical skills of nurse anesthesia students in Iran.
Methods
This randomized controlled study was conducted after tool development at Ahvaz Jundishapur University of Medical Sciences in Ahvaz, Iran from January 2022 to December 2022. The online electronic logbook involved in this study was an Android-compatible application used to evaluate the clinical skills of nurse anesthesia students. In the implementation phase, the online electronic logbook was piloted for 3 months in anesthesia training in comparison with a paper logbook. For this purpose, 49 second- and third-year anesthesia nursing students selected using the census method were assigned to intervention (online electronic logbook) and control (paper logbook) groups. The online electronic logbook and paper logbook were compared in terms of student satisfaction and learning outcomes.
Results
A total of 39 students participated in the study. The mean satisfaction score of the intervention group was significantly higher than that of the control group (P=0.027). The mean score of learning outcomes was also significantly higher for the intervention than the control group (P=0.028).
Conclusion
Smartphone technology can provide a platform for improving the evaluation of the clinical skills of nursing anesthesia students, leading to increased satisfaction and improved learning outcomes.

What impacts students’ satisfaction the most from Medicine Student Experience Questionnaire in Australia: a validity study: Pin-Hsiang Huang, Gary Velan, Greg Smith, Melanie Fentoullis, Sean Edward Kennedy, Karen Jane Gibson, Kerry Uebel, Boaz Shulruf; J Educ Eval Health Prof. 2023;20:2. Published online January 18, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.2

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Abstract PDF Supplementary Material

Purpose
This study evaluated the validity of student feedback derived from Medicine Student Experience Questionnaire (MedSEQ), as well as the predictors of students’ satisfaction in the Medicine program.
Methods
Data from MedSEQ applying to the University of New South Wales Medicine program in 2017, 2019, and 2021 were analyzed. Confirmatory factor analysis (CFA) and Cronbach’s α were used to assess the construct validity and reliability of MedSEQ respectively. Hierarchical multiple linear regressions were used to identify the factors that most impact students’ overall satisfaction with the program.
Results
A total of 1,719 students (34.50%) responded to MedSEQ. CFA showed good fit indices (root mean square error of approximation=0.051; comparative fit index=0.939; chi-square/degrees of freedom=6.429). All factors yielded good (α>0.7) or very good (α>0.8) levels of reliability, except the “online resources” factor, which had acceptable reliability (α=0.687). A multiple linear regression model with only demographic characteristics explained 3.8% of the variance in students’ overall satisfaction, whereas the model adding 8 domains from MedSEQ explained 40%, indicating that 36.2% of the variance was attributable to students’ experience across the 8 domains. Three domains had the strongest impact on overall satisfaction: “being cared for,” “satisfaction with teaching,” and “satisfaction with assessment” (β=0.327, 0.148, 0.148, respectively; all with P<0.001).
Conclusion
MedSEQ has good construct validity and high reliability, reflecting students’ satisfaction with the Medicine program. Key factors impacting students’ satisfaction are the perception of being cared for, quality teaching irrespective of the mode of delivery and fair assessment tasks which enhance learning.

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Brief report

Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study: Sun Huh; J Educ Eval Health Prof. 2023;20:1. Published online January 11, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.1

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Abstract PDF Supplementary Material

This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.

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Is ChatGPT’s Knowledge and Interpretative Ability Comparable to First Professional MBBS (Bachelor of Medicine, Bachelor of Surgery) Students of India in Taking a Medical Biochemistry Examination?
Abhra Ghosh, Nandita Maini Jindal, Vikram K Gupta, Ekta Bansal, Navjot Kaur Bajwa, Abhishek Sett
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Ethical consideration of the use of generative artificial intelligence, including ChatGPT in writing a nursing article
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Osman Babayiğit, Zeynep Tastan Eroglu, Dilek Ozkan Sen, Fatma Ucan Yarkac
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Performance of ChatGPT, Bard, Claude, and Bing on the Peruvian National Licensing Medical Examination: a cross-sectional study
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ChatGPT’s performance in German OB/GYN exams – paving the way for AI-enhanced medical education and clinical practice
Maximilian Riedel, Katharina Kaefinger, Antonia Stuehrenberg, Viktoria Ritter, Niklas Amann, Anna Graf, Florian Recker, Evelyn Klein, Marion Kiechle, Fabian Riedel, Bastian Meyer
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Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study
Janghee Park
Journal of Educational Evaluation for Health Professions.2023; 20: 29. CrossRef
FROM TEXT TO DIAGNOSE: CHATGPT’S EFFICACY IN MEDICAL DECISION-MAKING
Yaroslav Mykhalko, Pavlo Kish, Yelyzaveta Rubtsova, Oleksandr Kutsyn, Valentyna Koval
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Frontiers in Education.2023;[Epub] CrossRef
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Aurelian Anghelescu, Ilinca Ciobanu, Constantin Munteanu, Lucia Ana Maria Anghelescu, Gelu Onose
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Reviews

