Journal of Educational Evaluation for Health Professions

Research articles

A nationwide survey on the curriculum and educational resources related to the Clinical Skills Test of the Korean Medical Licensing Examination: a cross-sectional descriptive study: Eun-Kyung Chung, Seok Hoon Kang, Do-Hoon Kim, MinJeong Kim, Ji-Hyun Seo, Keunmi Lee, Eui-Ryoung Han; J Educ Eval Health Prof. 2025;22:11. Published online March 13, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.11

645 View
99 Download

Abstract PDF Supplementary Material: Purpose
The revised Clinical Skills Test (CST) of the Korean Medical Licensing Exam aims to provide a better assessment of physicians’ clinical competence and ability to interact with patients. This study examined the impact of the revised CST on medical education curricula and resources nationwide, while also identifying areas for improvement within the revised CST.
Methods
This study surveyed faculty responsible for clinical clerkships at 40 medical schools throughout Korea to evaluate the status and changes in clinical skills education, assessment, and resources related to the CST. The researchers distributed the survey via email through regional consortia between December 7, 2023 and January 19, 2024.
Results
Nearly all schools implemented preliminary student–patient encounters during core clinical rotations. Schools primarily conducted clinical skills assessments in the third and fourth years, with a simplified form introduced in the first and second years. Remedial education was conducted through various methods, including one-on-one feedback from faculty after the assessment. All schools established clinical skills centers and made ongoing improvements. Faculty members did not perceive the CST revisions as significantly altering clinical clerkship or skills assessments. They suggested several improvements, including assessing patient records to improve accuracy and increasing the objectivity of standardized patient assessments to ensure fairness.
Conclusion
During the CST, students’ involvement in patient encounters and clinical skills education increased, improving the assessment and feedback processes for clinical skills within the curriculum. To enhance students’ clinical competencies and readiness, strengthening the validity and reliability of the CST is essential.

Relationships between undergraduate medical students’ attitudes toward communication skills learning and demographics in Zambia: a survey-based descriptive study: Mercy Ijeoma Okwudili Ezeala, John Volk; J Educ Eval Health Prof. 2023;20:16. Published online June 1, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.16

2,497 View
103 Download
2 Web of Science
1 Crossref

Purpose
This study aimed to detect relationships between undergraduate students’ attitudes toward communication skills learning and demographic variables (such as age, academic year, and gender). Understanding these relationships could provide information for communication skills facilitators and curriculum planners on structuring course delivery and integrating communication skills training into the medical curriculum.
Methods
The descriptive study involved a survey of 369 undergraduate students from 2 medical schools in Zambia who participated in communication skills training stratified by academic year using the Communication Skills Attitude Scale. Data were collected between October and December 2021 and analyzed using IBM SPSS for Windows version 28.0.
Results
One-way analysis of variance revealed a significant difference in attitude between at least 5 academic years. There was a significant difference in attitudes between the 2nd and 5th academic years (t=5.95, P˂0.001). No significant difference in attitudes existed among the academic years on the negative subscale; the 2nd and 3rd (t=3.82, P=0.004), 4th (t=3.61, P=0.011), 5th (t=8.36, P˂0.001), and 6th (t=4.20, P=0.001) academic years showed significant differences on the positive subscale. Age showed no correlation with attitudes. There was a more favorable attitude to learning communication skills among the women participants than among the men participants (P=0.006).
Conclusion
Despite positive general attitudes toward learning communication skills, the difference in attitude between the genders, academic years 2 and 5, and the subsequent classes suggest a re-evaluation of the curriculum and teaching methods to facilitate appropriate course structure according to the academic years and a learning process that addressees gender differences.

