Journal of Educational Evaluation for Health Professions

Research articles

Performance of large language models on Thailand’s national medical licensing examination: a cross-sectional study: Prut Saowaprut, Romen Samuel Wabina, Junwei Yang, Lertboon Siriwat; J Educ Eval Health Prof. 2025;22:16. Published online May 12, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.16

5,597 View
338 Download
4 Web of Science
3 Crossref

Purpose
This study aimed to evaluate the feasibility of general-purpose large language models (LLMs) in addressing inequities in medical licensure exam preparation for Thailand’s National Medical Licensing Examination (ThaiNLE), which currently lacks standardized public study materials.
Methods
We assessed 4 multi-modal LLMs (GPT-4, Claude 3 Opus, Gemini 1.0/1.5 Pro) using a 304-question ThaiNLE Step 1 mock examination (10.2% image-based), applying deterministic API configurations and 5 inference repetitions per model. Performance was measured via micro- and macro-accuracy metrics compared against historical passing thresholds.
Results
All models exceeded passing scores, with GPT-4 achieving the highest accuracy (88.9%; 95% confidence interval, 88.7–89.1), surpassing Thailand’s national average by more than 2 standard deviations. Claude 3.5 Sonnet (80.1%) and Gemini 1.5 Pro (72.8%) followed hierarchically. Models demonstrated robustness across 17 of 20 medical domains, but variability was noted in genetics (74.0%) and cardiovascular topics (58.3%). While models demonstrated proficiency with images (Gemini 1.0 Pro: +9.9% vs. text), text-only accuracy remained superior (GPT-4o: 90.0% vs. 82.6%).
Conclusion
General-purpose LLMs show promise as equitable preparatory tools for ThaiNLE Step 1. However, domain-specific knowledge gaps and inconsistent multi-modal integration warrant refinement before clinical deployment.

Citations

Citations to this article as recorded by

Performance of GPT-4o and o1-Pro on United Kingdom Medical Licensing Assessment-style items: a comparative study
Behrad Vakili, Aadam Ahmad, Mahsa Zolfaghari
Journal of Educational Evaluation for Health Professions.2025; 22: 30. CrossRef
Large Language Models for the National Radiological Technologist Licensure Examination in Japan: Cross-Sectional Comparative Benchmarking and Evaluation of Model-Generated Items Study
Toshimune Ito, Toru Ishibashi, Tatsuya Hayashi, Shinya Kojima, Kazumi Sogabe
JMIR Medical Education.2025; 11: e81807. CrossRef
Technologies, opportunities, challenges, and future directions for integrating generative artificial intelligence into medical education: a narrative review
Junseok Kang, Jihyun Ahn
Ewha Medical Journal.2025; 48(4): e53. CrossRef

The effect of strengthening nurse practitioners’ competency in occupational health services for agricultural workers exposed to pesticides in primary care units, Thailand: a before-and-after study: Napamon Pumsopa, Ann Jirapongsuwan, Surintorn Kalampakorn, Sukhontha Siri; J Educ Eval Health Prof. 2025;22:14. Published online April 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.14

2,976 View
352 Download

Abstract PDF Supplementary Material: Purpose
This study aimed to evaluate the effect of the Strengthening Nurse Practitioners’ Competency in Occupational Health Service (SNPCOHS) program. It was hypothesized that nurse practitioners (NPs) participating in the program would demonstrate increased competency in providing occupational health services to agricultural workers exposed to pesticides in primary care units (PCUs) compared to their baseline competency and to a comparison group.
Methods
A quasi-experimental study was conducted between August and December 2023. The 4-week intervention included 5 hours of an e-learning program, 3 hours of online discussion, and 2 hours dedicated to completing an assignment. The program was evaluated at 3 time points: pre-intervention, post-intervention (week 4), and follow-up (week 8). Sixty NPs volunteered to participate, with 30 in the experimental group and 30 in the comparison group. Data on demographics, professional attributes, knowledge, skills, and perceived self-efficacy were collected using self-administered questionnaires via Google Forms. Data analysis involved descriptive statistics, independent t-tests, and repeated measures analysis of variance.
Results
The experimental group demonstrated significantly higher mean scores in professional attributes, knowledge, skills, and perceived self-efficacy in providing occupational health services to agricultural workers exposed to pesticides compared to the comparison group at both week 4 and week 8 post-intervention.
Conclusion
The SNPCOHS program is well-suited for self-directed learning for nurses in PCUs, supporting effective occupational health service delivery. It should be disseminated and supported as an e-learning resource for NPs in PCUs (Thai Clinical Trials Registry: TCTR20250115004).