Factors associated with medical students’ scores on the National Licensing Exam in Peru: a systematic review: Javier Alejandro Flores-Cohaila; J Educ Eval Health Prof. 2022;19:38. Published online December 29, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.38

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify factors that have been studied for their associations with National Licensing Examination (ENAM) scores in Peru.
Methods
A search was conducted of literature databases and registers, including EMBASE, SciELO, Web of Science, MEDLINE, Peru’s National Register of Research Work, and Google Scholar. The following key terms were used: “ENAM” and “associated factors.” Studies in English and Spanish were included. The quality of the included studies was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).
Results
In total, 38,500 participants were enrolled in 12 studies. Most (11/12) studies were cross-sectional, except for one case-control study. Three studies were published in peer-reviewed journals. The mean MERSQI was 10.33. A better performance on the ENAM was associated with a higher-grade point average (GPA) (n=8), internship setting in EsSalud (n=4), and regular academic status (n=3). Other factors showed associations in various studies, such as medical school, internship setting, age, gender, socioeconomic status, simulations test, study resources, preparation time, learning styles, study techniques, test-anxiety, and self-regulated learning strategies.
Conclusion
The ENAM is a multifactorial phenomenon; our model gives students a locus of control on what they can do to improve their score (i.e., implement self-regulated learning strategies) and faculty, health policymakers, and managers a framework to improve the ENAM score (i.e., design remediation programs to improve GPA and integrate anxiety-management courses into the curriculum).

Citations

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Peruvian medical residency selection: a portrayal of scores, distribution, and predictors of 28,872 applicants between 2019 and 2023
Javier A. Flores-Cohaila, Brayan Miranda-Chavez, Cesar Copaja-Corzo, Xiomara C. Benavente-Chalco, Wagner Rios-García, Vanessa P. Moreno-Ccama, Angel Samanez-Obeso, Marco Rivarola-Hidalgo
BMC Medical Education.2025;[Epub] CrossRef
Puntajes en pruebas de progreso como predictores del desempeño en el Examen Nacional de Medicina del Perú
Franco Romaní, César Gutiérrez
Educación Médica.2025; 26(6): 101092. CrossRef
Predicción del éxito en el examen de habilitación profesional: un modelo de regresión logística basado en variables multifactoriales
Saul Yasaca Pucuna, Juan Diego Erazo Rodríguez
Revista de Investigación Educativa Niveles.2025; 2(2): 36. CrossRef
Medical Student’s Attitudes towards Implementation of National Licensing Exam (NLE) – A Qualitative Exploratory Study
Saima Bashir, Rehan Ahmed Khan
Pakistan Journal of Health Sciences.2024; : 153. CrossRef
Performance of ChatGPT on the Peruvian National Licensing Medical Examination: Cross-Sectional Study
Javier A Flores-Cohaila, Abigaíl García-Vicente, Sonia F Vizcarra-Jiménez, Janith P De la Cruz-Galán, Jesús D Gutiérrez-Arratia, Blanca Geraldine Quiroga Torres, Alvaro Taype-Rondan
JMIR Medical Education.2023; 9: e48039. CrossRef

Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review: Mahbubeh Tabatabaeichehr, Samane Babaei, Mahdieh Dartomi, Peiman Alesheikh, Amir Tabatabaee, Hamed Mortazavi, Zohreh Khoshgoftar; J Educ Eval Health Prof. 2022;19:37. Published online December 20, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.37