Citations

Citations to this article as recorded by

Attitudes toward learning communication skills among Iranian medical students
Naser Yousefzadeh Kandevani, Ali Labaf, Azim Mirzazadeh, Pegah Salimi Pormehr
BMC Medical Education.2024;[Epub] 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

2,554 View
150 Download
2 Web of Science
1 Crossref

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

Citations to this article as recorded by

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.2024;[Epub] CrossRef

Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study: Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park; J Educ Eval Health Prof. 2022;19:33. Published online December 12, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.33

3,066 View
138 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
This study aims to apply the yes/no Angoff and Hofstee methods to actual Korean Medical Licensing Examination (KMLE) 2022 written examination data to estimate cut scores for the written KMLE.
Methods
Fourteen panelists gathered to derive the cut score of the 86th KMLE written examination data using the yes/no Angoff method. The panel reviewed the items individually before the meeting and shared their respective understanding of the minimum-competency physician. The standard setting process was conducted in 5 rounds over a total of 800 minutes. In addition, 2 rounds of the Hofstee method were conducted before starting the standard setting process and after the second round of yes/no Angoff.
Results
For yes/no Angoff, as each round progressed, the panel’s opinion gradually converged to a cut score of 198 points, and the final passing rate was 95.1%. The Hofstee cut score was 208 points out of a maximum 320 with a passing rate of 92.1% at the first round. It scored 204 points with a passing rate of 93.3% in the second round.
Conclusion
The difference between the cut scores obtained through yes/no Angoff and Hofstee methods did not exceed 2% points, and they were within the range of cut scores from previous studies. In both methods, the difference between the panelists decreased as rounds were repeated. Overall, our findings suggest the acceptability of cut scores and the possibility of independent use of both methods.

Citations

Citations to this article as recorded by

Issues in the 3rd year of the COVID-19 pandemic, including computer-based testing, study design, ChatGPT, journal metrics, and appreciation to reviewers
Sun Huh
Journal of Educational Evaluation for Health Professions.2023; 20: 5. CrossRef
Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
Hyunjoo Pai
Journal of Educational Evaluation for Health Professions.2023; 20: 8. CrossRef

Equal Z standard-setting method to estimate the minimum number of panelists for a medical school’s objective structured clinical examination in Taiwan: a simulation study: Ying-Ying Yang, Pin-Hsiang Huang, Ling-Yu Yang, Chia-Chang Huang, Chih-Wei Liu, Shiau-Shian Huang, Chen-Huan Chen, Fa-Yauh Lee, Shou-Yen Kao, Boaz Shulruf; J Educ Eval Health Prof. 2022;19:27. Published online October 17, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.27

2,695 View
133 Download

Abstract PDF Supplementary Material: Purpose
Undertaking a standard-setting exercise is a common method for setting pass/fail cut scores for high-stakes examinations. The recently introduced equal Z standard-setting method (EZ method) has been found to be a valid and effective alternative for the commonly used Angoff and Hofstee methods and their variants. The current study aims to estimate the minimum number of panelists required for obtaining acceptable and reliable cut scores using the EZ method.
Methods
The primary data were extracted from 31 panelists who used the EZ method for setting cut scores for a 12-station of medical school’s final objective structured clinical examination (OSCE) in Taiwan. For this study, a new data set composed of 1,000 random samples of different panel sizes, ranging from 5 to 25 panelists, was established and analyzed. Analysis of variance was performed to measure the differences in the cut scores set by the sampled groups, across all sizes within each station.
Results
On average, a panel of 10 experts or more yielded cut scores with confidence more than or equal to 90% and 15 experts yielded cut scores with confidence more than or equal to 95%. No significant differences in cut scores associated with panel size were identified for panels of 5 or more experts.
Conclusion
The EZ method was found to be valid and feasible. Less than an hour was required for 12 panelists to assess 12 OSCE stations. Calculating the cut scores required only basic statistical skills.

Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea: Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang; J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.24

7,446 View
328 Download
15 Web of Science
16 Crossref

Abstract PDF Supplementary Material

Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.

