Journal of Educational Evaluation for Health Professions

Research articles

Reliability of a workplace-based assessment for the United States general surgical trainees’ intraoperative performance using multivariate generalizability theory: a psychometric study: Ting Sun, Stella Yun Kim, Brigitte Kristin Smith, Yoon Soo Park; J Educ Eval Health Prof. 2024;21:26. Published online September 24, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.26

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Abstract PDF Supplementary Material: Purpose
The System for Improving and Measuring Procedure Learning (SIMPL), a smartphone-based operative assessment application, was developed to assess the intraoperative performance of surgical residents. This study aims to examine the reliability of the SIMPL assessment and determine the optimal number of procedures for a reliable assessment.
Methods
In this retrospective observational study, we analyzed data collected between 2015 and 2023 from 4,616 residents across 94 General Surgery Residency programs in the United States that utilized the SIMPL smartphone application. We employed multivariate generalizability theory and initially conducted generalizability studies to estimate the variance components associated with procedures. We then performed decision studies to estimate the reliability coefficient and the minimum number of procedures required for a reproducible assessment.
Results
We estimated that the reliability of the assessment of surgical trainees’ intraoperative autonomy and performance using SIMPL exceeded 0.70. Additionally, the optimal number of procedures required for a reproducible assessment was 10, 17, 15, and 17 for postgraduate year (PGY) 2, PGY 3, PGY 4, and PGY 5, respectively. Notably, the study highlighted that the assessment of residents in their senior years necessitated a larger number of procedures compared to those in their junior years.
Conclusion
The study demonstrated that the SIMPL assessment is reliably effective for evaluating the intraoperative performance of surgical trainees. Adjusting the number of procedures based on the trainees’ training stage enhances the assessment process’s accuracy and effectiveness.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study: Tran Thi Hoang Oanh, Luu Thi Thuy, Ngo Thi Thu Huyen; J Educ Eval Health Prof. 2024;21:24. Published online September 23, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.24

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Abstract PDF Supplementary Material: Purpose
This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy.
Methods
A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05.
Results
The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025.
Conclusion
The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Redesigning a faculty development program for clinical teachers in Indonesia: a before-and-after study: Rita Mustika, Nadia Greviana, Dewi Anggraeni Kusumoningrum, Anyta Pinasthika; J Educ Eval Health Prof. 2024;21:14. Published online June 13, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.14

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Abstract PDF Supplementary Material: Purpose
Faculty development (FD) is important to support teaching, including for clinical teachers. Faculty of Medicine Universitas Indonesia (FMUI) has conducted a clinical teacher training program developed by the medical education department since 2008, both for FMUI teachers and for those at other centers in Indonesia. However, participation is often challenging due to clinical, administrative, and research obligations. The coronavirus disease 2019 pandemic amplified the urge to transform this program. This study aimed to redesign and evaluate an FD program for clinical teachers that focuses on their needs and current situation.
Methods
A 5-step design thinking framework (empathizing, defining, ideating, prototyping, and testing) was used with a pre/post-test design. Design thinking made it possible to develop a participant-focused program, while the pre/post-test design enabled an assessment of the program’s effectiveness.
Results
Seven medical educationalists and 4 senior and 4 junior clinical teachers participated in a group discussion in the empathize phase of design thinking. The research team formed a prototype of a 3-day blended learning course, with an asynchronous component using the Moodle learning management system and a synchronous component using the Zoom platform. Pre-post-testing was done in 2 rounds, with 107 and 330 participants, respectively. Evaluations of the first round provided feedback for improving the prototype for the second round.
Conclusion
Design thinking enabled an innovative-creative process of redesigning FD that emphasized participants’ needs. The pre/post-testing showed that the program was effective. Combining asynchronous and synchronous learning expands access and increases flexibility. This approach could also apply to other FD programs.

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.

