Journal of Educational Evaluation for Health Professions

Research articles

Development and psychometric assessment of a scale for evaluating healthcare professionals’ attitudes toward interprofessional education and collaboration in the United States: a cross-sectional study: Michael Christopher Banks, Ryan Brock Mutcheson, Maedot Ariaya Haymete, Serkan Toy; J Educ Eval Health Prof. 2025;22:32. Published online October 20, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.32

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Abstract PDF Supplementary Material: Purpose
Interprofessional education (IPE) is increasingly recognized as critical to preparing health professionals for collaborative practice, yet rigorous assessment remains limited by a lack of psychometrically sound instruments. Building on a previously developed questionnaire for physicians, this study aimed to expand the scale to include allied health professionals and to evaluate whether the factor structure remained consistent across professions. We hypothesized that a similar factor structure would emerge from the combined dataset, thereby supporting the scale’s generalizability.
Methods
This observational study included 930 healthcare professionals in the United States (379 physicians, 419 nurses, 76 pharmacists, and others) who completed a 35-item questionnaire addressing IPE competency domains. Data were collected between December 2019 and May 2020. Exploratory factor analysis was employed to examine the factor structure, followed by item response theory (IRT) analyses to assess item fit, reliability, and validity. Raw data are available upon request.
Results
Factor analysis of 22 retained items confirmed a 5-factor solution: teamwork and communication, patient-centered care, roles and responsibilities, ethics and attitudes, and reflective practice, explaining 59% of the variance. Subscale reliabilities ranged from α=0.65 to 0.87. IRT analyses supported construct validity and measurement precision, while identifying areas for refinement in reflective practice.
Conclusion
This study demonstrates that the scale is reliable, valid, and generalizable across diverse health professions. It provides a robust tool for assessing attitudes toward IPE, offering value for curriculum evaluation, institutional benchmarking, and future longitudinal research on professional identity formation and collaborative practice.

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.

Decline in attrition rates in United States pediatric residency and fellowship programs, 2007–2020: a repeated cross-sectional study: Emma Omoruyi, Greg Russell, Kimberly Montez; J Educ Eval Health Prof. 2025;22:24. Published online September 5, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.24

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Abstract PDF Supplementary Material: Purpose
Declining fill rates in US pediatric residency and subspecialty programs requires trainee retention. Attrition, defined as transfers, withdrawals, dismissals, unsuccessful completions, or deaths, disrupts program function and impacts the pediatric workforce pipeline. It aims to evaluate attrition trends among pediatric residents and fellows in Accreditation Council for Graduate Medical Education (ACGME)-accredited programs from 2007 to 2020.
Methods
This repeated cross-sectional study analyzed publicly available ACGME Data Resource Book records. Attrition rates and 95% confidence intervals (CIs) were calculated overall and by subspecialty. Logistic regression assessed temporal changes; odds ratios (ORs) compared 2020 to 2007.
Results
From 2007–2020, pediatric residents increased from 8,145 to 9,419 and fellows from 2,875 to 4,279. Aggregate annual resident attrition averaged 1.71% (range, 0.93%–2.64%), and fellow attrition ranged from 12.39%–30.87%. Transfer rates declined from 18.05 to 5.20 per 1,000 trainees (P<0.0001), withdrawals from 5.65 to 2.76 (P=0.030), and dismissals from 3.14 in 2010 to 1.27 in 2020 (P=0.0068). Odds of unsuccessful completion significantly decreased in categorical pediatrics (OR, 0.41; 95% CI, 0.29–0.58), pediatric cardiology (OR, 0.08; 95% CI, 0.01–0.64), pediatric critical care (OR, 0.14; 95% CI, 0.06–0.35), and neonatal-perinatal medicine (OR, 0.46; 95% CI, 0.20–1.08).
Conclusion
Although attrition has improved, premature trainee loss can still disrupt program operations and threaten workforce development. Attrition may reflect educational environment quality, support structures, or selection processes. Greater data transparency is needed to understand demographic trends and inform equitable retention strategies, ultimately strengthening training programs and sustaining the United States pediatric workforce.

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.

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General Surgery Residents Competence and Autonomy in Core Vascular Surgery Procedures
Taylor M. Carter, M. Libby Weaver, Ting Sun, Brigitte Smith
Journal of Surgical Education.2025; 82(3): 103415. CrossRef

Training satisfaction and future employment consideration among physician and nursing trainees at rural Veterans Affairs facilities in the United States during COVID-19: a time-series before and after study: Heather Northcraft, Tiffany Radcliff, Anne Reid Griffin, Jia Bai, Aram Dobalian; J Educ Eval Health Prof. 2024;21:25. Published online September 24, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.25

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Abstract PDF Supplementary Material: Purpose
The coronavirus disease 2019 (COVID-19) pandemic limited healthcare professional education and training opportunities in rural communities. Because the US Department of Veterans Affairs (VA) has robust programs to train clinicians in the United States, this study examined VA trainee perspectives regarding pandemic-related training in rural and urban areas and interest in future employment with the VA.
Methods
Survey responses were collected nationally from VA physicians and nursing trainees before and after COVID-19 (2018 to 2021). Logistic regression models were used to test the association between pandemic timing (pre-pandemic or pandemic), trainee program (physician or nurse), and the interaction of trainee pandemic timing and program on VA trainee satisfaction and trainee likelihood to consider future VA employment in rural and urban areas.
Results
While physician trainees at urban facilities reported decreases in overall training satisfaction and corresponding decreases in the likelihood of considering future VA employment from pre-pandemic to pandemic, rural physician trainees showed no changes in either outcome. In contrast, while nursing trainees at both urban and rural sites had decreases in training satisfaction associated with the pandemic, there was no corresponding effect on the likelihood of future employment by nurses at either urban or rural VA sites.
Conclusion
The study’s findings suggest differences in the training experiences of physicians and nurses at rural sites, as well as between physician trainees at urban and rural sites. Understanding these nuances can inform the development of targeted approaches to address the ongoing provider shortages that rural communities in the United States are facing.

Performance of GPT-3.5 and GPT-4 on standardized urology knowledge assessment items in the United States: a descriptive study: Max Samuel Yudovich, Elizaveta Makarova, Christian Michael Hague, Jay Dilip Raman; J Educ Eval Health Prof. 2024;21:17. Published online July 8, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.17

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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate the performance of Chat Generative Pre-Trained Transformer (ChatGPT) with respect to standardized urology multiple-choice items in the United States.
Methods
In total, 700 multiple-choice urology board exam-style items were submitted to GPT-3.5 and GPT-4, and responses were recorded. Items were categorized based on topic and question complexity (recall, interpretation, and problem-solving). The accuracy of GPT-3.5 and GPT-4 was compared across item types in February 2024.
Results
GPT-4 answered 44.4% of items correctly compared to 30.9% for GPT-3.5 (P<0.00001). GPT-4 (vs. GPT-3.5) had higher accuracy with urologic oncology (43.8% vs. 33.9%, P=0.03), sexual medicine (44.3% vs. 27.8%, P=0.046), and pediatric urology (47.1% vs. 27.1%, P=0.012) items. Endourology (38.0% vs. 25.7%, P=0.15), reconstruction and trauma (29.0% vs. 21.0%, P=0.41), and neurourology (49.0% vs. 33.3%, P=0.11) items did not show significant differences in performance across versions. GPT-4 also outperformed GPT-3.5 with respect to recall (45.9% vs. 27.4%, P<0.00001), interpretation (45.6% vs. 31.5%, P=0.0005), and problem-solving (41.8% vs. 34.5%, P=0.56) type items. This difference was not significant for the higher-complexity items.
Conclusions
ChatGPT performs relatively poorly on standardized multiple-choice urology board exam-style items, with GPT-4 outperforming GPT-3.5. The accuracy was below the proposed minimum passing standards for the American Board of Urology’s Continuing Urologic Certification knowledge reinforcement activity (60%). As artificial intelligence progresses in complexity, ChatGPT may become more capable and accurate with respect to board examination items. For now, its responses should be scrutinized.