Citations

Citations to this article as recorded by

Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
Manja Vollmann, Renée A. Scheepers, Femke Hilverda
European Journal of Psychology of Education.2024; 39(3): 2849. CrossRef
Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education
Houman Goudarzi, Masahiro Onozawa, Makoto Takahashi
BMC Medical Education.2024;[Epub] CrossRef
Navigating the shift to online learning: student experiences of inclusivity, efficiency, and study efforts in Chile
Grace Melo, Diego Monteza, Sandra Acosta
Cogent Education.2024;[Epub] CrossRef
The effects of the COVID-19 pandemic on students' academic performance and mental health: An overview
Shamim Al Aziz Lalin, Mufti Nadimul Quamar Ahmed, Shah Md Atiqul Haq
Regional Science Policy & Practice.2024; 16(7): 100046. CrossRef
Student preferences over module design
Joshua Fullard
Discover Education.2024;[Epub] CrossRef
Prevalence and associated factors of ADHD-like symptoms among pharmacy students at Prince of Songkla University, Thailand in 2024: a cross-sectional study
Krittiya Rakchat, Saranan Eadcharoen, Amarawan Pentrakan
The Ewha Medical Journal.2024;[Epub] CrossRef
Moodle’s communicative instruments: The impact on students academic performance
Alwaely Suad, Olga Tapalova, Anna Berestova, Svetlana Vlasova
Innovations in Education and Teaching International.2024; : 1. CrossRef
Examining the factors influencing academic performance of medical technology students in e-learning: A questionnaire survey
Ding-Ping Chen, Ai-Ling Hour, Kuo-Chien Tsao, Chung-Guei Huang, Wei-Tzu Lin, Fang-Ping Hsu, Jenny Wilkinson
PLOS ONE.2024; 19(12): e0311528. CrossRef
The nationwide impact of COVID-19 on life support courses. A retrospective evaluation by Resuscitation Council UK
C.J. Thorne, P.K. Kimani, S. Hampshire, I. Hamilton-Bower, S. Begum-Ali, A. Benson-Clarke, K. Couper, J. Yeung, A. Lockey, G.D. Perkins, J. Soar
Resuscitation Plus.2023; 13: 100366. CrossRef
COVID-19 and Living Situation: Effects on University of Michigan Students During the 2020-2021 Academic Year
Barbara Tan, Alyssa Cadez-Martin, Sarah Fox Fox, Samir Gadepalli
University of Michigan Undergraduate Research Journal.2023;[Epub] CrossRef
How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?
Hiruni Thathsarani, Dinushika Kaushalya Ariyananda, Chalani Jayakody, Kerthiga Manoharan, A.A.S.N Munasinghe, Nilmini Rathnayake
Education and Information Technologies.2023; 28(11): 14091. CrossRef
Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions
Hong-Jun Song, Yun-Fei Mu, Cong Wang, Jia Cai, Zhong-Yue Deng, Ai-Ping Deng, Xue-Hua Huang, Xian-Dong Meng, Lan Zhang, Yi Huang, Wei Zhang, Wen-Wu Shen, Jin Chen, Bo Liu, Ru Gao, Jun-Shu Zhao, Mao-Sheng Ran
Frontiers in Psychiatry.2023;[Epub] CrossRef
HOW DID ONLINE LEARNING AFFECT PHYSIOTHERAPY STUDENTS DURING THE COVID-19 PANDEMIC?
Muhammet Fatih BULUT, Aybüke Cansu KALKAN, Arzu GENÇ, Seher ÖZYÜREK
SDÜ Tıp Fakültesi Dergisi.2023; 30(4): 652. CrossRef
The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic
Ming‐Fong Chang, Meng‐Lin Liao, June‐Horng Lue, Chi‐Chuan Yeh
Anatomical Sciences Education.2022; 15(3): 476. CrossRef
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
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef
Coronavirus Disease 2019 Cases at Universities and Colleges in Seoul Metropolitan Area
Young June Choe, Yun-Kyung Kim
Journal of Korean Medical Science.2021;[Epub] CrossRef

Brief report

Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States: John Woller, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, Amit Pahwa; J Educ Eval Health Prof. 2021;18:12. Published online June 22, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.12

5,841 View
311 Download
1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

Citations

Citations to this article as recorded by

Association of Virtual Away Rotations With Residency Applicant Outcomes in Otolaryngology
Nicholas R. Lenze, William J. Benjamin, Lauren A. Bohm, Marc C. Thorne, Michael J. Brenner, Angela P. Mihalic, Robbi A. Kupfer
OTO Open.2023;[Epub] CrossRef

Software report

Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia: Christian Chinyere Ezeala; J Educ Eval Health Prof. 2020;17:8. Published online February 24, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.8