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

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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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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
Charlotte Romare, Lisa Skär
Nurse Education in Practice.2023; 73: 103824. CrossRef

Simulation-based training using a novel Surabaya hysterectomy mannequin following video demonstration to improve abdominal hysterectomy skills of obstetrics and gynecology residents during the COVID-19 pandemic in Indonesia: a pre- and post-intervention study: Dara Dasawulansari Syamsuri, Brahmana Askandar Tjokroprawiro, Eighty Mardiyan Kurniawati, Budi Utomo, Djoko Kuswanto; J Educ Eval Health Prof. 2022;19:11. Published online May 17, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.11

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Abstract PDF Supplementary Material

Purpose
During the coronavirus disease 2019 (COVID-19) pandemic, the number of abdominal hysterectomy procedures decreased in Indonesia. The existing commercial abdominal hysterectomy simulation model is expensive and difficult to reuse. This study compared residents’ abdominal hysterectomy skills after simulation-based training using the Surabaya hysterectomy mannequin following a video demonstration.
Methods
We randomized 3rd- and 4th-year obstetrics and gynecology residents to a video-based group (group 1), a simulation-based group (group 2), and a combination group (group 3). Abdominal hysterectomy skills were compared between before and after the educational intervention. The pre- and post-tests were scored by blinded experts using the validated Objective Structured Assessment of Technical Skills (OSATS) and Global Rating Scale (GRS).
Results
A total of 33 residents were included in the pre- and post-tests. The OSATS and GRS mean differences after the intervention were higher in group 3 than in groups 1 and 2 (OSATS: 4.64 [95% CI, 2.90–6.37] vs. 2.55 [95% CI, 2.19–2.90] vs. 3.82 [95% CI, 2.41–5.22], P=0.047; GRS: 10.00 [95% CI, 7.01–12.99] vs. 5.18 [95% CI, 3.99–6.38] vs. 7.18 [95% CI, 6.11–8.26], P=0.006). The 3rd-year residents in group 3 had greater mean differences in OSATS and GRS scores than the 4th-year residents (OSATS: 5.67 [95% CI, 2.88–8.46]; GRS: 12.83 [95% CI, 8.61–17.05] vs. OSATS: 3.40 [95% CI, 0.83–5.97]; GRS: 5.67 [95% CI, 2.80–8.54]).
Conclusion
Simulation-based training using the Surabaya hysterectomy mannequin following video demonstration can be a bridge to learning about abdominal hysterectomy for residents who had less surgical experience during the COVID-19 pandemic.

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Improving the quality of care and patient safety in oncology, the contribution of simulation-based training: A scoping review
Nadia Al Wachami, Mohamed Chahboune, Ibtissam Youlyouz-marfak, Mohamed Reda Mesradi, Hajar Lemriss, Abderraouf Hilali
International Journal of Nursing Sciences.2024; 11(2): 187. CrossRef
Effect of midwife competence training in primary healthcare facilities on obstetric risk early detection
Ai Nur Zannah, Yuningsih Yuningsih, Asri Iman Sari, Eka Afdi Septiyono
Healthcare in Low-resource Settings.2024;[Epub] CrossRef
Advances in gynecologic simulation: implementation, validity, and new resources
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Current Opinion in Obstetrics & Gynecology.2024; 36(4): 296. CrossRef

Educational/faculty development material

Interprofessional health education teacher training at the University of Chile: Mónica Espinoza Barrios, Sandra Oyarzo Torres; J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.30

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Abstract PDF Supplementary Material

The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

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Interactive Technology and Smart Education.2024; 21(2): 245. CrossRef
Attitude and behavioral intention for using metaverse in education: learner’s perspective
Ruby S. Chanda, Vanishree Pabalkar, Sarika Sharma
Journal of Applied Research in Higher Education.2024;[Epub] CrossRef
Interprofessional learning in practice-based settings: AMEE Guide No. 169
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Medical Teacher.2024; : 1. CrossRef
Barriers and facilitators for accepting health education of Chinese rural older adults in Henan Province: a qualitative study
Huizhong Zhang, Yan Zhang, Yuwen Yan, Xizheng Li, Yutong Tian
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The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
Andrea Schlicker, Jan Ehlers
International Journal of Health Professions.2023; 10(1): 37. CrossRef