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Evaluating the Performance of ChatGPT4.0 Versus ChatGPT3.5 on the Hand Surgery Self-Assessment Exam: A Comparative Analysis of Performance on Image-Based Questions
Kiera L Vrindten, Megan Hsu, Yuri Han, Brian Rust, Heili Truumees, Brian M Katt
Cureus.2025;[Epub] CrossRef
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OpenAI o1 Large Language Model Outperforms GPT-4o, Gemini 1.5 Flash, and Human Test Takers on Ophthalmology Board–Style Questions
Ryan Shean, Tathya Shah, Sina Sobhani, Alan Tang, Ali Setayesh, Kyle Bolo, Van Nguyen, Benjamin Xu
Ophthalmology Science.2025; 5(6): 100844. CrossRef
A comparative analysis of DeepSeek R1, DeepSeek-R1-Lite, OpenAi o1 Pro, and Grok 3 performance on ophthalmology board-style questions
Ryan Shean, Tathya Shah, Aditya Pandiarajan, Alan Tang, Kyle Bolo, Van Nguyen, Benjamin Xu
Scientific Reports.2025;[Epub] CrossRef
Response to letter to the editor Re: Advancements in large language model accuracy for answering physical medicine and rehabilitation board review questions
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Assessing the utility of a natural language processing model in answering common urological questions
Wyatt MacNevin, John‐David Brown, Nicholas Dawe, Jesse T. R. Spooner, Nicholas R. Paterson, Daniel T. Keefe, David G. Bell
UroPrecision.2025;[Epub] CrossRef
The performance of ChatGPT on medical image-based assessments and implications for medical education
Xiang Yang, Wei Chen
BMC Medical Education.2025;[Epub] CrossRef
Applications, Challenges, and Prospects of Generative Artificial Intelligence Empowering Medical Education: Scoping Review
Yuhang Lin, Zhiheng Luo, Zicheng Ye, Nuoxi Zhong, Lijian Zhao, Long Zhang, Xiaolan Li, Zetao Chen, Yijia Chen
JMIR Medical Education.2025; 11: e71125. CrossRef
Artificial Intelligence as a Drug Information Resource: Limitations and Strategies to Optimize in Pharmacy Practice
Christopher Soujah, Carole Bejjani, Nour Adra, Laura Blackburn
Hospital Pharmacy.2025;[Epub] CrossRef
ChatGPT’s role in the rapidly evolving hematologic cancer landscape
Tiffany Nong, Sean Britton, Viralkumar Bhanderi, Justin Taylor
Future Science OA.2025;[Epub] CrossRef
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
Journal of Educational Evaluation for Health Professions.2025; 22: 27. 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
Performance of the ChatGPT-5 Language Model in Solving a Specialty Examination in Balneology and Physical Medicine
Michalina Loson-Kawalec, Anna Kowalczyk, Dawid Szymanski, Patrycja Dadynska, Aleksander Tabor, Dawid Bartosik , Marta Zerek, Gracjan Sitarek, Bartosz Starzynski, Alina Keska, Bartlomiej Cwikla, Piotr Sawina, Tomasz Dolata, Adrianna Pielech, Maciej Majchrz
Cureus.2025;[Epub] CrossRef
Diagnostic accuracy and bias in open access and subscription-based large language models for multiple sclerosis and neuromyelitis optica spectrum disorder
Tom G. Punnen, Kevin S. Shan, Mahi A. Patel, Morgan C. McCreary, Diem H. Tran, Jose R. Santoyo, Katy W. Burgess, Tatum M. Moog, Alexander D. Smith, Darin T. Okuda
Intelligence-Based Medicine.2025; 12: 100314. CrossRef
Privacy-by-Design Framework for Large Language Model Chatbots in Urology
Eun Joung Kim, JungYoon Kim
International Neurourology Journal.2025; 29(Suppl 2): S65. CrossRef
Potential and pitfalls: accuracy versus adequacy of ChatGPT’s performance on surgery shelf examination
Baylee Brochu, Michael D. Cobler-Lichter, Talia R. Arcieri, Nikita M. Shah, Jessica M. Delamater, Ana M. Reyes, Matthew S. Sussman, Edward B. Lineen, Laurence R. Sands, Vanessa W. Hui, Steven E. Rodgers, Chad M. Thorson
Global Surgical Education - Journal of the Association for Surgical Education.2025;[Epub] CrossRef
From GPT-3.5 to GPT-4.o: A Leap in AI’s Medical Exam Performance
Markus Kipp
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Artificial Intelligence can Facilitate Application of Risk Stratification Algorithms to Bladder Cancer Patient Case Scenarios
Max S Yudovich, Ahmad N Alzubaidi, Jay D Raman
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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.

Development and validity evidence for the resident-led large group teaching assessment instrument in the United States: a methodological study: Ariel Shana Frey-Vogel, Kristina Dzara, Kimberly Anne Gifford, Yoon Soo Park, Justin Berk, Allison Heinly, Darcy Wolcott, Daniel Adam Hall, Shannon Elliott Scott-Vernaglia, Katherine Anne Sparger, Erica Ye-pyng Chung; J Educ Eval Health Prof. 2024;21:3. Published online February 23, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.3

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Abstract PDF Supplementary Material: Purpose
Despite educational mandates to assess resident teaching competence, limited instruments with validity evidence exist for this purpose. Existing instruments do not allow faculty to assess resident-led teaching in a large group format or whether teaching was interactive. This study gathers validity evidence on the use of the Resident-led Large Group Teaching Assessment Instrument (Relate), an instrument used by faculty to assess resident teaching competency. Relate comprises 23 behaviors divided into 6 elements: learning environment, goals and objectives, content of talk, promotion of understanding and retention, session management, and closure.
Methods
Messick’s unified validity framework was used for this study. Investigators used video recordings of resident-led teaching from 3 pediatric residency programs to develop Relate and a rater guidebook. Faculty were trained on instrument use through frame-of-reference training. Resident teaching at all sites was video-recorded during 2018–2019. Two trained faculty raters assessed each video. Descriptive statistics on performance were obtained. Validity evidence sources include: rater training effect (response process), reliability and variability (internal structure), and impact on Milestones assessment (relations to other variables).
Results
Forty-eight videos, from 16 residents, were analyzed. Rater training improved inter-rater reliability from 0.04 to 0.64. The Φ-coefficient reliability was 0.50. There was a significant correlation between overall Relate performance and the pediatric teaching Milestone (r=0.34, P=0.019).
Conclusion
Relate provides validity evidence with sufficient reliability to measure resident-led large-group teaching competence.

Mentorship and self-efficacy are associated with lower burnout in physical therapists in the United States: a cross-sectional survey study: Matthew Pugliese, Jean-Michel Brismée, Brad Allen, Sean Riley, Justin Tammany, Paul Mintken; J Educ Eval Health Prof. 2023;20:27. Published online September 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.27

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Abstract PDF Supplementary Material

Purpose
This study investigated the prevalence of burnout in physical therapists in the United States and the relationships between burnout and education, mentorship, and self-efficacy.
Methods
This was a cross-sectional survey study. An electronic survey was distributed to practicing physical therapists across the United States over a 6-week period from December 2020 to January 2021. The survey was completed by 2,813 physical therapists from all states. The majority were female (68.72%), White or Caucasian (80.13%), and employed full-time (77.14%). Respondents completed questions on demographics, education, mentorship, self-efficacy, and burnout. The Burnout Clinical Subtypes Questionnaire 12 (BCSQ-12) and self-reports were used to quantify burnout, and the General Self-Efficacy Scale (GSES) was used to measure self-efficacy. Descriptive and inferential analyses were performed.
Results
Respondents from home health (median BCSQ-12=42.00) and skilled nursing facility settings (median BCSQ-12=42.00) displayed the highest burnout scores. Burnout was significantly lower among those who provided formal mentorship (median BCSQ-12=39.00, P=0.0001) compared to no mentorship (median BCSQ-12=41.00). Respondents who received formal mentorship (median BCSQ-12=38.00, P=0.0028) displayed significantly lower burnout than those who received no mentorship (median BCSQ-12=41.00). A moderate negative correlation (rho=-0.49) was observed between the GSES and burnout scores. A strong positive correlation was found between self-reported burnout status and burnout scores (rrb=0.61).
Conclusion
Burnout is prevalent in the physical therapy profession, as almost half of respondents (49.34%) reported burnout. Providing or receiving mentorship and higher self-efficacy were associated with lower burnout. Organizations should consider measuring burnout levels, investing in mentorship programs, and implementing strategies to improve self-efficacy.

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Wellness and Stress Management Practices Among Healthcare Professionals and Health Professional Students
Asli C. Yalim, Katherine Daly, Monica Bailey, Denise Kay, Xiang Zhu, Mohammed Patel, Laurie C. Neely, Desiree A. Díaz, Denyi M. Canario Asencio, Karla Rosario, Melissa Cowan, Magdalena Pasarica
American Journal of Health Promotion.2025; 39(2): 204. CrossRef
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Udit Nindra, Gowri Shivasabesan, Rhiannon Mellor, Weng Ng, Wei Chua, Deme Karikios, Bethan Richards, Jia Liu
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Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study: Michelle Elizabeth Wormley, Wendy Romney, Diana Veneri, Andrea Oberlander; J Educ Eval Health Prof. 2022;19:7. Published online April 26, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.7

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Abstract PDF Supplementary Material

Purpose
Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.
Methods
This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.
Results
Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P<0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P<0.01); selection, Z=-5.9 (P<0.01); plan of care, Z=-6.0 (P<0.01); set-up, Z=-5.5 (P<0.01); documentation, Z=-6.0 (P<0.01); setting, Z=-6.3 (P<0.01); and total score, Z=-6.4 (P<0.01).
Conclusion
Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.

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The use of artificial intelligence in crafting a novel method for teaching normal human gait
Scott W. Lowe
European Journal of Physiotherapy.2025; 27(4): 259. CrossRef

Increased competency of registered dietitian nutritionists in physical examination skills after simulation-based education in the United States: Elizabeth MacQuillan, Jennifer Ford, Kristin Baird; J Educ Eval Health Prof. 2020;17:40. Published online December 14, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.40

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Abstract PDF Supplementary Material

Purpose
This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing registered dietitian nutritionists (RDNs). Using a standardized instrument to measure performance on a newly-required clinical skill, the nutrition-focused physical exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session.
Methods
Eighteen practicing RDNs were recruited by their employer, Spectrum Health. Following a pre-briefing session, participants completed an initial 10-minute encounter, performing NFPE on a standardized patient (SP). Next, participants completed a 90-minute SBE training session on skills within the NFPE, including hands-on practice and role play, followed by a post-training SP encounter. Video recordings of the SP encounters were scored to assess competence in 7 skill areas within the NFPE. Scores were analyzed for participants’ initial competence and change in competence.
Results
The proportions of participants with initial competence ranged from 0% to 44% across the 7 skill areas assessed. The only competency where participants initially scored in the “meets expectations” range was “approach to the patient.” When raw competence scores were assessed for changes from pre- to post-SBE training, the paired t-test indicated significant increases in all 7 competency areas following the simulation-based training (P<0.001).
Conclusion
This study showed the effectiveness of a SBE training program for increasing competence scores of practicing RDNs on a defined clinical skill.