9,186 View
247 Download
2 Web of Science
4 Crossref

Abstract PDF

Purpose
This study was conducted to determine whether a computer simulation of practical exercises in undergraduate medical pharmacology led to the realization of the intended learning outcomes.
Methods
The study was a descriptive analysis of laboratory classes carried out using computer simulation programs. Five programs were used to teach practical pharmacology to undergraduate medical students at the Mulungushi University School of Medicine and Health Sciences. The study period was January 2018 to December 2019. The computer programs included a pharmacokinetics simulator (CyberPatient), organ bath simulator (OBSim), AutonomiCAL for simulating autonomic pharmacology, and Virtual Cat and Virtual Rat (RatCVS) for simulating cardiovascular pharmacology. Students utilized these programs during their pharmacology laboratory classes, wrote reports, and answered relevant clinical questions.
Results
The 5 programs provided easy and precise platforms for students to explore concepts and demonstrate knowledge of pharmacokinetics, pharmacodynamics, autonomic and cardiovascular pharmacology, and their clinical applications.
Conclusion
The programs were effective learning tools. Students’ learning was easily assessed based on their laboratory reports. Although the computer programs met medical students’ learning needs, wet laboratory exercises are also needed to meet the needs of students who require practical laboratory skills.

Citations

Citations to this article as recorded by

Review of the Simulators Used in Pharmacology Education and Statistical Models When Creating the Simulators
Toshiaki Ara, Hiroyuki Kitamura
Applied Biosciences.2025; 4(1): 6. CrossRef
Virtual Rat Web: A versatile simulation tool for pharmacology education in a variety of settings
Shiko Okabe, Taichiro Goto, Daisuke Hirayama, Yuhei Nishimura
European Journal of Pharmacology.2025; : 177618. CrossRef
Quality and impact of pharmacology digital simulation education on pre-registration healthcare students: A systematic literature review
Sharad Rayamajhi, Alison Machin, Cathal Breen, Gdiom Gebreheat, Ruth Paterson
Nurse Education Today.2024; 140: 106295. CrossRef
Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners
Liza Barbarello Andrews, Les Barta
Current Pharmacology Reports.2020; 6(4): 182. CrossRef

Brief report

The implementation and evaluation of an e-Learning training module for objective structured clinical examination raters in Canada: Karima Khamisa, Samantha Halman, Isabelle Desjardins, Mireille St. Jean, Debra Pugh; J Educ Eval Health Prof. 2018;15:18. Published online August 6, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.18

23,761 View
264 Download
4 Web of Science
5 Crossref

Abstract PDF Supplementary Material

Improving the reliability and consistency of objective structured clinical examination (OSCE) raters’ marking poses a continual challenge in medical education. The purpose of this study was to evaluate an e-Learning training module for OSCE raters who participated in the assessment of third-year medical students at the University of Ottawa, Canada. The effects of online training and those of traditional in-person (face-to-face) orientation were compared. Of the 90 physicians recruited as raters for this OSCE, 60 consented to participate (67.7%) in the study in March 2017. Of the 60 participants, 55 rated students during the OSCE, while the remaining 5 were back-up raters. The number of raters in the online training group was 41, while that in the traditional in-person training group was 19. Of those with prior OSCE experience (n= 18) who participated in the online group, 13 (68%) reported that they preferred this format to the in-person orientation. The total average time needed to complete the online module was 15 minutes. Furthermore, 89% of the participants felt the module provided clarity in the rater training process. There was no significant difference in the number of missing ratings based on the type of orientation that raters received. Our study indicates that online OSCE rater training is comparable to traditional face-to-face orientation.