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Abstract PDF Supplementary Material

Purpose
This review investigated medical students’ satisfaction level with e-learning during the coronavirus disease 2019 (COVID-19) pandemic and its related factors.
Methods
A comprehensive systematic search was performed of international literature databases, including Scopus, PubMed, Web of Science, and Persian databases such as Iranmedex and Scientific Information Database using keywords extracted from Medical Subject Headings such as “Distance learning,” “Distance education,” “Online learning,” “Online education,” and “COVID-19” from the earliest date to July 10, 2022. The quality of the studies included in this review was evaluated using the appraisal tool for cross-sectional studies (AXIS tool).
Results
A total of 15,473 medical science students were enrolled in 24 studies. The level of satisfaction with e-learning during the COVID-19 pandemic among medical science students was 51.8%. Factors such as age, gender, clinical year, experience with e-learning before COVID-19, level of study, adaptation content of course materials, interactivity, understanding of the content, active participation of the instructor in the discussion, multimedia use in teaching sessions, adequate time dedicated to the e-learning, stress perception, and convenience had significant relationships with the satisfaction of medical students with e-learning during the COVID-19 pandemic.
Conclusion
Therefore, due to the inevitability of online education and e-learning, it is suggested that educational managers and policymakers choose the best online education method for medical students by examining various studies in this field to increase their satisfaction with e-learning.

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Identifying Research Priorities in Digital Education for Health Care: Umbrella Review and Modified Delphi Method Study
Alison Potter, Chris Munsch, Elaine Watson, Emily Hopkins, Sofia Kitromili, Iain Cameron O'Neill, Judy Larbie, Essi Niittymaki, Catriona Ramsay, Joshua Burke, Neil Ralph
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Brief report

Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study: Sun Kim, A Ra Cho, Chul Woon Chung; J Educ Eval Health Prof. 2022;19:32. Published online November 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.32

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Abstract PDF Supplementary Material: This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.

Research articles

Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study: Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah; J Educ Eval Health Prof. 2022;19:30. Published online November 7, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.30

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Abstract PDF Supplementary Material

Purpose
Coronavirus disease 2019 (COVID-19) restrictions resulted in an increased emphasis on virtual communication in medical education. This study assessed the acceptability of virtual teaching in an online objective structured clinical examination (OSCE) series and its role in future education.
Methods
Six surgical OSCE stations were designed, covering common surgical topics, with specific tasks testing data interpretation, clinical knowledge, and communication skills. These were delivered via Zoom to students who participated in student/patient/examiner role-play. Feedback was collected by asking students to compare online teaching with previous experiences of in-person teaching. Descriptive statistics were used for Likert response data, and thematic analysis for free-text items.
Results
Sixty-two students provided feedback, with 81% of respondents finding online instructions preferable to paper equivalents. Furthermore, 65% and 68% found online teaching more efficient and accessible, respectively, than in-person teaching. Only 34% found communication with each other easier online; Forty percent preferred online OSCE teaching to in-person teaching. Students also expressed feedback in positive and negative free-text comments.
Conclusion
The data suggested that generally students were unwilling for online teaching to completely replace in-person teaching. The success of online teaching was dependent on the clinical skill being addressed; some were less amenable to a virtual setting. However, online OSCE teaching could play a role alongside in-person teaching.