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Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education
Tina X. Ung, Claire L. O’Reilly, Rebekah J. Moles, Jack C. Collins, Ricki Ng, Lily Pham, Bandana Saini, Jennifer A. Ong, Timothy F. Chen, Carl R. Schneider, Sarira El-Den
American Journal of Pharmaceutical Education.2024; 88(11): 101288. CrossRef
Barriers for Liver Transplant in Patients with Alcohol-Related Hepatitis
Gina Choi, Jihane N. Benhammou, Jung J. Yum, Elena G. Saab, Ankur P. Patel, Andrew J. Baird, Stephanie Aguirre, Douglas G. Farmer, Sammy Saab
Journal of Clinical and Experimental Hepatology.2022; 12(1): 13. CrossRef

Self-care perspective taking and empathy in a student-faculty book club in the United States: Rebecca Henderson, Melanie Gross Hagen, Zareen Zaidi, Valentina Dunder, Edlira Maska, Ying Nagoshi; J Educ Eval Health Prof. 2020;17:22. Published online July 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.22

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Purpose
We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.
Methods
Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.
Results
Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.
Conclusion
Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

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Sarah Barradell, Amani Bell, Kate Thomson, Jessica Hughes
Higher Education Research & Development.2025; 44(2): 322. CrossRef
Measurement instruments for perspective-taking: BEME Review No. 91
Elsemarijn L. Leijenaar, Megan M. Milota, Johannes J. M. van Delden, Annet van Royen–Kerkhof
Medical Teacher.2025; 47(6): 934. CrossRef
“Showing up to the conversation”: Qualitative reflections from a diversity, equity, and inclusion book club with emergency medicine leadership
Andreia B. Alexander, Megan Palmer, Dajanae Palmer, Katie Pettit
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The Impact of Empathy and Perspective-Taking on Medical Student Satisfaction and Performance: A Meta-Ethnography and Proposed Bow-Tie Model
Chao Tian Tang, Lucas Jun Hao Lim, Haoming Tang, Gaytri Gupta, Isabelle Chiao Han Sung, Chaoyan Dong
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Student-faculty dialogue: meaningful perspective taking on campus
Tee R. Tyler
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Carmen Álvarez-Álvarez, Julián Pascual Díez
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An open book: A virtual book club designed to connect advanced practice registered nurses through quality improvement
Cassandra Faye Newell, Catherine Woods
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GPT Models Can Perform Thematic Analysis in Public Health Studies, Akin to Qualitative Researchers
Yuyi Yang, Charles Alba, Chenyu Wang, Xi Wang, Jami Anderson, Ruopeng An
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The implementation of a required book club for medical students and faculty
David B. Ney, Nethra Ankam, Anita Wilson, John Spandorfer
Medical Education Online.2023;[Epub] CrossRef
Cultivating critical consciousness through a Global Health Book Club
Sarah L. Collins, Stuart J. Case, Alexandra K. Rodriguez, Acquel C. Allen, Elizabeth A. Wood
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Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations
Robin S Grenier, Jamie L Callahan, Kristi Kaeppel, Carole Elliott
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Laila M. Brown, Valerie Brett Shaindlin
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Can incoming United States pediatric interns be entrusted with the essential communication skills of informed consent?: Nicholas Sevey, Michelle Barratt, Emma Omoruyi; J Educ Eval Health Prof. 2020;17:18. Published online June 29, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.18

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Purpose
According to the entrustable professional activities (EPA) for entering residency by the Association of American Medical Colleges, incoming residents are expected to independently obtain informed consent for procedures they are likely to perform. This requires residents to not only inform their patients but to ensure comprehension of that information. We assessed the communication skills demonstrated by 372 incoming pediatric interns between 2007 and 2018 at the University of Texas Health Science Center at Houston, obtaining informed consent for a lumbar puncture.
Methods
During a simulated case in which interns were tasked with obtaining informed consent for a lumbar puncture, a standardized patient evaluated interns by rating 7 communication-based survey items using 5-point Likert scale from “poor” to “excellent.” We then converted the scale to a numerical system and calculated intern proficiency scores (sum of ratings for each resident) and average item performance (average item rating across all interns).
Results
Interns received an average rating of 21.6 per 28 maximum score, of which 227 interns (61.0%) achieved proficiency by scoring 21 or better. Notable differences were observed when comparing groups before and after EPA implementation (76.97% vs. 47.0% proficient, respectively). Item-level analysis showed that interns struggled most to conduct the encounter in a warm and friendly manner and encourage patients to ask questions (average ratings of 2.97/4 and 2.98/4, respectively). Interns excelled at treating the patient with respect and actively listening to questions (average ratings of 3.16, each). Both average intern proficiency scores and each average item ratings were significantly lower following EPA implementation (P<0.001).
Conclusion
Interns demonstrated moderate proficiency in communicating informed consent, though clear opportunities for improvement exist such as demonstrating warmth and encouraging questions.

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Current Practices, Limitations, and Recommendations for Informed Consent Education in Medical Students and Physicians: A Scoping Review
Sophia Chryssofos, Cynthia Glickman, Cyrus Mowdawalla, Amanda Burden, Yingcheng Elaine Xu
Journal of Medical Education and Curricular Development.2025;[Epub] CrossRef

Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam in the United States: Sara Lolar, Jamie McQueen, Sara Maher; J Educ Eval Health Prof. 2020;17:16. Published online May 27, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.16

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Purpose
Learning to perform and document patient history taking and physical exam (H&P) entails a major component of the first year academic education of physician assistant (PA) students at Wayne State University, USA. The H&P is summative of multiple aspects of PA education, and students must master communication with patients and other health care providers. The objectives of this study were first, to determine if there was a correlation between scores on the Graduate Record Examination (GRE) component testing and scores on graded H&Ps. The second objective was to identify a correlation between proficiency with H&P documentation and academic and clinical year grade point average (GPA) and Physician Assistant National Certifying Exam (PANCE) score.
Methods
Subjects included 147 PA students from Wayne State University from 2014–2016. PA students visited local hospitals or outpatient clinics during the academic year to perform and document patient H&Ps. Correlation between the H&P mean scores and GRE component scores, GPAs, and PANCE scores were analyzed.
Results
The subjects were 26.5 years-old (+6.5) and 111 females (75.5%). There was no correlation between the GRE component score and the H&P mean score. The H&P score was positively correlated with GPA 1 (r=0.512, P<0.001), with GPA 2 (r=0.425, P<0.001) and with PANCE score (r=0.448, P<0.001).
Conclusion
PA student skill with H&P documentation was positively related to academic performance score during PA school and achievement score on the PANCE at Wayne State University, USA.

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Association Between Physician Assistant Program Characteristics and Student Diversity
Ryan D. White, Bettie Coplan, Brenda Quincy, Adrian Banning, Chris Gillette, Matthew Wright, Michele Toussaint, Nina Multak, Mary Warner
The Journal of Physician Assistant Education.2025; 36(3): e253. CrossRef
Graduate Record Examination Removal From Admissions and Physician Assistant/Associate Student Diversity
Bettie Coplan, Anthony Miller, Tamara Ritsema, Kirsten Bonnin, Morgan Luck, Jane McDaniel, Curt Bay, Angela Kiselyk, Jonathan Kilstrom, Michelle DiBaise
The Journal of Physician Assistant Education.2025;[Epub] CrossRef
Evaluating the role of GRE and students’ success in the didactic phase of PA school
Jeanetta Yuan, Benjamin Rispoli, Harrynauth Persaud
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History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study
Jingrong Du, Xiaowen Zhu, Juan Wang, Jing Zheng, Xiaomin Zhang, Ziwen Wang, Kun Li
Nurse Education Today.2022; 111: 105312. CrossRef
A Decline in Black and Dermatology Physician Assistants
Jameka McElroy-Brooklyn, Cynthia Faires Griffith
The Journal of Physician Assistant Education.2022; 33(4): 275. CrossRef

Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs: Jason Lai, Benjamin Holden Schnapp, David Simon Tillman, Mary Westergaard, Jamie Hess, Aaron Kraut; J Educ Eval Health Prof. 2020;17:11. Published online April 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.11

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Purpose
The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.
Methods
We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.
Results
We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.
Conclusion
The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

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Needs, rationale, and outcomes of leadership education in neurosurgery
Janissardhar Skulsampaopol, Sylvia Shitsama, Yu Ming, Ake Hansasuta, Michael D. Cusimano, Atakan Orscelik
PLOS ONE.2025; 20(2): e0318976. CrossRef
Do you see what I see?: exploring trends in organizational culture perceptions across residency programs
Jennifer H. Chen, Paula Costa, Aimee Gardner
Global Surgical Education - Journal of the Association for Surgical Education.2024;[Epub] CrossRef
Tailoring neurosurgical operating room education to medical undergraduates: Integrative review and meta-synthesis
Aaron Lawson McLean, Tui Lin Yen, Felipe Gutiérrez Pineda
Brain and Spine.2024; 4: 104131. CrossRef
Guiding Fellows to Independent Practice
Maybelle Kou, Aline Baghdassarian, Kajal Khanna, Nazreen Jamal, Michele Carney, Daniel M. Fein, In Kim, Melissa L. Langhan, Jerri A. Rose, Noel S. Zuckerbraun, Cindy G. Roskind
Pediatric Emergency Care.2022; 38(10): 517. CrossRef

Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States: Vincent Dennis, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, Margaret Robinson; J Educ Eval Health Prof. 2019;16:35. Published online November 5, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.35

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Purpose
This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.
Methods
Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.
Results
The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.
Conclusion
The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.