Research articles

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

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Abstract PDF Supplementary Material

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

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Communication and swallowing training of stroke‐specialized health professionals using transdisciplinary knowledge in a patient–actor scenario: A case report
Maria da Assunção Coelho de Matos, Ana Rita Pinheiro, Isabel Maria Monteiro da Costa, Joaquim Alvarelhão
International Journal of Language & Communication Disorders.2024; 59(2): 798. CrossRef
Learning outcomes and cost-utility analysis of hybrid patient and mannequin-based simulation
Juana Perpiñá-Galvañ, Silvia Satorra-Rodríguez, Ana Isabel Gutiérrez-García, Noelia García-Aracil, Lourdes José-Alcaide, Néstor Montoro-Pérez, Rocío Juliá-Sanchís
Nurse Education Today.2024; 132: 106003. CrossRef
Promoting knowledge of metered dose inhaler (MDI) usage among pharmacy professional students through a mobile app
Muhammad Thesa Ghozali, Tasya Aulia Mutiara
Journal of Asthma.2024; 61(8): 835. CrossRef
Optimizing Advanced Trauma Life Support (ATLS®) to Maximize Readiness
Joseph R Danford, Florencio Reyes, Jennifer M Gurney, Joshua P Smith, Daniel J Stinner
Military Medicine.2024; 189(9-10): e2206. CrossRef
What is the impact of simulation‐based training for paediatric procedures on patient outcomes, cost and latent safety threats?
Samuel E. Graef, Nima Karimi, Maggie Xu, Jo‐Anne Petropoulos, Quang N. Ngo, Elif Bilgic
The Clinical Teacher.2024;[Epub] CrossRef
Medical Students’ Perception Toward Using AI in Medical Education in the Kurdistan Region, Iraq: A Cross-Sectional Study
Dawan J Hawezy, Kochr A Mahmood, Gasheen A Hawezy, Govand S Sadraldeen, Saddon T Ahmad
Cureus.2024;[Epub] CrossRef
Postgraduate Critical Care Nursing Students’ Experiences of Simulation Working With the Same Simulated Participant: A Qualitative Evaluation
Siobhan Brereton, Kate O'Donovan, Hazel Ní Chonchubhair, Lisa Rogers
Teaching and Learning in Nursing.2024;[Epub] CrossRef
Differences in community health nursing learning outcomes based on simulation modality
Amelia Perez, Angela Andrews, Rebecca Luebbert
Clinical Simulation in Nursing.2024; 96: 101606. CrossRef
Standardized Patients Versus Mannequins in Mental Health Simulation
Rebecca Luebbert, Amelia Perez, Angela Andrews, Tracy Webster-Cooley
Journal of the American Psychiatric Nurses Association.2023; 29(4): 283. CrossRef
Use of an in-house-developed, 3D-printed mannequin for emergency medicine training among medical students
Zulvikar Syambani Ulhaq, Ferry Nur Nasyroh, Achmad Arief Hidayatullah, Christyaji Indradmojo, Amalia Nur Aisa, Gita Vita Soraya
Educación Médica.2023; 24(6): 100848. CrossRef
The Effect of Simulation on Nursing Student Perceptions of Readiness to Provide End-of-Life Care
Rebecca Dias, Kathryn Robinson, Patricia Poirier
Journal of Hospice & Palliative Nursing.2023; 25(6): E116. CrossRef
The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning
Dianne Marshall, Michelle Honey
Nursing Praxis in Aotearoa New Zealand.2023;[Epub] CrossRef
Metaverse in Medical Education
Agus Rizal Ardy Hariandy Hamid, Ferdiansyah Sultan Ayasasmita Rusdhy, Prasandhya Astagiri Yusuf
Medical Journal of Indonesia.2023; 32(2): 67. CrossRef
In situ simulation and its different applications in healthcare: an integrative review
Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef
Simulação in situ e suas diferentes aplicações na área da saúde: uma revisão integrativa
Marcos Maciel Candido Justino dos Santos, Sara Fiterman Lima, Carine Freitas Galvão Vieira, Alexandre Slullitel, Elaine Cristina Negri Santos, Gerson Alves Pereira Júnior
Revista Brasileira de Educação Médica.2023;[Epub] CrossRef
Perception of Realism and Acquisition of Clinical Skills in Simulated Pediatric Dentistry Scenarios
Begoña Bartolomé Villar, Irene Real Benlloch, Ana De la Hoz Calvo, Gleyvis Coro-Montanet
International Journal of Environmental Research and Public Health.2022; 19(18): 11387. CrossRef
Just-in-Time Orientation of Non-Critical Care Nurses to the Critical Care Environment
Meghan Doelger, Karen Kesten, Bonnie Sakallaris
The Journal of Continuing Education in Nursing.2022; 53(10): 465. CrossRef
Content validity test of a safety checklist for simulated participants in simulation-based education in the United Kingdom: a methodological study
Matthew Bradley
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A manikin or human simulator—development of a tool for measuring students’ perception
Kamil Torres, Phillip Evans, Izabela Mamcarz, Natalia Radczuk, Anna Torres
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Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study: Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee; J Educ Eval Health Prof. 2021;18:7. Published online April 20, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.7