Citations

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Perception of online learning, knowledge assessment, and clinical skills among third-year ophthalmology residents studying during the COVID-19 pandemic in Thailand
Wanicha Chuenkongkaew, Jimethat Chalermpong, Weerawat Kiddee, Prut Hanutsaha, Anita Manassakorn, Olan Suwan-apichon, Sakchai Vongkittirux, Raveewan Choontanom, Pittaya Phamonvaechavan, Tharnsook Kasemsup, Paradee Kunavisarut, Sudawadee Somboonthanakij, Su
Scientific Reports.2026;[Epub] CrossRef
Evaluation of a virtual objective structured clinical examination in the metaverse (Second Life) to assess the clinical skills in emergency radiology of medical students in Spain: a cross-sectional study
Alba Virtudes Perez-Baena, Teodoro Rudolphi-Solero, Rocio Lorenzo-Alvarez, Dolores Dominguez-Pinos, Miguel Jose Ruiz-Gomez, Francisco Sendra-Portero
Journal of Educational Evaluation for Health Professions.2025; 22: 12. CrossRef
A Comparative Study of Student Perspectives on Online Versus In-Person Objective Structured Clinical Examination (OSCE) Teaching at a Medical School in London
Nimalesh Yogarajah, Aniket Bharadwaj, Amelia Snook, Vashist Motkur
Cureus.2025;[Epub] CrossRef
Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef
Should Virtual Objective Structured Clinical Examination (OSCE) Teaching Replace or Complement Face-to-Face Teaching in the Post-COVID-19 Educational Environment: An Evaluation of an Innovative National COVID-19 Teaching Programme
Charles Gamble, Alice Oatham, Raj Parikh
Cureus.2023;[Epub] CrossRef

Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study: Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto; J Educ Eval Health Prof. 2022;19:29. Published online October 27, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.29

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Abstract PDF Supplementary Material

Purpose
The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.
Methods
Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.
Results
In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.
Conclusion
Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.

Citations

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Unraveling the connection: A systematic review of learning styles and mathematics achievement
Dewi D. Hariri, Hilda Mahmudah, Fayza S. Wibawa, Nia Kania
Pedagogical Research.2025; 10(1): em0232. CrossRef

Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study: Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi; J Educ Eval Health Prof. 2022;19:28. Published online October 17, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.28

6,615 View
291 Download
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Abstract PDF Supplementary Material

Purpose
Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.
Methods
An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.
Results
A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning.
Conclusion
This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.

Citations

Citations to this article as recorded by

Factors associated with nursing and midwifery students’ satisfaction with the clinical learning environment: a cross-sectional study in Morocco
Khadija Guejdad, Laila Lahlou, Ali Ikrou, Redouane Abouqal, Jihane Belayachi
BMC Nursing.2025;[Epub] CrossRef
Influential Factors on Postgraduates’ Satisfaction with the Quality of Pharmacy Education: Evidence from a University in Vietnam
Do Xuan Thang, Nguyen Viet Hung, Vu Tran Anh, Vu Thi Quynh Mai, Le Thu Thuy, Cuc Thi Thu Nguyen, Trung Nguyen Duc, Dang Viet Hung
Pharmacy.2025; 13(3): 62. CrossRef
Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis
Tianyuan Xu, Ling Xue
Frontiers in Psychology.2023;[Epub] CrossRef

Acceptability of the 8-case objective structured clinical examination of medical students in Korea using generalizability theory: a reliability study: Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu; J Educ Eval Health Prof. 2022;19:26. Published online September 8, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.26

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Abstract PDF Supplementary Material

Purpose
This study investigated whether the reliability was acceptable when the number of cases in the objective structured clinical examination (OSCE) decreased from 12 to 8 using generalizability theory (GT).
Methods
This psychometric study analyzed the OSCE data of 439 fourth-year medical students conducted in the Busan and Gyeongnam areas of South Korea from July 12 to 15, 2021. The generalizability study (G-study) considered 3 facets—students (p), cases (c), and items (i)—and designed the analysis as p×(i:c) due to items being nested in a case. The acceptable generalizability (G) coefficient was set to 0.70. The G-study and decision study (D-study) were performed using G String IV ver. 6.3.8 (Papawork, Hamilton, ON, Canada).
Results
All G coefficients except for July 14 (0.69) were above 0.70. The major sources of variance components (VCs) were items nested in cases (i:c), from 51.34% to 57.70%, and residual error (pi:c), from 39.55% to 43.26%. The proportion of VCs in cases was negligible, ranging from 0% to 2.03%.
Conclusion
The case numbers decreased in the 2021 Busan and Gyeongnam OSCE. However, the reliability was acceptable. In the D-study, reliability was maintained at 0.70 or higher if there were more than 21 items/case in 8 cases and more than 18 items/case in 9 cases. However, according to the G-study, increasing the number of items nested in cases rather than the number of cases could further improve reliability. The consortium needs to maintain a case bank with various items to implement a reliable blueprinting combination for the OSCE.