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Evaluation of Changes in Students’ Perceptions of Scientific Article Writing Skills through a Cohort Survey
Hendra Yulisman, Wardiah Wardiah, Wiwit Artika, Andi Ulfa Tenri Pada, Cut Intan Evtia Nurina
Indonesian Journal of Education Research (IJoER).2025; 6(2): 168. CrossRef
Evidência da efetividade da educação interprofissional em saúde
Vanessa de Souza Amaral, Lara Camargo de Oliveira, Emily de Souza Ferreira, Tiago Ricardo Moreira, Glauce Dias da Costa, Rosângela Minardi Mitre Cotta
JMPHC | Journal of Management & Primary Health Care | ISSN 2179-6750.2025; 17: e005. CrossRef
Impact of an Inaugural Interprofessional Education Session Among Multidisciplinary Healthcare Students: A Mixed Methods Study from the United Arab Emirates
Abeer Al-Ghananeem, Subish Palaian, Nadir Kheir, Erum Khan, Sanah Hasan, Mohamed Jaber, Ahmad Ahmeda, Deema Mahasneh, Nihal Ibrahim, Abdallah Abd Al Magied
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Cihan Varol, Giray Kolcu, Mukadder İnci Başer Kolcu
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Interprofessional communication skills training to improve medical students’ and nursing trainees’ error communication - quasi-experimental pilot study
Lina Heier, Barbara Schellenberger, Anna Schippers, Sebastian Nies, Franziska Geiser, Nicole Ernstmann
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Tools for self- or peer-assessment of interprofessional competencies of healthcare students: a scoping review
Sharon Brownie, Jia Rong Yap, Denise Blanchard, Issac Amankwaa, Amy Pearce, Kesava Kovanur Sampath, Ann-Rong Yan, Patrea Andersen, Patrick Broman
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Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation
Osama Y. Alshogran, Zaid Al-Hamdan, Alla El-Awaisi, Hana Alkhalidy, Nesreen Saadeh, Hadeel Alsqaier
Journal of Interprofessional Care.2023; 37(4): 588. CrossRef
Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review
Sharon Brownie, Denise Blanchard, Isaac Amankwaa, Patrick Broman, Marrin Haggie, Carlee Logan, Amy Pearce, Kesava Sampath, Ann-Rong Yan, Patrea Andersen
Frontiers in Medicine.2023;[Epub] CrossRef
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Kim G. Adcock, Sally Earl
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Segun J. Showande, Tolulope P. Ibirongbe
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To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong
Fraide A. Ganotice, Amy Yin Man Chow, Kelvin Kai Hin Fan, Ui Soon Khoo, May Pui San Lam, Rebecca Po Wah Poon, Francis Hang Sang Tsoi, Michael Ning Wang, George L. Tipoe
Journal of Interprofessional Care.2022; 36(1): 127. CrossRef
Turkish adaptation of the interprofessional attitude scale (IPAS)
Mukadder Inci Baser Kolcu, Ozlem Surel Karabilgin Ozturkcu, Giray Kolcu
Journal of Interprofessional Care.2022; 36(5): 684. CrossRef
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Catrine Buck Jensen, Bente Norbye, Madeleine Abrandt Dahlgren, Anita Iversen
Journal of Interprofessional Education & Practice.2022; 27: 100494. CrossRef
Can interprofessional education change students’ attitudes? A case study from Lebanon
Carine J. Sakr, Lina Fakih, Jocelyn Dejong, Nuhad Yazbick-Dumit, Hussein Soueidan, Wiam Haidar, Elias Boufarhat, Imad Bou Akl
BMC Medical Education.2022;[Epub] CrossRef

Effect of student-directed solicitation of evaluation forms on the timeliness of completion by preceptors in the United States: Conrad Krawiec, Vonn Walter, Abigail Kate Myers; J Educ Eval Health Prof. 2019;16:32. Published online October 16, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.32

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Purpose
Summative evaluation forms assessing a student’s clinical performance are often completed by a faculty preceptor at the end of a clinical training experience. At our institution, despite the use of an electronic system, timeliness of completion has been suboptimal, potentially limiting our ability to monitor students’ progress. The aim of the present study was to determine whether a student-directed approach to summative evaluation form collection at the end of a pediatrics clerkship would enhance timeliness of completion for third-year medical students.
Methods
This was a pre- and post-intervention educational quality improvement project focused on 156 (82 pre-intervention, 74 post-intervention) third-year medical students at Penn State College of Medicine completing their 4-week pediatric clerkship. Utilizing REDCap (Research Electronic Data Capture) informatics support, student-directed evaluation form solicitation was encouraged. The Wilcoxon rank-sum test was applied to compare the pre-intervention (May 1, 2017 to March 2, 2018) and post-intervention (April 2, 2018 to December 21, 2018) percentages of forms completed before the rotation midpoint.
Results
In total, 740 evaluation forms were submitted during the pre-intervention phase and 517 during the post-intervention phase. The percentage of forms completed before the rotation midpoint increased after implementing student-directed solicitation (9.6% vs. 39.7%, P<0.05).
Conclusion
Our clerkship relies on subjective summative evaluations to track students’ progress, deploy improvement strategies, and determine criteria for advancement; however, our preceptors struggled with timely submission. Allowing students to direct the solicitation of evaluation forms enhanced the timeliness of completion and should be considered in clerkships facing similar challenges.

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Improving Time to Completion of Medical Student Clerkship Evaluations
Michelle D. Veters, Brian May, Chang L. Wu, Erinn O. Schmit, Stephanie Berger
Hospital Pediatrics.2025; 15(1): 74. CrossRef

Application of an objective structured clinical examination to evaluate and monitor interns’ proficiency in hand hygiene and personal protective equipment use in the United States: Ying Nagoshi, Lou Ann Cooper, Lynne Meyer, Kartik Cherabuddi, Julia Close, Jamie Dow, Merry Jennifer Markham, Carolyn Stalvey; J Educ Eval Health Prof. 2019;16:31. Published online October 15, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.31

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Abstract PDF Supplementary Material

Purpose
This study was conducted to determine whether an objective structured clinical examination (OSCE) could be used to evaluate and monitor hand hygiene and personal protective equipment (PPE) proficiency among medical interns in the United States.
Methods
Interns in July 2015 (N=123, cohort 1) with no experience of OSCE-based contact precaution evaluation and teaching were evaluated in early 2016 using an OSCE for hand hygiene and PPE proficiency. They performed poorly. Therefore, the new interns entering in July 2016 (N=151, cohort 2) were immediately tested at the same OSCE stations as cohort 1, and were provided with feedback and teaching. Cohort 2 was then retested at the OSCE station in early 2017. The Mann-Whitney U-test was used to compare the performance of cohort 1 and cohort 2 on checklist items. In cohort 2, performance differences between the beginning and end of the intern year were compared using the McNemar chi-square test for paired nominal data.
Results
Checklist items were scored, summed, and reported as percent correct. In cohort 2, the mean percent correct was higher on the posttest than on the pretest (92% vs. 77%, P<0.0001), and the passing rate (100% correct) was also significantly higher on the posttest (55% vs. 16%). At the end of intern year, the mean percent correct was higher in cohort 2 than in cohort 1 (95% vs. 90%, P<0.0001), and 55% of cohort 2 passed (a perfect score) compared to 24% in cohort 1 (P<0.0001).
Conclusion
An OSCE can be utilized to evaluate and monitor hand hygiene and PPE proficiency among interns in the United States.

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Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
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Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States: Kira Nagoshi, Zareen Zaidi, Ashleigh Wright, Carolyn Stalvey; J Educ Eval Health Prof. 2019;16:29. Published online October 8, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.29

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Purpose
Peer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States.
Methods
The University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1–6) and open-ended comments during the 2017–2018 academic year.
Results
Students felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students.
Conclusion
PAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.

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Jakub L. Radzikowski, Natasha Houghton, C. Sofia Chacon, Oliver Armstrong‐Scott, Jozef Youssef, Alan C. Spivey, Aynkaran Dharmarajah, Roger Kneebone
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Wei-Yan Li, Kevin Kau, Yi-Jiun Shiung
Sage Open.2023;[Epub] CrossRef
Benefits of semiology taught using near-peer tutoring are sustainable
Benjamin Gripay, Thomas André, Marie De Laval, Brice Peneau, Alexandre Secourgeon, Nicolas Lerolle, Cédric Annweiler, Grégoire Justeau, Laurent Connan, Ludovic Martin, Loïc Bière
BMC Medical Education.2022;[Epub] CrossRef

Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States: Emily Shannon Hughes; J Educ Eval Health Prof. 2019;16:24. Published online August 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.24

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Purpose
The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance.
Methods
Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi report, were compared to the CT skills assessed by the GRE.
Results
The CT skills supported by the Delphi report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion
The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.