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Abstract PDF Supplementary Material

Purpose
In 2015, the South Korean government legislated the Act for the Improvement of Training Conditions and Status of Medical Residents (Medical Resident Act). This study investigated changes in the working and learning environment pre- and post-implementation of the Medical Resident Act in 2017, as well as changes in training conditions by year post-implementation.
Methods
An annual cross-sectional voluntary survey was conducted by the Korean Intern Resident Association (KIRA) between 2016 and 2019. The learning and working environment, including extended shift length, rest time, learning goals, and job satisfaction, were compared by institution type, training year, and specialty.
Results
Of the 55,727 enrollees in the KIRA, 15,029 trainees took the survey, and the number of survey participants increased year by year (from 2,984 in 2016 to 4,700 in 2019). Overall working hours tended to decrease; however, interns worked the most (114 hours in 2016, 88 hours in 2019; P<0.001). Having 10 hours or more of break time has gradually become more common (P<0.001). Lunch breaks per week decreased from 5 in 2017 to 4 in 2019 (P<0.001). Trainees’ sense of educational deprivation due to physician assistants increased from 17.5% in 2016 to 25.6% in 2018 (P<0.001). Awareness of tasks and program/work achievement goals increased from 29.2% in 2016 to 58.3% in 2018 (P<0.001). Satisfaction with the learning environment increased over time, whereas satisfaction with working conditions varied.
Conclusion
The Medical Resident Act has brought promising changes to the training of medical residents in Korea, as well as their satisfaction with the training environment.

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Review

Current trend of accreditation within medical education: Ducksun Ahn; J Educ Eval Health Prof. 2020;17:30. Published online October 21, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.30

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Abstract PDF Supplementary Material

Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.

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Brief report

Impact of multi-professional simulation-based training on perceptions of safety and preparedness among health workers caring for coronavirus disease 2019 patients in Pakistan: Jamal Azfar Khan, Muhammad Rizwan Bashir Kiani; J Educ Eval Health Prof. 2020;17:19. Published online June 29, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.19

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Abstract PDF Supplementary Material

This study aimed to evaluate perceptions of safety and preparedness among health workers caring for coronavirus disease 2019 (COVID-19) patients before and after a multi-professional simulation-based course in Pakistan. Health workers’ perceptions of preparedness, safety, and their willingness to care for COVID-19 patients were measured before and after they attended a simulation-based training course to prepare them to care for COVID-19 patients at Combined Military Hospital Landi Kotal Cantt, from March 1 to April 30, 2020. The participants’ perceived level of safety and preparedness to care for COVID-19 patients before the simulation-based course was low, but increased after completing it (P<0.05). They felt confident and were significantly more willing to care for patients with COVID-19 or other infections requiring strict isolation. Simulation-based training is an effective tool to improve perceptions of risk and readiness to deal with COVID-19 among medical and non-medical health workers in Pakistan.