Research Article

Learning styles and academic achievement among undergraduate medical students in Thailand: Wichuda Jiraporncharoen, Chaisiri Angkurawaranon, Manoch Chockjamsai, Athavudh Deesomchok, Juntima Euathrongchit; J Educ Eval Health Prof. 2015;12:38. Published online July 8, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.38

39,855 View
358 Download
19 Web of Science
29 Crossref

Abstract PDF

Purpose
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Citations

Citations to this article as recorded by

Eye-tracking insights into cognitive strategies, learning styles, and academic outcomes of Turkish medicine students
Hande Argunsah, Levent Altıntaş, Melike Şahiner
BMC Medical Education.2025;[Epub] CrossRef
Harnessing generative AI and argumentation-driven learning for entrepreneurial competence development: evidence from university-based studies
Hongxian Zhou, Yuqing Chen, Yanmei Liu, Runjie Jiang, Jingying Wang, Meiping Sun
Interactive Learning Environments.2025; : 1. CrossRef
Student-Centered Education in Dentistry: Perspectives of Students and Academicians in Turkey
Mehmet Semih Velioğlu, Sinem Özdemir, Serkan Polat, Nimet Ünlü
Selcuk Dental Journal.2025; 12(4): 17. CrossRef
Learning Style Profiles of Second-Year MBBS Students in a Medical College Situated in Remote Islands of India
Ann George, K Chandrahasan, Senkadhirdasan Dakshinamurthy
Cureus.2025;[Epub] CrossRef
Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review
Narjes Rohani, Stephen Sowa, Areti Manataki
JMIR Medical Education.2024; 10: e50667. CrossRef
Educational technology for the formation of project competence for engineering students
Liudmyla V. Hapon-Baida, Tetiana M. Derkach
Educational Dimension.2024; 11: 81. CrossRef
Tapping into Efficient Learning: An Exploration of the Impact of Sequential Learning on Skill Gains and Learning Curves in Central Venous Catheterization Simulator Training
Haroula Tzamaras, Dailen Brown, Jason Moore, Scarlett R. Miller
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef
Estilos de aprendizagem de estudantes de graduação em medicina: comparação entre duas escolas com diferentes metodologias de ensino da cidade de Mossoró-RN
Patrícia Jovelina de Freitas, Ligiane Medeiros Diógenes, Thiago Gurgel Regis, José Rodolfo Lopes de Paiva Cavalcanti
Cuadernos de Educación y Desarrollo.2024; 16(11): e6203. CrossRef
Educational data mining: factors influencing medical student success and the exploration of visualization techniques
Ploywarong Rueangket, Chulaluck Thaebanpakul, Boonsub Sakboonyarat, Akara Prayote
Frontiers in Education.2024;[Epub] CrossRef
ESTILOS DE APRENDIZAGEM DE ESTUDANTES DE GRADUAÇÃO EM MEDICINA: COMPARAÇÃO ENTRE DUAS ESCOLAS COM DIFERENTES METODOLOGIAS DE ENSINO DA CIDADE DE MOSSORÓ-RN
Rilva Lopes de Sousa Muñoz, Ligiane Medeiros Diógenes
REVISTA FOCO.2023; 16(4): e1538. CrossRef
Learning styles in science education at university level: A systematic review
Albina R. Shaidullina, Natalia A. Orekhovskaya, Evgeny G. Panov, Marina N. Svintsova, Oksana N. Petyukova, Nataliya S. Zhuykova, Elena V. Grigoryeva
Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(7): em2293. CrossRef
Современные образовательные технологии и их использование при изучении физиологии в медицинском вузе
Б. Ю. Бадалян, А. Л. Торгомян
Biological Journal of Armenia.2023; : 180. CrossRef
Learning style preference and the academic achievements of medical students in an integrated curriculum
Adel Mohamed Aboregela
Journal of Medicine and Life.2023; 16(12): 1802. CrossRef
Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics
Ghada Bawazeer, Ibrahim Sales, Huda Albogami, Ahmed Aldemerdash, Mansour Mahmoud, Majidah A. Aljohani, Abdullah Alhammad
BMC Medical Education.2022;[Epub] CrossRef