Citations

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From Agents to Governance: Essential AI Skills for Clinicians in the Large Language Model Era
Weiping Cao, Qing Zhang, Jialin Liu, Siru Liu
Journal of Medical Internet Research.2026; 28: e86550. CrossRef
Applying the Generalizability Theory to Identify the Sources of Validity Evidence for the Quality of Communication Questionnaire
Flávia Del Castanhel, Fernanda R. Fonseca, Luciana Bonnassis Burg, Leonardo Maia Nogueira, Getúlio Rodrigues de Oliveira Filho, Suely Grosseman
American Journal of Hospice and Palliative Medicine®.2024; 41(7): 792. CrossRef

Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study: Yu-Fan Lin, Chien-Ying Wang, Yen-Hsun Huang, Sheng-Min Lin, Ying-Ying Yang; J Educ Eval Health Prof. 2022;19:25. Published online September 2, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.25

6,025 View
276 Download
2 Web of Science
3 Crossref

Abstract PDF Supplementary Material

Purpose
Endotracheal intubation and central venous catheterization are essential procedures in clinical practice. Simulation-based technology such as smart glasses has been used to facilitate medical students’ training on these procedures. We investigated medical students’ self-assessed efficacy and satisfaction regarding the practice and training of these procedures with smart glasses in Taiwan.
Methods
This observational study enrolled 145 medical students in the 5th and 6th years participating in clerkships at Taipei Veterans General Hospital between October 2020 and December 2021. Students were divided into the smart glasses or the control group and received training at a workshop. The primary outcomes included students’ pre- and post-intervention scores for self-assessed efficacy and satisfaction with the training tool, instructor’s teaching, and the workshop.
Results
The pre-intervention scores for self-assessed efficacy of 5th- and 6th-year medical students in endotracheal intubation and central venous catheterization procedures showed no significant difference. The post-intervention score of self-assessed efficacy in the smart glasses group was better than that of the control group. Moreover, 6th-year medical students in the smart glasses group showed higher satisfaction with the training tool, instructor’s teaching, and workshop than those in the control group.
Conclusion
Smart glasses served as a suitable simulation tool for endotracheal intubation and central venous catheterization procedures training in medical students. Medical students practicing with smart glasses showed improved self-assessed efficacy and higher satisfaction with training, especially for procedural steps in a space-limited field. Simulation training on procedural skills with smart glasses in 5th-year medical students may be adjusted to improve their satisfaction.

Citations

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A narrative review of advancing medical education through technology: the role of smart glasses in situated learning
Bahareh Ghavami Hosein Pour, Zahra Karimian, Nazanin Hatami Niya
BMC Medical Education.2025;[Epub] CrossRef
Improvement of the Endotracheal Intubation Skill of Nurse Anesthesia Students Using Visual Self-evaluation in Iran: A Randomized Controlled Study
Mahdieh Parhizkar, Ali Khalafi, Masoumeh Albooghobeish, Nooshin Sarvi-Sarmeydani
Shiraz E-Medical Journal.2024;[Epub] CrossRef
The use of smart glasses in nursing education: A scoping review
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Nurse Education in Practice.2023; 73: 103824. CrossRef

Effect of a forensic nursing virtual education course on knowledge and clinical decision-making of master’s nursing students in Iran: a non-equivalent control group pre- and post-test study: Zeynab Firuzi, Mitra Sedghi Sabet, Fateme Jafaraghaee, Hedayat Jafari, Ehsan Kazemnezhad Leyli, Samad Karkhah, Mohammad Javad Ghazanfari; J Educ Eval Health Prof. 2022;19:20. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.20

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Abstract PDF Supplementary Material