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Investigating the barriers to sustainable higher education in the post pandemic environment
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Research article

Unmet needs in health training among nurses in rural Chinese township health centers: a cross-sectional hospital-based study: Yan Mo, Guijie Hu, Yanhua Yi, Yanping Ying, Huiqiao Huang, Zhongxian Huang, Jiafeng Lin; J Educ Eval Health Prof. 2017;14:22. Published online October 4, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.22

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Abstract PDF

Purpose
Maintaining a sufficient and competent rural nursing workforce is an important goal of the Chinese health delivery system. However, few studies have investigated the health training status or conducted a needs assessment of rural Chinese nurses during this time of great transformations in health policy. This study was conducted to explore the current health training status of nurses working in rural Chinese township health centers (THCs) and to ascertain their perceived needs.
Methods
A cross-sectional survey using a self-administered structured questionnaire was conducted among 240 THC nurses in Guangxi Zhuang Autonomous Region, China from March 2014 to August 2014. The survey questionnaire was adapted from the Second Chinese Survey of Demographic Data and Training Demand for Health Professionals in THCs developed by the Ministry of Education.
Results
The nurses in THCs were young, with a low educational level. Their perceived needs for health training included further clinical studies at city-level hospitals to improve their skills and theoretical studies at medical universities in emergency medicine and general practice. Overall, 71.9% of the nurses with a secondary technical school background expected to pursue junior college studies, and 68.5% of the nurses with a junior college education expected to pursue a bachelor’s degree. A decentralized program with theoretical studies at medical universities and practical studies at county hospitals was regarded as feasible by 66.9% of the respondents.
Conclusion
Health-training programs for nurses in Chinese THCs must be improved in terms of coverage, delivery mode, and content. A decentralized degree-linked training program in which medical universities and city hospitals collaborate would be an appropriate mode of delivery.

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Xing Zhang, Yingying Xu
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Research Articles

Randomized study of effectiveness of computerized ultrasound simulators for an introductory course for residents in Brazil: Jack Philip Silva, Trevor Plescia, Nathan Molina, Ana Claudia de Oliveira Tonelli, Mark Langdorf, John Christian Fox; J Educ Eval Health Prof. 2016;13:16. Published online April 4, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.16

43,643 View
200 Download
10 Web of Science
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Abstract PDF

Purpose
This study aimed to assess the impact of ultrasound simulation (SonoSim) on educational outcomes of an introductory point-of-care ultrasound course compared to hands-on training with live models alone. Methods: Fifty-three internal medicine residents without ultrasound experience were randomly assigned to control or experimental groups. They participated in an introductory point-of-care ultrasound course covering eight topics in eight sessions from June 23, 2014 until July 18, 2014. Both participated in lecture and hands-on training, but experimental group received an hour of computerized simulator training instead of a second hour of hands-on training. We assessed clinical knowledge and image acquisition with written multiple-choice and practical exams, respectively. Of the 53 enrolled, 40 participants (75.5%) completed the course and all testing. Results: For the 30-item written exam, mean score of the experimental group was 23.1±3.4 (n=21) vs. 21.8±4.8 (n=19), (P>0 .05). For the practical exam, mean score for both groups was 8.7 out of 16 (P>0 .05). Conclusion: The substitution of eight hours of ultrasound simulation training for live model scanning in a 24 hour training course did not enhance performance on written and image acquisition tests in an introductory ultrasound course for residents. This result suggests that ultrasound simulation technology used as a substitute for live model training on an hour-for-hour basis, did not improve learning outcomes. Further investigation into simulation as a total replacement for live model training will provide a clearer picture of the efficacy of ultrasound simulators in medical education.