Do learning style preferences influence the cumulative gross point average and self directed learning hours in dental students: a preliminary study
Kiran Kumar Ganji, Mohammad Khursheed Alam, Ravi Kumar Gudipaneni, Hmoud Algarni, Manay Srinivas Munisekhar, May Osman Hamza, Mohammed Assayed Mousa, Mohammed Ghazi Sghaireen
BMC Medical Education.2022;[Epub] CrossRef
Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection
Joydeep Dutta Chaudhuri
Clinical Anatomy.2021; 34(3): 437. CrossRef
Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students
Mahdokht Taheri, Mehran Falahchai, Mandana Javanak, Yasamin Babaee Hemmati, Mehdi Dasht Bozorgi
Journal of Education and Health Promotion.2021;[Epub] CrossRef
An Assessment of Learning Styles of Undergraduate Medical Students in Three Different Types of Curriculum
Abdulrahman Alfawzan, Moeber Mahzari, Sajida Agha, Aamir Omair, Omar Alfawzan, Reema Alessa, Abdulaziz Alturki, Kholoud Alshiha
Journal of Nature and Science of Medicine.2021; 4(3): 267. CrossRef
Cuestionario Honey-Alonso de Estilos de Aprendizaje: Nuevas evidencias psicométricas en población argentina
Agustín Freiberg Hoffmann, Facundo Abal, Mercedes Fernández Liporace
Acta Colombiana de Psicología.2020; 23(2): 328. CrossRef
Cuestionario Honey-Alonso de Estilos de Aprendizaje: Nuevas evidencias psicométricas en población argentina
Agustín Freiberg Hoffmann, Facundo Abal, Mercedes Fernández Liporace
Acta Colombiana de Psicología.2020; 23(2): 328. CrossRef
A cross-sectional study of learning styles among continuing medical education participants
C. Scott Collins, Sanjeev Nanda, Brian A. Palmer, Arya B. Mohabbat, Cathy D. Schleck, Jayawant N. Mandrekar, Saswati Mahapatra, Thomas J. Beckman, Christopher M. Wittich
Medical Teacher.2019; 41(3): 318. CrossRef
Snapshot of academic dishonesty among Malaysian nursing students: A single university experience
Ali H. Abusafia, Nurhanis Syazni Roslan, Dariah Mohd Yusoff, Mohd Zarawi Mat Nor
Journal of Taibah University Medical Sciences.2018; 13(4): 370. CrossRef
Does learning style preferences influence academic performance among dental students in Isfahan, Iran?
Najmeh Akhlaghi, Hosein Mirkazemi, Mehdi Jafarzade, Narjes Akhlaghi
Journal of Educational Evaluation for Health Professions.2018; 15: 8. CrossRef
Learning styles preferences and e-learning experience of undergraduate dental students
Ana Cláudia DALMOLIN, Giselle Ariana Otto MACKEIVICZ, Márcia Thaís POCHAPSKI, Gibson Luiz PILATTI, Fábio André SANTOS
Revista de Odontologia da UNESP.2018; 47(3): 175. CrossRef
A significant association between examination results and self-satisfaction with English language proficiency: preliminary findings among pre-clinical undergraduates
Madushika Wijesundara, Chamindi Wijerathna, Kasun Wijerathna, Rasangi Wijerathna, Srimali Wijethunga, Ashan Wijewardana, Anuprabha Wickramasinghe, Devarajan Rathish
BMC Research Notes.2018;[Epub] CrossRef
Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran
Horyeh Sarbazvatan, Abolghasem Amini, Nayyereh Aminisani, SeyedMorteza Shamshirgaran, Saeideh Ghaffarifar
Research and Development in Medical Education.2018; 7(2): 77. CrossRef
The Mathematics Learning Styles of Vocational College Students
Serpil Yorganci
European Journal of Educational Research.2018; volume-7-2(volume7-is): 935. CrossRef
INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES
Agustín Freiberg-Hoffmann, Juliana Beatriz Stover, Natalia Donis
Problems of Education in the 21st Century.2017; 75(1): 6. CrossRef
Learning styles, academic achievement, and mental health problems among medical students in Thailand
Salilthip Paiboonsithiwong, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, Tinakon Wongpakaran
Journal of Educational Evaluation for Health Professions.2016; 13: 38. CrossRef

First
Prev
Page of 1
Next
Last

Search