Purpose
Forensic nursing is a specialty in the nursing profession based on legal procedures. This study aimed to assess the effect of a forensic nursing virtual education course on knowledge and clinical decision-making among master’s nursing students.
Methods
In a quasi-experimental study with a pre- and post-test, 106 master’s nursing students at Guilan (n=65) and Mazandaran (n=41) Universities of Medical Sciences, Iran were enrolled. Data were collected using census sampling from March to April 2021. Participants in the intervention group received a forensic nursing virtual education course in three 90-minute sessions for 2 days.
Results
A total of 88 out of 106 master’s nursing students were enrolled in this study. The mean post-education score for knowledge in the intervention group was significantly higher than in the control group (12.52 vs. 7.67, P<0.001). The mean post-education score for clinical decision-making in the intervention group was significantly higher than in the control group (16.96 vs. 13.64, P<0.001).
Conclusion
The level of knowledge and clinical decision-making of master’s nursing students regarding forensic evidence improved after the forensic nursing virtual education course in the intervention group compared to the control group. Nursing managers and policymakers can develop appropriate strategies to improve the knowledge and clinical decision-making of nursing students by using forensic nursing education courses in the curricula of nursing programs, especially in postgraduate education as an elective or mandatory course.

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Development and Psychometric Evaluation of the Forensic Nursing Competency Scale‐Short Form for Hospital Nurses
Youn‐Jung Son, Na Young Jo, Yun Mi Lee, So Hyun Park
Journal of Advanced Nursing.2025;[Epub] CrossRef
Improving English Pronunciation among Digital Natives through AI-Based Learning Tools
Tiara Noviarini, Galuh Yuliar Dinata
JPI (Jurnal Pendidikan Indonesia).2025; 14(4): 902. CrossRef
Knowledge and attitude of university nursing students towards forensic nursing and their influencing factors: a mixed-methods study
Ebtsam Aly Abou Hashish
Egyptian Journal of Forensic Sciences.2024;[Epub] CrossRef

Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study: Dan Bi Cho, Won Lee, So Yoon Kim, Sungkyoung Choi; J Educ Eval Health Prof. 2022;19:14. Published online June 30, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.14

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Purpose
The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method.
Methods
A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions.
Results
All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media.
Conclusion
This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.

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Shinae Ahn
Nurse Education Today.2025; 145: 106498. CrossRef
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Lu Zhou, Yinsong Sun, Mingzhao Xiao, Runli Yang, Shuang Zheng, Jun Shen, Qinghua Zhao
International Journal of Nursing Studies Advances.2025; 8: 100307. CrossRef
The Impact of a Flipped Learning on Nursing Students' Patient Safety Competencies and Satisfaction With the Education Method: A Randomized Controlled Trial
Vildan Budak, Hülya Fırat Kılıç, Seda Cevheroğlu
Nursing & Health Sciences.2025;[Epub] CrossRef
Effects of an integrated fall educational intervention in nursing students: a quasi-experimental study using virtual reality simulations
Sunghee H Tak, Dayeon Lee, Inyoung Seo, Hyein Choi, Eunbi Lee
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Effects of high-fidelity simulation and e-learning methods on nursing students’ self-efficacy in patient safety: a quasi-experimental study
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Student Perspectives on the Efficacy of Hybrid Simulation Laboratory Teaching‐Practicing Modules
Jing Li, Xin Lin, Xiaoli Lian, Xiaodong Chen, Zhitao Wang, Chunxia Chen, Feifei Ma, Yao Chen, Yanmei Dai, Huiru Zou
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Determining the self-evaluation levels of nursing students’ competency in child patient safety
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Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis
Songxian Jin, Jung-Hee Kim
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Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study
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Brief report

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study: Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg; J Educ Eval Health Prof. 2022;19:12. Published online June 20, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.12

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Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.

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Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum
Melissa Chang, Andrew Cuyegkeng, Joseph A. Breuer, Arina Alexeeva, Abigail R. Archibald, Javier J. Lepe, Milton L. Greenberg
BMC Medical Education.2022;[Epub] CrossRef

Research article

No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study: Warren Wiechmann, Robert Edwards, Cheyenne Low, Alisa Wray, Megan Boysen-Osborn, Shannon Toohey; J Educ Eval Health Prof. 2022;19:8. Published online April 26, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.8

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Abstract PDF Supplementary Material