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Psychometric evaluation of the Spanish version of the physiotherapy critical thinking in clinical practice questionnaire
Beatriz Hernández-Méndez, Àlex Ginés-Puertas, Javier Jerez-Roig, Joan-Daniel Martí-Romeu, David Cámara-Menoyo, Jordi Cuartero-Archs, Mercedes Piqueras-Céspedes, María Llaberia-Marcual, Esperanza Zuriguel-Pérez
Clinical Rehabilitation.2025; 39(10): 1355. CrossRef
Evaluating the role of GRE and students’ success in the didactic phase of PA school
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SN Social Sciences.2025;[Epub] CrossRef
Diversifying the Physical Therapist Workforce Through Holistic Hiring, Admissions, and Retention Processes
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Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam i
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Educational/faculty development material

Analysis of the Clinical Education Situation framework: a tool for identifying the root cause of student failure in the United States: Katherine Myers, Kyle Covington; J Educ Eval Health Prof. 2019;16:11. Published online May 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.11

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Doctor of physical therapy preparation requires extensive time in precepted clinical education, which involves multiple stakeholders. Student outcomes in clinical education are impacted by many factors, and, in the case of failure, it can be challenging to determine which factors played a primary role in the poor result. Using existing root-cause analysis processes, the authors developed and implemented a framework designed to identify the causes of student failure in clinical education. This framework, when applied to a specific student failure event, can be used to identify the factors that contributed to the situation and to reveal opportunities for improvement in both the clinical and academic environments. A root-cause analysis framework can help to drive change at the programmatic level, and future studies should focus on the framework’s application to a variety of clinical and didactic settings.

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Amanda Wray, Lucy K. Lewis, Alison Yaxley, Stacie Attrill
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Applying the 2022 Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies to Physical Therapist Education and Practice
Nancy Smith, Angela Campbell, Morgan Johanson, Pamela Bartlo, Naomi Bauer, Sagan Everett
Journal of Physical Therapy Education.2023; 37(3): 165. CrossRef
Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies: Update by Academy of Cardiovascular & Pulmonary Physical Therapy Task Force
Morgan Johanson, Pamela Bartlo, Naomi Bauer, Angela Campbell, Sagan Everett, Nancy Smith
Cardiopulmonary Physical Therapy Journal.2023; 34(4): 183. CrossRef
The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study
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Research articles

Development and validation of the Hocus Focus Magic Performance Evaluation Scale for health professions personnel in the United States: Kevin Spencer, Hon Keung Yuen, Max Darwin, Gavin Jenkins, Kimberly Kirklin; J Educ Eval Health Prof. 2019;16:8. Published online April 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.8

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Abstract PDF Supplementary Material

Purpose
This study was conducted to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES), which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality.
Methods
A 2-phase validation process was used. Phase I (content validation) involved 16 magician judges who independently rated the relevance of each of the 5 items in the HFMPES and established the veracity of its content. Phase II evaluated the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating 3 magic tricks.
Results
The HFMPES achieved an excellent scale-content validity index of 0.99. Exploratory factor analysis of the HFMPES scores revealed 1 distinct factor with alpha coefficients ≥0.8 across the 3 magic tricks. The construct validity of the HFMPES scores was further supported by evidence from a known-groups analysis, in which the Mann–Whitney U-test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the 3 magic tricks. The inter-rater reliability coefficients were ≥0.75 across the 3 magic tricks, indicating that the competency of health professions personnel in delivering the 3 magic tricks could be evaluated precisely.
Conclusion
Preliminary evidence supported the content and construct validity of the HFMPES, which was found to have good internal consistency and inter-rater reliability in evaluating health professions personnel’s competency in delivering magic tricks.

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A Magic Trick Training Program to Improve Social Skills and Self-Esteem in Adolescents With Autism Spectrum Disorder
Hon K. Yuen, Kevin Spencer, Lauren Edwards, Kimberly Kirklin, Gavin R. Jenkins
The American Journal of Occupational Therapy.2023;[Epub] CrossRef
MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings
Saray Bonete, Ángela Osuna, Clara Molinero, Inmaculada García-Font
Frontiers in Psychology.2021;[Epub] CrossRef
Contribution of a virtual magic camp to enhancing self-esteem in children with ADHD: A pilot study
Hon K. Yuen, Kevin Spencer, Kimberly Kirklin, Lauren Edwards, Gavin R. Jenkins
Health Psychology Research.2021; 9(1): 1. CrossRef
Evaluation of a Magic Camp for Children with Hemiparesis: A Pilot Study
Kevin Spencer, Hon K. Yuen, Gavin R. Jenkins, Kimberly Kirklin, Angla R. Griffin, Laura K. Vogtle, Drew Davis
Occupational Therapy In Health Care.2020; 34(2): 155. CrossRef

Attitudes toward rehabilitating inmates among occupational therapy students in the United States: Sarah Catherine Tucker, Hon Keung Yuen; J Educ Eval Health Prof. 2019;16:6. Published online March 25, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.6

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Purpose
This study was to examine occupational therapy (OT) students’ attitudes toward rehabilitating inmates and validate an instrument used to measure their attitudes.
Methods
OT students (n=128) from one university in Alabama, United States, completed an online survey exploring their attitudes toward rehabilitating inmates, which was assessed using the Rehabilitation Orientation Scale (ROS), a 7-point scale. Dimensional structure, internal consistency reliability, construct validity, and relations to other variables of the ROS was evaluated using factor analyses, Cronbach’s alpha, known-groups method, and univariable correlations, respectively.
Results
Unidimensionality of the ROS was confirmed with an alpha coefficient of 0.90. The mean ROS score of the respondents was 5.1; a score toward 7 indicated a more supportive attitude. About 60% of the respondents reported supportive attitudes (i.e., an ROS score ≥5). Respondents’ ROS scores were significantly higher than those of the public and criminal justice professionals. Female students reported a more supportive attitude than males. Multiple regression analysis indicated that respondents’ consideration of working in prison settings after graduation and their perception that OT has a role in prison settings were significantly associated with support for rehabilitating inmates, after controlling for gender and an acquaintance with someone who has been incarcerated.
Conclusion
Results indicated that the ROS demonstrated adequate psychometric properties as it applied to this population. The majority of respondents reported supportive attitudes toward rehabilitating inmates. Consideration of working in prison settings after graduation and the perception that OT has a role in prison settings were 2 independent factors associated with respondents’ attitudes toward rehabilitating inmates.

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Justice-Based Occupational Therapy: A Scoping Review
Jaime P. Muñoz, Abigail Catalano, Yinao Wang, Gesina A. Phillips
Annals of International Occupational Therapy.2020; 3(4): 162. CrossRef

Preadmission predictors of graduation success from a physical therapy education program in the United States: Gretchen Roman, Matthew Paul Buman; J Educ Eval Health Prof. 2019;16:5. Published online February 26, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.5

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Abstract PDF

Purpose
The field of physical therapy education is seeking an evidence-based approach for admitting qualified applicants, as previous research has assessed various outcomes, impeding practical application. This study was conducted to identify preadmission criteria predictive of graduation success.
Methods
Data from the 2013–2016 graduating cohorts (n=149) were collected. Predictors included verbal Graduate Record Examination rank percentile (VGRE%), quantitative GRE rank percentile, and analytical GRE rank percentile, the admissions interview, precumulative science grade point average (SGPA), precumulative grade point average (UGPA), and a reflective essay. The National Physical Therapy Examination (NPTE) and grade point average at the time of graduation (GGPA) were used as measures of graduation success. Two separate mixed-effects models determined the associations of preadmission predictors with NPTE performance and GGPA.
Results
The NPTE model fit comparison showed significant results (degrees of freedom [df]=10, P=0.001), decreasing within-cohort variance by 59.5%. NPTE performance were associated with GGPA (β=125.21, P=0.001), and VGRE%, the interview, the essay, and GGPA (P≤0.001) impacted the model fit. The GGPA model fit comparison did not show significant results (df=8, P=0.56), decreasing within-cohort variance by 16.4%. The GGPA was associated with the interview (β=0.02, P=0.04) and UGPA (β=0.25, P=0.04), and VGRE%, the interview, UGPA, and the essay (P≤0.02) impacted model fit.
Conclusion
In our findings, GGPA predicted NPTE performance, and the interview and UGPA predicted GGPA. Unlike past evidence, SGPA showed no predictive power. The essay and VGRE% warrant attention because of their influence on model fit. We recommend that admissions ranking matrices place a greater weight on the interview, UGPA, VGRE%, and essay.

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Anne H. Zachry, Stephanie Lancaster, Amy Hall, April Hilsdon
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The Impact of Graduate Record Exam Threshold Scores in Disqualifying Underrepresented Ethnic–Racial Minority Applicants for Admission to a Doctor of Physical Therapy Program
Bryan Coleman-Salgado, Brian Moore
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Predictors of Success in a Graduate, Entry-Level Professional Program: From Admissions to Graduation
Gregory F. Spadoni, Sarah Wojkowski, Jenna Smith-Turchyn, Paul W. Stratford, Lawrence Grierson
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Improving First Time Board Pass Rates: A Successful Model for Physical Therapy Programs
Marie Eve Pepin, Victoria Pardo, Sara Maher
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Beyond Academics: Holistic Predictors of Success in Physical Therapy Education
Liana Wooten, Lorenzo Casertano, Edward P. Mulligan, Tawna Wilkinson, Angela Spontelli Gisselman, Melissa Burgemeister, Kim D. Dao
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Megan Eikenberry, Kylie Scott, Jaime González, Josh Subialka, Lacey Frankland, Patrice Ayala, Mark Kargela, Byron Russell
Journal of Physical Therapy Education.2025;[Epub] CrossRef
The relationship between pathway programs and student pursuit of physical therapy careers
Adrienne N. Pinckney
Advances in Health Sciences Education.2025;[Epub] CrossRef
Predicting Academic Difficulties and National Physical Therapy Examination Success in a Doctor of Physical Therapy Program: The Role of Admissions Variables and Course-Specific Performance
Pei-Tzu Wu, Rebecca Reisch, Evan K. Liu, Tabitha D. Galindo
Journal of Physical Therapy Education.2025;[Epub] CrossRef
Correlating academic readiness with success in an entry-level BS/doctor of physical therapy (DPT) program in the United States of America
Shushawna DeOliveira, Loraine Antoine, Joanne Katz, Tina Adjei-Bosompem
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Beyond Scarcity: Reimagining an Abundant Future for Physical Therapist Education
Kendra Gagnon, Mary Blackinton
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The relationship between physical therapy work experience, demographics, and DPT admissions
Nicole Tombers, Rachel Pfeifer, Kaitlyn Froemke, David Marc
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A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 181. CrossRef
A Comparison of Physical Therapist Educational Outcomes Before and During the COVID-19 Pandemic: A Multicenter Study
Evan M. Pucillo, Jennifer Crowder, Catherine M. Andrea, Sean Brim, Leiselle Pilgrim, Norman Belleza
Journal of Physical Therapy Education.2024; 38(2): 116. CrossRef
A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 192. CrossRef
Examining the Early Academic Performance of Doctor of Physical Therapy Students After Holistic Review: A Retrospective Cohort Study
Megan Eikenberry
Journal of Physical Therapy Education.2024; 38(4): 322. CrossRef
Detecting Artificial Intelligence-Generated Personal Statements in Professional Physical Therapist Education Program Applications: A Lexical Analysis
John H Hollman, Beth A Cloud-Biebl, David A Krause, Darren Q Calley
Physical Therapy.2024;[Epub] CrossRef
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Melissa J. Lazinski, Kathleen Rockefeller, M. Samuel Cheng
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Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
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Brief Report

Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States: Maureen Conard, Kristin Schweizer; J Educ Eval Health Prof. 2018;15:34. Published online December 28, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.34

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This study aimed to conduct a personality-oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctor of physical therapy (DPT) students. The study employed focus groups and a survey with 9 DPT subject matter experts. The focus group participants, who included 3 DPT faculty members and 4 recent graduates of the DPT program, identified 22 non-cognitive factors. Fifteen of these factors were thought to be possibly associated with successful performance and 7 factors were thought to be possibly associated with performance difficulties. Administration of a questionnaire employing the combination job analysis method resulted in 12 factors that could be used in selection, and 10 that could be incorporated into training. The present study employed an established job analysis method using subject matter experts to identify a broad array of factors that go beyond what previous studies have examined, and which may predict success or difficulties in a DPT program.

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A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 192. CrossRef
Personal characteristic differences among Doctor of Physical Therapy students with unique sociodemographic factors
Kelly Reynolds, Maggie Horn, Karen Huhn, Steven Z. George
BMC Medical Education.2024;[Epub] CrossRef
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
Journal of Educational Evaluation for Health Professions.2021; 18: 31. CrossRef

Research article

An innovative resident-driven mortality case review curriculum to teach and drive system-based practice improvements in the United States: Nila S. Radhakrishnan, Margaret C. Lo, Rohit Bishnoi, Subhankar Samal, Robert Leverence, Eric Rosenberg, Zareen Zaidi; J Educ Eval Health Prof. 2018;15:31. Published online December 26, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.31

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Purpose
Traditionally, the morbidity and mortality conference (M&MC) is a forum where possible medical errors are discussed. Although M&MCs can facilitate identification of opportunities for systemwide improvements, few studies have described their use for this purpose, particularly in residency training programs. This paper describes the use of M&MC case review as a quality improvement activity that teaches system-based practice and can engage residents in improving systems of care.
Methods
Internal medicine residents at a tertiary care academic medical center reviewed 347 consecutive mortalities from March 2014 to September 2017. The residents used case review worksheets to categorize and track causes of mortality, and then debriefed with a faculty member. Selected cases were then presented at a larger interdepartmental meeting and action items were implemented. Descriptive statistics and thematic analysis were used to analyze the results.
Results
The residents identified a possible diagnostic mismatch at some point from admission to death in 54.5% of cases (n= 189) and a possible need for improved management in 48.0% of cases. Three possible management failure themes were identified, including failure to plan, failure to communicate, and failure to rescue, which accounted for 21.9%, 10.7 %, and 10.1% of cases, respectively. Following these reviews, quality improvement initiatives proposed by residents led to system-based changes.
Conclusion
A resident-driven mortality review curriculum can lead to improvements in systems of care. This novel type of curriculum can be used to teach system-based practice. The recruitment of teaching faculty with expertise in quality improvement and mortality case analyses is essential for such a project.

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One health system’s morbidity and mortality conference survey: a step on the journey to organizational high reliability
Steven E. Raper, Patricia G. Sullivan, Lawrence S. Levin
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Brendin R. Beaulieu-Jones, Spencer Wilson, Daniel S. Howard, Gordana Rasic, Ben Rembetski, Erica A. Brotschi, Luise I. Pernar
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Brief Report

Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States: Brad Warren Willis, Anita Sethi Campbell, Stephen Paul Sayers, Kyle Gibson; J Educ Eval Health Prof. 2018;15:30. Published online December 25, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.30

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Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.

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Clinical reasoning competence of finnish physiotherapy students - cross-sectional study
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European Journal of Physiotherapy.2025; : 1. CrossRef
Use of a Knowledge Translation Approach to Promote Implementation of Clinical Practice Guidelines in an Experiential Learning Course Within an Entry-Level Doctor of Physical Therapy Program: A Qualitative Study
Wendy Romney, Marco Rodis, Alicia L. Spiro, Kylie E. Roberts, Mary Claire Hemmer, Judith E. Deutsch
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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
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Satisfaction level and correlation between performance and self-evaluation of physical therapy students in an objective structured clinical examination (OSCE) designed to assess clinical reasoning
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BMJ Open.2023; 13(4): e069368. CrossRef
What methods are being used to teach clinical reasoning in physical therapy education and are they effective? A systematic review of literature
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Research article

A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States: Marcus Roll, Lara Canham, Paul Salamh, Kyle Covington, Corey Simon, Chad Cook; J Educ Eval Health Prof. 2018;15:19. Published online August 17, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.19

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Abstract PDF Supplementary Material

Purpose
The primary aim of this study was to develop a survey addressing an individual’s non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs.
Methods
This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items.
Results
A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients < 0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items).
Conclusion
This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.

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An exploration of the relationship between grit, reflection-in-learning, and academic performance in entry-level doctor of physical therapy students
Elizabeth M Ardolino, Hazel Anderson, Katherine F Wilford
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Debra Lee, Tracy Burrows, Daphne James, Ross Wilkinson, Yolanda Surjan
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Change in metacognitive traits in Doctor of physical therapy students over the first year of entry-level education
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Andrea N. Bowens
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Kelly Reynolds, Maggie Horn, Karen Huhn, Steven Z. George
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Marlena Calo, Belinda Judd, Lucy Chipchase, Felicity Blackstock, Casey L Peiris
Physical Therapy.2022;[Epub] CrossRef
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Jinghua Nie, Ashrafee Hossain
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Katy Mitchell, Jennifer Ellison, Elke Schaumberg, Peggy Gleeson, Christina Bickley, Anna Naiki, Severin Travis
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Rebecca Bliss, Erin Jacobson
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Personality-oriented job analysis to identify non-cognitive factors predictive of performance in a doctor of physical therapy program in the United States
Maureen Conard, Kristin Schweizer
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Case report

Formative feedback from the first-person perspective using Google Glass in a family medicine objective structured clinical examination station in the United States: Julie Youm, Warren Wiechmann; J Educ Eval Health Prof. 2018;15:5. Published online March 7, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.5

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Abstract PDF Supplementary Material

Purpose
This case study explored the use of Google Glass in a clinical examination scenario to capture the first-person perspective of a standardized patient as a way to provide formative feedback on students’ communication and empathy skills ‘through the patient’s eyes.’
Methods
During a 3-year period between 2014 and 2017, third-year students enrolled in a family medicine clerkship participated in a Google Glass station during a summative clinical examination. At this station, standardized patients wore Google Glass to record an encounter focused on communication and empathy skills ‘through the patient’s eyes.’ Students completed an online survey using a 4-point Likert scale about their perspectives on Google Glass as a feedback tool (N= 255).
Results
We found that the students’ experiences with Google Glass ‘through the patient’s eyes’ were largely positive and that students felt the feedback provided by the Google Glass recording to be helpful. Although a third of the students felt that Google Glass was a distraction, the majority believed that the first-person perspective recordings provided an opportunity for feedback that did not exist before.
Conclusion
Continuing exploration of first-person perspective recordings using Google Glass to improve education on communication and empathy skills is warranted.

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Evaluating communication and clinical skills in objective structured clinical examination (OSCE) using a low-cost neck-mounted device, insights from a first-person perspective
Yu-Ching Liu, I-Ching Liao, Ching-Yi Wu, Chung-Han Ho, Chih-Hao Lu, Kuan-Liang Chen, Chao-An Chen
Journal of Dental Sciences.2025; 20(4): 2436. CrossRef

Research article

Efficacy of an asynchronous electronic curriculum in emergency medicine education in the United States: Alisa Wray, Kathryn Bennett, Megan Boysen-Osborn, Warren Wiechmann, Shannon Toohey; J Educ Eval Health Prof. 2017;14:29. Published online December 11, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.29

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Abstract PDF Supplementary Material

Purpose
The aim of this study was to measure the effect of an iPad-based asynchronous curriculum on emergency medicine resident performance on the in-training exam (ITE). We hypothesized that the implementation of an asynchronous curriculum (replacing 1 hour of weekly didactic time) would result in non-inferior ITE scores compared to the historical scores of residents who had participated in the traditional 5-hour weekly didactic curriculum.
Methods
The study was a retrospective, non-inferiority study. conducted at the University of California, Irvine Emergency Medicine Residency Program. We compared ITE scores from 2012 and 2013, when there were 5 weekly hours of didactic content, with scores from 2014 and 2015, when 1 hour of conference was replaced with asynchro-nous content. Examination results were compared using a non-inferiority data analysis with a 10% margin of difference.
Results
Using a non-inferiority test with a 95% confidence interval, there was no difference between the 2 groups (before and after implementation of asynchronous learning), as the confidence interval for the change of the ITE was −3.5 to 2.3 points, whereas the 10% non-inferiority margin was 7.8 points.
Conclusion
Replacing 1 hour of didactic conference with asynchronous learning showed no negative impact on resident ITE scores.