Citations

Citations to this article as recorded by

Raters and examinees training for objective structured clinical examination: comparing the effectiveness of three instructional methodologies
Jefferson Garcia Guerrero, Ayidah Sanad Alqarni, Lorraine Turiano Estadilla, Lizy Sonia Benjamin, Vanitha Innocent Rani
BMC Nursing.2024;[Epub] CrossRef
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 11. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef
No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada
Lorenzo Madrazo, Claire Bo Lee, Meghan McConnell, Karima Khamisa, Debra Pugh
Journal of Educational Evaluation for Health Professions.2019; 16: 14. CrossRef
ОБ’ЄКТИВНИЙ СТРУКТУРОВАНИЙ КЛІНІЧНИЙ ІСПИТ ЯК ВИМІР ПРАКТИЧНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ЛІКАРЯ
M. M. Korda, A. H. Shulhai, N. V. Pasyaka, N. V. Petrenko, N. V. Haliyash, N. A. Bilkevich
Медична освіта.2019; (3): 19. CrossRef

Research article

Does the acceptance of hybrid learning affect learning approaches in France?: Lionel Di Marco, Alain Venot, Pierre Gillois; J Educ Eval Health Prof. 2017;14:24. Published online October 20, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.24

32,316 View
245 Download
15 Web of Science
7 Crossref

Abstract PDF

Purpose
Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.
Methods
We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).
Results
Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r_s= 0.42, P= 0.03).
Conclusion
Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.

Citations

Citations to this article as recorded by

Learning approaches, motivation, and specialty preference form a nexus: a cross-sectional study among preclinical medical students
S. S. Prakash, N. Muthuraman
Discover Education.2024;[Epub] CrossRef
Addressing Individual Perception: Extending the Technology Acceptance Model to the Interim Payment Method in Construction Projects
Lei Zhu, Hui Xiong, Yan Ning, Miaomiao Lv
Sustainability.2023; 15(9): 7120. CrossRef
Online learning and teaching approaches used in midwifery programs: A scoping review
Terri Downer, Michelle Gray, Tanya Capper
Nurse Education Today.2021; 103: 104980. CrossRef
Investigating the Flipped Classroom Model in a High School Writing Course: Action Research to Impact Student Writing Achievement and Engagement
Elizabeth Ann Florence, Tammi Kolski
TechTrends.2021; 65(6): 1042. CrossRef
User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs
Lionel Di Marco
European Journal of Midwifery.2021; 5(November): 1. CrossRef
Utilization of Nursing Defect Management Evaluation and Deep Learning in Nursing Process Reengineering Optimization
Yue Liu, Huaping Liu, Osamah Ibrahim Khalaf
Computational and Mathematical Methods in Medicine.2021; 2021: 1. CrossRef
Utilisation d’outils numériques dans le cadre d’un dispositif hybride pour l’apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab ».
Fares Gouzi, François Bughin, Lucie Barateau, Agathe Hubert, Savine Volland, Dalila Laoudj-Chenivesse, Emilie Passerieux, Régis Lopez, Antonia Perez-Martin, Iris Schuster-Beck, Stephan Matecki, Michel Dauzat, Yves Dauvilliers, Maurice Hayot, Jacques Merci
Pédagogie Médicale.2018; 19(2): 77. CrossRef

Research Article

Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change: Syed Ilyas Shehnaz, Jayadevan Sreedharan, Kadayam Guruswami Gomathi; J Educ Eval Health Prof. 2014;11:7. Published online April 26, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.7

27,567 View
157 Download
2 Web of Science

Abstract PDF: Purpose
College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum.
Methods
The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar’s test for proportion.
Results
The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment.
Conclusion
The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

Brief Report

Conducting correlation seminars in basic sciences at KIST Medical College, Nepal: P. Ravi Shankar; J Educ Eval Health Prof. 2011;8:10. Published online October 17, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.10

28,289 View
138 Download
3 Crossref

Abstract PDF

KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools.

Citations

Citations to this article as recorded by

Clinical Correlations as a Tool in Basic Science Medical Education
Brenda J. Klement, Douglas F. Paulsen, Lawrence E. Wineski
Journal of Medical Education and Curricular Development.2016;[Epub] CrossRef
Students’ perception of the learning environment at Xavier University School of Medicine, Aruba
P. Ravi Shankar, Arun K Dubey, Ramanan Balasubramanium
Journal of Educational Evaluation for Health Professions.2013; 10: 8. CrossRef
Challenges in conducting the undergraduate medical program in a medical school in Nepal: A personal selection
P. Ravi Shankar
Education in Medicine Journal.2012;[Epub] CrossRef

First
Prev
Page of 1
Next
Last

Search