Purpose
Technological advances are changing how students approach learning. The traditional note-taking methods of longhand writing have been supplemented and replaced by tablets, smartphones, and laptop note-taking. It has been theorized that writing notes by hand requires more complex cognitive processes and may lead to better retention. However, few studies have investigated the use of tablet-based note-taking, which allows the incorporation of typing, drawing, highlights, and media. We therefore sought to confirm the hypothesis that tablet-based note-taking would lead to equivalent or better recall as compared to written note-taking.
Methods
We allocated 68 students into longhand, laptop, or tablet note-taking groups, and they watched and took notes on a presentation on which they were assessed for factual and conceptual recall. A second short distractor video was shown, followed by a 30-minute assessment at the University of California, Irvine campus, over a single day period in August 2018. Notes were analyzed for content, supplemental drawings, and other media sources.
Results
No significant difference was found in the factual or conceptual recall scores for tablet, laptop, and handwritten note-taking (P=0.61). The median word count was 131.5 for tablets, 121.0 for handwriting, and 297.0 for laptops (P=0.01). The tablet group had the highest presence of drawing, highlighting, and other media/tools.
Conclusion
In light of conflicting research regarding the best note-taking method, our study showed that longhand note-taking is not superior to tablet or laptop note-taking. This suggests students should be encouraged to pick the note-taking method that appeals most to them. In the future, traditional note-taking may be replaced or supplemented with digital technologies that provide similar efficacy with more convenience.

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Evaluating the Use of a Note-Taking App by Japanese Resident Physicians: Nationwide Cross-Sectional Study
Taiju Miyagami, Yuji Nishizaki, Taro Shimizu, Yu Yamamoto, Kiyoshi Shikino, Koshi Kataoka, Masanori Nojima, Gautam A Deshpande, Toshio Naito, Yasuharu Tokuda
JMIR Formative Research.2025; 9: e55087. CrossRef
Cognitive-digital interaction: the state of the field, weaknesses and solutions
Anastasia Anufrieva
Acta Psychologica.2025; 259: 105229. CrossRef
A Classroom Study on Notetaking Modalities and Inattentive Attention‐Deficit/Hyperactivity Disorder Symptoms
Gabrielle A. Shimko, Emily R. Fyfe, Karin H. James
Applied Cognitive Psychology.2025;[Epub] CrossRef
Exploring the impact of note taking methods on cognitive function among university students
Alham Al-Sharman, Reime Jamal Shalash, Taif A. M. Omran, Rofaida Mohamed Elsayed, Ilhan Abdi Warfa, Wala Siddig Elsayed Ali Adawi, Amna Obaid Aljaberi, Alia Abdulla Alabdooli, Ashokan Arumugam, Sivapriya Ramakrishnan, Nabil Saad, Amal Ahbouch, Wegdan Bani
BMC Medical Education.2025;[Epub] CrossRef
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis
Abraham E. Flanigan, Jordan Wheeler, Tiphaine Colliot, Junrong Lu, Kenneth A. Kiewra
Educational Psychology Review.2024;[Epub] CrossRef

Educational/Faculty training material

Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile: Sandra Oyarzo Torres, Mónica Espinoza Barrios; J Educ Eval Health Prof. 2022;19:6. Published online March 24, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.6

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This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

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Interdisciplinary Vocational Training for Resilient, Integrated, and Person-Centered Health Systems
Mónica Valenzuela, Osvaldo Artaza, Javier Santa Cruz, Marcelo Fagalde, Mónica Espinoza, Sandra Oyarzo, Erich V. De Paula, Rogelio Pizzi
Archives of Medical Research.2025; 56(7): 103243. CrossRef
Social representations of interdisciplinary work from the perspectives of students and clinical tutors on a cardiovascular rehabilitation program in Chile
Raúl Ahumada, Marcela Aravena-Winkler, Cinara Sacomori
International Journal of Educational Research Open.2025; 9: 100515. CrossRef
A community-engaged interprofessional project led by medical students, school of social work students, and resident physicians: lessons learned and recommendations for success
Sabrina Orta, Daniela Santos Cantu, Giuiseppe Allan Fonseca, Luis Torres-Hostos, Chelsea Chang
Journal of Interprofessional Care.2024; 38(6): 1008. CrossRef
Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
Pharmacy.2022; 10(6): 157. CrossRef