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Donna Okoli, Nicole Schnabel, Mary R. C. Haas, Sally Santen, Margaret Wolff
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Serious Video Game for Teaching Pediatric Emergency Medicine
Daniel Ichwan, Christopher Cannavino, Helen Harvey, Austin Lange, Ashish Shah
Pediatric Emergency Care.2025; 41(11): e165. CrossRef
An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics
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Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era
Ronald Rivera, Jonathan Smart, Sangeeta Sakaria, Alisa Wray, Warren Wiechmann, Megan Boysen-Osborn, Shannon Toohey
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Educational/Faculty Development Material

Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative: Lisa J. Barnes, Robin Parish; J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.4

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Abstract PDF

Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

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Bindu Balakrishnan, James Mathews, Elizabeth DeLuca-Berg, Mohan Ganesan
Journal of Innovation in Health Sciences Education.2025; 2(3): 29. CrossRef
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Marianne E. Vail, Shiyao Liu, Katherine Spaulding, Karen A. Wright, Mary L. Warner
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Omiros Iatrellis, Nicholas Samaras, Konstantinos Kokkinos, Apostolis Xenakis
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Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022
Rofayda Mansour Ahmed Mohamad, Huda Mohamed Haroun, Inshirah Mustafa Abubaker Osman
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Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
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Making a Case for Faculty Advisor–Advisee Concordant Pairs
Joyce Addo-Atuah, Heidi Fuchs, Jaclyn Tetenbaum-Novatt, Abraham M. Jeger
American Journal of Pharmaceutical Education.2023; 87(12): 100138. CrossRef
The Use of Quality Improvement in the Physical Therapy Literature: A Scoping Review
James P. Crick, Timothy J. Rethorn, Tyler A. Beauregard, Riley Summers, Zachary D. Rethorn, Catherine C. Quatman-Yates
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Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
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Brief Report

Effectiveness of pre-admission data and letters of recommendation to predict students who will need professional behavior intervention during clinical rotations in the United States: Chalee Engelhard, Rebecca Leugers, Jenna Stephan; J Educ Eval Health Prof. 2016;13:26. Published online June 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.26

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301 Download
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Abstract PDF

The study aimed at finding the value of letters of recommendation in predicting professional behavior problems in the clinical portion of a Doctor of Physical Therapy program learning cohorts from 2009-2014 in the United States. De-identified records of 137 Doctor of Physical Therapy graduates were examined by the descriptive statistics and comparison analysis. Thirty letters of recommendation were investigated based on grounded theory from 10 student applications with 5 randomly selected students of interest and 5 non-students of interest. Critical thinking, organizational skills, and judgement were statistically significant and quantitative differentiating characteristics. Qualitatively, significant characteristics of the student of interest included effective communication and cultural competency. Meanwhile, those of nonstudents of interest included conflicting personality descriptor, commitment to learning, balance, teamwork skills, potential future success, compatible learning skills, effective leadership skills, and emotional intelligence. Emerged significant characteristics did not consistently match common non-professional behavior issues encountered in clinic. Pre-admission data and letters of recommendation appear of limited value in predicting professional behavior performance in clinic.

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The Vital Role of Professionalism in Physical Medicine and Rehabilitation
Julie K. Silver, Sara Cuccurullo, Lyn D. Weiss, Christopher Visco, Mooyeon Oh-Park, Danielle Perret Karimi, Walter R. Frontera, Talya K. Fleming, Glendaliz Bosques, Saurabha Bhatnagar, Anne Felicia Ambrose, Vu Q.C. Nguyen
American Journal of Physical Medicine & Rehabilitation.2020; 99(4): 273. CrossRef

Research Articles

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States: Hon K. Yuen, Andres Azuero, Kaitlin W. Lackey, Nicole S. Brown, Sangita Shrestha; J Educ Eval Health Prof. 2016;13:22. Published online June 1, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.22

34,251 View
317 Download
3 Web of Science
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Abstract PDF

Purpose
This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

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How Does 3D Printing-Based Assistive Device Training Shapes Cognitive Flexibility and Professional Behavior in Occupational Therapy Students?
Şüheda Özkan, Ahmet Sümengen
İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi.2025; (27): 991. CrossRef
Mesleki Davranış Anketinin Türkçe Geçerlilik ve Güvenilirliği
Sinem KARS, Gökçen AKYÜREK, Gonca BUMİN
Ergoterapi ve Rehabilitasyon Dergisi.2021; 8(3): 191. CrossRef
Professional practice behaviour: Identification and validation of key indicators
Diane E MacKenzie, Brenda K Merritt, Rebecca Holstead, Gordon E Sarty
British Journal of Occupational Therapy.2020; 83(7): 432. CrossRef
Assessment of Employability Skills: A Systematic Review of the Availability and Usage of Professional Behavior Assessment Instruments
Christine A. McCallum, Leigh Murray, Michele Tilstra, Alexia Lairson
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Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level: Sean P. Riley, Kyle Covington, Michel D. Landry, Christine McCallum, Chalee Engelhard, Chad E. Cook; J Educ Eval Health Prof. 2016;13:17. Published online April 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.17

28,635 View
153 Download
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Abstract PDF

Purpose
This study aimed to compare selectivity characteristics among institution characteristics to determine differences by institutional funding source (public vs. private) or research activity level (research vs. non-research). Methods: This study included information provided by the Commission on Accreditation in Physical Therapy Education (CAPTE) and the Federation of State Boards of Physical Therapy. Data were extracted from all students who graduated in 2011 from accredited physical therapy programs in the United States. The public and private designations of the institutions were extracted directly from the classifications from the ‘CAPTE annual accreditation report,’ and high and low research activity was determined based on Carnegie classifications. The institutions were classified into four groups: public/research intensive, public/non-research intensive, private/research intensive, and private/non-research intensive. Descriptive and comparison analyses with post hoc testing were performed to determine whether there were statistically significant differences among the four groups. Results: Although there were statistically significant baseline grade point average differences among the four categorized groups, there were no significant differences in licensure pass rates or for any of the selectivity variables of interest. Conclusion: Selectivity characteristics did not differ by institutional funding source (public vs. private) or research activity level (research vs. non-research). This suggests that the concerns about reduced selectivity among physiotherapy programs, specifically the types that are experiencing the largest proliferation, appear less warranted.

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Predictors of research productivity among physical therapy programs in the United States: an observational study
David M. Rowland, Amanda A. Murphy, Hannah R. Manik, Chris Y. Lane, Deborah L. Givens, Chad E. Cook, Alessandra Narciso Garcia
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Brief Report

How many schools adopt interviews during the student admission process across the health professions in the United States of America?: Greer Glazer, Laura F. Startsman, Karen Bankston, Julia Michaels, Jennifer C. Danek, Malika Fair; J Educ Eval Health Prof. 2016;13:12. Published online February 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.12

43,396 View
205 Download
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Abstract PDF

Health profession schools use interviews during the admissions process to identify certain non-cognitive skills that are needed for success in diverse, inter-professional settings. This study aimed to assess the use of interviews during the student admissions process across health disciplines at schools in the United States of America in 2014. The type and frequency of non-cognitive skills assessed were also evaluated. Descriptive methods were used to analyze a sample of interview rubrics collected as part of a national survey on admissions in the health professions, which surveyed 228 schools of medicine, dentistry, pharmacy, nursing, and public health. Of the 228 schools, 130 used interviews. The most desirable non-cognitive skills from 34 schools were identified as follows: communication skills (30), motivation (22), readiness for the profession (17), service (12), and problem-solving (12). Ten schools reported using the multiple mini-interview format, which may indicate potential for expanding this practice. Disparities in the use of interviewing across health professions should be verified to help schools adopt interviews during student admissions processes.