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Ultrasound diagnostics in solving situational problems in the discipline of clinical pathophysiology
A. B. Makarov, V. N. Tsygan, A. V. Lemeshchenko, M. V. Rezvantsev, T. A. Krivolutskaya, T. A. Bammatov
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Point-of-Care Ultrasound in the Intensive Care Unit
Yonatan Y. Greenstein, Keith Guevarra
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SonoSim ultrasound simulator training for novice residents
Antoine Frère, Esther Samba, Corinne Lejus-Bourdeau
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Brandon Cowan, Abigail Brackney, Mallikarjuna Barremkala
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Kate Bradley, Ann Quinton, Aamer Aziz
Sonography.2020; 7(1): 22. CrossRef
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Jonathan D Monti, Michael D Perreault
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The long-term effect of short point of care ultrasound course on physicians’ daily practice
Ortal Tuvali, Re'em Sadeh, Sergio Kobal, Shaked Yarza, Yael Golan, Lior Fuchs, Etsuro Ito
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Zachary C. Headman, Marcus C. Matson, Robert P. Schneider, James L. Potter, Debra L. Loguda-Summers, Shalini Bhatia, Tatyana Kondrashova
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Cathie‐Kim Le, John Lewis, Peter Steinmetz, Alina Dyachenko, Sharon Oleskevich
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George Ntoumenopoulos, Selina M. Parry, Aymeric Le Neindre
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Irene W. Y. Ma, Chiara Cogliati, Frank H. Bosch, Ana Claudia Tonelli de Oliveira, Vincenzo Arienti, Michiel J. Blans, Barry Chan, Anjali Bhagra
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J. Risse, T. Busato, V. Dufrost, M. Perri, S. Zuily, D. Wahl
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Dental students’ perceptions of undergraduate clinical training in oral and maxillofacial surgery in an integrated curriculum in Saudi Arabia: Mahmoud Al-Dajani; J Educ Eval Health Prof. 2015;12:45. Published online September 24, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.45

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Abstract PDF

Purpose
The aim was to understand dental students’ experiences with oral and maxillofacial surgery (OMS) teaching, their confidence levels in performing routine dento-alveolar operations, and the relationship between the students’ confidence level and the number of teeth extracted during the clinical practice. Methods: The survey questionnaire was distributed to 32 students at Aljouf University College of Dentistry, Saudi Arabia during their fourth and fifth year in 2015. Respondents were asked to rate 19 items, which represent a student’s confidence in performing routine surgical interventions, using a four-point Likert scale (1=very little confidence, 4=very confident). A multivariate regression was computed between average confidence and the variables: weekly hours devoted to studying oral and maxillofacial surgery, college grade point average, and the total number of teeth extracted. Results: The response rate was 100%. Students revealed the highest level of confidence in giving local anesthesia (96.9%), understanding extraction indications (93.8%), and performing simple extractions (90.6%). Less confidence was shown with handling difficult extractions (50.0%), extracting molars with separation (50.0%) or extracting third molars (56.3%). The average confidence in performing surgical procedures was 2.88 (SD=0.55), ranging from 1.79 to 3.89. A given student’s confidence increased with an increase in the total number of teeth extracted (P=0.003). Conclusion: It reveals a significant impact of undergraduate clinical training on students’ confidence in performing oral and maxillofacial surgery clinical procedures: The more clinical experience the students had, the more confidence they reported.