Review

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; J Educ Eval Health Prof. 2021;18:31. Published online November 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.31

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Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

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Simon Cassidy
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Martha D. Cullaty, Jenny Hall, David Halpin, Lisa Allison-Jones
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Xinjie Zhang, Jianqiang Ye
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Julie Ronnebaum, Chunfa Jie, Kristina Salazar
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Research articles

Are we teaching health science students in the United States what they need to know about death and dying coping strategies?: Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel; J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.29

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Abstract PDF Supplementary Material

Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

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Death education, communication, and happiness: An unlikely general education triad?
Kurt Wise, Laura Bruns
Policy Futures in Education.2025; 23(5): 880. CrossRef
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David Eduardo González-Naranjo, Diana Beatriz Bayas-Poma, Roció Bayas Bayas-Poma, Deicy Cristina Rivera-Palomino
Innova Science Journal.2025; 3(2): 151. CrossRef
Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef

Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea: Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu; J Educ Eval Health Prof. 2021;18:25. Published online September 27, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.25

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Abstract PDF Supplementary Material

Purpose
Setting standards is critical in health professions. However, appropriate standard setting methods do not always apply to the set cut score in performance assessment. The aim of this study was to compare the cut score when the standard setting is changed from the norm-referenced method to the borderline group method (BGM) and borderline regression method (BRM) in an objective structured clinical examination (OSCE) in medical school.
Methods
This was an explorative study to model the implementation of the BGM and BRM. A total of 107 fourth-year medical students attended the OSCE at 7 stations for encountering standardized patients (SPs) and at 1 station for performing skills on a manikin on July 15th, 2021. Thirty-two physician examiners evaluated the performance by completing a checklist and global rating scales.
Results
The cut score of the norm-referenced method was lower than that of the BGM (P<0.01) and BRM (P<0.02). There was no significant difference in the cut score between the BGM and BRM (P=0.40). The station with the highest standard deviation and the highest proportion of the borderline group showed the largest cut score difference in standard setting methods.
Conclusion
Prefixed cut scores by the norm-referenced method without considering station contents or examinee performance can vary due to station difficulty and content, affecting the appropriateness of standard setting decisions. If there is an adequate consensus on the criteria for the borderline group, standard setting with the BRM could be applied as a practical and defensible method to determine the cut score for OSCE.

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Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods
Reshma Ansari, Norhafizah Ab Manan, Nur Ain Mahat, Norfaizatul Shalida Omar, Atikah Abdul Latiff, Sara Idris, Azli Shahril Othman
Journal of Medical Education Development.2024; 17(56): 87. CrossRef
Analyzing the Quality of Objective Structured Clinical Examination in Alborz University of Medical Sciences
Suleiman Ahmadi, Amin Habibi, Mitra Rahimzadeh, Shahla Bahrami
Alborz University Medical Journal.2023; 12(4): 485. CrossRef
Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study
Janghee Park
Journal of Educational Evaluation for Health Professions.2022; 19: 23. CrossRef
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef

The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam: Tran Thi Hoang Oanh, Nguyen Thi Yen Hoai, Pham Thi Thuy; J Educ Eval Health Prof. 2021;18:16. Published online July 30, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.16

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Abstract PDF Supplementary Material

Purpose
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.
Methods
This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.
Results
Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).
Conclusion
Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

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Chia-Jung Wu, Li-Hung Tsai, Chuan-Mei Chen, Sum-Fu Chiang
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Bhuvaneswari S, Bamini Devi N, L. Lakshmi
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Assessment of Self-Confidence Among Nursing Students During Clinical Decisions Making
Farhan Alam, Afsha Bibi, Jawad Ahmad, Mansoor Khan, Naveed Ali, Anwar Hayat, Fatia Bibi
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Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic: Ngatoiatu Rohmani, Rosi Andriani; J Educ Eval Health Prof. 2021;18:9. Published online May 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.9

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662 Download
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Abstract PDF Supplementary Material

Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

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Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic: Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed; J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.6

9,206 View
338 Download
16 Web of Science
16 Crossref

Abstract PDF Supplementary Material

Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

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