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Eliza Panagiotidou, Theodoros Lillis, Ioannis Fotopoulos, Demos Kalyvas, Nikolaos Dabarakis
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Fabíola Fontes Galdino, Paula Carolina dos Santos Falcão, Luciane Rezende Costa, Cristiane Baccin Bendo, Tatiana Kelly da Silva Fidalgo
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Rahaf Abdulkhaliq Salem, Basem Adel Danish, Nada Ali Abdulaleem
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Ujjal Das, Poorva Mansabdar
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Michaelina Macluskey, Angela S. Anderson, Simon D. Shepherd
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Confidence of Dental Post-Graduates and General Practitioners on Performing Surgical Tooth Extraction
Hassan A. Albrahim, Abdulaziz K. Alnabulsi, Muad M. Assiry, Mohammed M. Aloqbi, Hala M. Abdel-Alim, Maisa O. Al-Sebaei, Mohammed Y. Al-Ghamdi
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Kamran Ali, Haroon Shahid Qazi, Khalid Siddiqi, Rebecca Glanville
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Kyriaki C. Marti, Grayson Tishko, Sean P. Edwards, Marita R. Inglehart
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Practice with confidence: Analyzing confidence level of final year dental students from four Saudi dental colleges in Riyadh
Alhanoof Aldegheishem, Ambreen Azam, Bashayer Alfahed, Ghaidaa Aldegheishem, Hanan Aldryhim, Abeer Alshami, Lamyia Anwaigi
Saudi Journal of Biological Sciences.2021; 28(4): 2175. CrossRef
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Mohammad Kamal, Mohammad Abdulwahab, Ahmed Al-Zaid
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Mohammad Kamal, Mohammad Abdulwahab
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A nationwide survey assessing the satisfaction of dental colleges graduates with their undergraduate experience in Saudi Arabia
Abdulmonem A. Alshihri, Daliah M. Salem, Talal M. Alnassar, Nawal M. Alharbi, Christopher D. Lynch, Igor R. Blum, Nairn H.F. Wilson, Mohammed S. Aldossary
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A city‐wide survey of dental students’ opinions on undergraduate oral surgery teaching
Muammer Çağrı Burdurlu, Fatih Cabbar, Volkan Dağaşan, Zeynep Gülen Çukurova, Özge Doğanay, Gül Merve Yalçin Ülker, Berkem Atalay, Onur Gönül, Ceyda Özçakır Tomruk
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Students’ perspectives on undergraduate oral surgery education
Fatih Cabbar, Muammer Çağrı Burdurlu, Ceyda Ozcakir Tomruk, Begum Bank, Berkem Atalay
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Can Preoperative Intramuscular Single-Dose Dexamethasone Improve Patient-Centered Outcomes Following Third Molar Surgery?
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Maud Guivarc'h, Bérengère Saliba-Serre, Bruno Jacquot, Pierre Le Coz, Frédéric Bukiet
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A Cohort Study of the Patterns of Third Molar Impaction in Panoramic Radiographs in Saudi Population
Mahmoud Al-Dajani, Anas O Abouonq, Turki A Almohammadi, Mohammed K Alruwaili, Rayan O Alswilem, Ibrahim A Alzoubi
The Open Dentistry Journal.2017; 11(1): 648. CrossRef

Handover practice amongst core surgical trainees at the Oxford School of Surgery: Hazim Sadideen, Karim Hamaoui, Munir Saadeddin, Lucy Cogswell, Tim Goodacre, Tony Jefferis; J Educ Eval Health Prof. 2014;11:3. Published online February 28, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.3

64,037 View
150 Download
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Abstract PDF

Purpose
To date there are no United Kingdom (UK) studies specifically evaluating handovers amongst core surgical trainees (CSTs). The Oxford School of Surgery examined regional handover practice, aiming to assess and improve trainee perception of handover, its quality, and ultimately patient care.
Methods
Based on two guidance documents ('Safe handover, safe patients' by the British Medical Association and 'Safe Surgical Practice' by the Royal College of Surgeons'), a 5-point Likert style questionnaire was designed, exploring handover practice, educational value, and satisfaction. This was given to 50 CSTs in 2010.
Results
There were responses from 40 CSTs (80.0 %). The most striking findings revolved around perceived educational value, formal training, and auditing practice with regards to handover, which were all remarkably lower than expected. CST handover was thus targeted in the Department of Plastic Surgery at the University Hospital, with the suggestion and implementation of targeted changes to improve practice.
Conclusion
In the EWTD era with many missed educational opportunities, daily handover represents an underused educational tool for CSTs, especially in light of competency-based and time-limited training. We recommend modifications based on our results and the literature and hope schools of surgery follow suit nationally by assessing and addressing handover practice.

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Assessing current handover practices in surgery: A survey of non-consultant hospital doctors in Ireland
Jessica M. Ryan, Anastasija Simiceva, Conor Toale, Walter Eppich, Dara O. Kavanagh, Deborah A. McNamara
The Surgeon.2024;[Epub] CrossRef

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