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Alex Mommert, Josefin Wagner, Jana Jünger, Jürgen Westermann
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Monica Williamson Nenad
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Anthony Jerant, Mark C. Henderson, Erin Griffin, Theodore R. Hall, Carolyn J. Kelly, Ellena M. Peterson, David Wofsy, Daniel J. Tancredi, Francis J. Sousa, Peter Franks
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Richard E. Wilcox, Kenneth A. Lawson
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Research Articles

Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States: Megan Boysen-Osborn, Craig L. Anderson, Roman Navarro, Justin Yanuck, Suzanne Strom, Christopher E. McCoy, Julie Youm, Mary Frances Ypma-Wong, Mark I. Langdorf; J Educ Eval Health Prof. 2016;13:11. Published online February 18, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.11

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Abstract PDF

Purpose
It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine School of Medicine, USA. Methods: Medical students took 2010 ACLS with FC/TBL (2015), compared to 3 classes in LB (2012-14) format. There were 27.5 hours of instruction for FC/TBL model (TBL 10.5, podcasts 9, small-group simulation 8 hours), and 20 (12 lecture, simulation 8 hours) in LB. TBL covered 13 cardiac cases; LB had none. Seven simulation cases and didactic content were the same by lecture (2012-14) or podcast (2015) as was testing: 50 multiple-choice questions (MCQ), 20 rhythm matchings, and 7 fill-in clinical cases. Results: 354 students took the course (259 [73.1%] in LB in 2012-14, and 95 [26.9%] in FC/TBL in 2015). Two of 3 tests (MCQ and fill-in) improved for FC/TBL. Overall, median scores increased from 93.5% (IQR 90.6, 95.4) to 95.1% (92.8, 96.7, P=0.0001). For the fill-in test: 94.1% for LB (89.6, 97.2) to 96.6% for FC/TBL (92.4, 99.20 P=0.0001). For MC: 88% for LB (84, 92) to 90% for FC/TBL (86, 94, P=0.0002). For the rhythm test: median 100% for both formats. More students failed 1 of 3 tests with LB vs. FC/TBL (24.7% vs. 14.7%), and 2 or 3 components (8.1% vs. 3.2%, P=0.006). Conversely, 82.1% passed all 3 with FC/TBL vs. 67.2% with LB (difference 14.9%, 95% CI 4.8-24.0%). Conclusion: A FC/TBL format for ACLS marginally improved written test results.

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Psychometric properties of a novel knowledge assessment tool of mechanical ventilation for emergency medicine residents in the northeastern United States: Jeremy B. Richards, Tania D. Strout, Todd A. Seigel, Susan R. Wilcox; J Educ Eval Health Prof. 2016;13:10. Published online February 16, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.10

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Abstract PDF

Purpose
Prior descriptions of the psychometric properties of validated knowledge assessment tools designed to determine Emergency medicine (EM) residents understanding of physiologic and clinical concepts related to mechanical ventilation are lacking. In this setting, we have performed this study to describe the psychometric and performance properties of a novel knowledge assessment tool that measures EM residents’ knowledge of topics in mechanical ventilation.
Methods
Results from a multicenter, prospective, survey study involving 219 EM residents from 8 academic hospitals in northeastern United States were analyzed to quantify reliability, item difficulty, and item discrimination of each of the 9 questions included in the knowledge assessment tool for 3 weeks, beginning in January 2013.
Results
The response rate for residents completing the knowledge assessment tool was 68.6% (214 out of 312 EM residents). Reliability was assessed by both Cronbach’s alpha coefficient (0.6293) and the Spearman-Brown coefficient (0.6437). Item difficulty ranged from 0.39 to 0.96, with a mean item difficulty of 0.75 for all 9 questions. Uncorrected item discrimination values ranged from 0.111 to 0.556. Corrected item-total correlations were determined by removing the question being assessed from analysis, resulting in a range of item discrimination from 0.139 to 0.498.
Conclusion
Reliability, item difficulty and item discrimination were within satisfactory ranges in this study, demonstrating acceptable psychometric properties of this knowledge assessment tool. This assessment indicates that this knowledge assessment tool is sufficiently rigorous for use in future research studies or for assessment of EM residents for evaluative purposes.

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Brief Reports

Changing medical students’ perception of the evaluation culture: Is it possible?: Jorie M. Colbert-Getz, Steven Baumann; J Educ Eval Health Prof. 2016;13:8. Published online February 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.8

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Student feedback is a critical component of the teacher-learner cycle. However, there is not a gold standard course or clerkship evaluation form and limited research on the impact of changing the evaluation process. Results from a focus group and pre-implementation feedback survey coupled with best practices in survey design were used to improve all course/clerkship evaluation for academic year 2013-2014. In spring 2014 we asked all subjected students in University of Utah School of Medicine, United States of America to complete the same feedback survey (post-implementation survey). We assessed the evaluation climate with 3 measures on the feedback survey: overall satisfaction with the evaluation process; time students gave effort to the process; and time students used shortcuts. Scores from these measures were compared between 2013 and 2014 with Mann-Whitney U-tests. Response rates were 79% (254) for 2013 and 52% (179) for 2014. Students’ overall satisfaction score were significantly higher (more positive) post-implementation compared to pre-implementation (P<0.001). There was no change in the amount of time students gave effort to completing evaluations (P=0.981) and no change for the amount of time they used shortcuts to complete evaluations (P=0.956). We were able to change overall satisfaction with the medical school evaluation culture, but there was no change in the amount of time students gave effort to completing evaluations and times they used shortcuts to complete evaluations. To ensure accurate evaluation results we will need to focus our efforts on time needed to complete course evaluations across all four years.

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Investigating the impact of multimodal training on surgical informed consent in final year medical students: A quasi-experimental study
Ashok Ninan Oommen, Ronnie Thomas, Shyama Sasidharan, Srikanth Muraleedhar, Unnikishnan Uttumadathil Gopinathan, Rejana Rachel Joy, Yadu Krishnan Girish Babu
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Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study
Katharina Brandl, Soniya V. Rabadia, Alexander Chang, Jess Mandel
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Pre-clinical versus clinical medical students’ attitudes towards the poor in the United States: Danial Jilani, Ashley Fernandes, Nicole Borges; J Educ Eval Health Prof. 2015;12:52. Published online November 1, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.52

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This study assessed the poverty-related attitudes of pre-clinical medical students (first and second years) versus clinical medical students (third and fourth years). First through fourth year medical students voluntarily completed the Attitude Towards Poverty scale. First and second year students were classified together in the preclinical group and third and fourth year students together in the clinical group. A total of 297 students participated (67% response rate). Statistically significant differences were noted between pre-clinical and clinical students for scores on the subscales personal deficiency (P<0.001), stigma (P=0.023), and for total scores (P=0.016). Scores across these subscales and for total scores were all higher in the clinical group. The only subscale which did not show statistical significance between pre-clinical and clinical students was the structural perspective. Medical students in their clinical training have a less favorable attitude towards the poor than their preclinical counterparts.

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Research Articles

Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States: Jorie M. Colbert-Getz, Karly Pippitt, Benjamin Chan; J Educ Eval Health Prof. 2015;12:51. Published online October 31, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.51

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Abstract PDF

Purpose
The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. Methods: Ninety SJT items were developed and Kane’s validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item’s discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. Results: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. Conclusion: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants.

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The interpretation-use argument– the essential ingredient for high quality assessment design and validation
Jacqueline Raymond, David Wei Dai, Sue McAllister
Advances in Health Sciences Education.2025; 30(4): 1313. CrossRef
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Sven Kepes, Sheila K. Keener, Filip Lievens, Michael A. McDaniel
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Shalon R. Buchs, M. Jane McDaniel
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The association between Situational Judgement Test (SJT) scores and professionalism concerns in undergraduate medical education
Gurvinder S. Sahota, Jaspal S. Taggar
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Adanna Chukwuma, Uche Obi, Ifunanya Agu, Chinyere Mbachu
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Situational judgment test validity: an exploratory model of the participant response process using cognitive and think-aloud interviews
Michael D. Wolcott, Nikki G. Lobczowski, Jacqueline M. Zeeman, Jacqueline E. McLaughlin
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Computerized test versus personal interview as admission methods for graduate nursing studies: A retrospective cohort study
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Emergency medicine and internal medicine trainees’ smartphone use in clinical settings in the United States: Sonja E. Raaum, Christian Arbelaez, Carlos Eduardo Vallejo, Andres M. Patino, Jorie M. Colbert-Getz, Caroline K. Milne; J Educ Eval Health Prof. 2015;12:48. Published online October 29, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.48

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Abstract PDF

Purpose
Smartphone technology offers a multitude of applications (apps) that provide a wide range of functions for healthcare professionals. Medical trainees are early adopters of this technology, but how they use smartphones in clinical care remains unclear. Our objective was to further characterize smartphone use by medical trainees at two United States academic institutions, as well as their prior training in the clinical use of smartphones. Methods: In 2014, we surveyed 347 internal medicine and emergency medicine resident physicians at the University of Utah and Brigham and Women’s Hospital about their smartphone use and prior training experiences. Scores (0%–100%) were calculated to assess the frequency of their use of general features (email, text) and patient-specific apps, and the results were compared according to resident level and program using the Mann-Whitney U-test. Results: A total of 184 residents responded (response rate, 53.0%). The average score for using general features, 14.4/20 (72.2%) was significantly higher than the average score for using patient-specific features and apps, 14.1/44 (33.0%, P<0.001). The average scores for the use of general features, were significantly higher for year 3–4 residents, 15.0/20 (75.1%) than year 1–2 residents, 14.1/20 (70.5%, P=0.035), and for internal medicine residents, 14.9/20 (74.6%) in comparison to emergency medicine residents, 12.9/20 (64.3%, P= 0.001). The average score reflecting the use of patient-specific apps was significantly higher for year 3–4 residents, 16.1/44 (36.5%) than for year 1–2 residents, 13.7/44 (31.1%; P=0.044). Only 21.7% of respondents had received prior training in clinical smartphone use. Conclusion: Residents used smartphones for general features more frequently than for patient-specific features, but patient-specific use increased with training. Few residents have received prior training in the clinical use of smartphones.

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Gizaw Hailiye, Binyam Cheklu Tilahun, Habtamu Alganeh Guadie, Ashenafi Tazebew Amare
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Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States: Chad Cook, Chalee Engelhard, Michel D. Landry, Christine McCallum; J Educ Eval Health Prof. 2015;12:44. Published online September 23, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.44

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Abstract PDF

Purpose
This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

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Correlation of burnout syndrome with specific coping strategies, behaviors, and spiritual attitudes among interns at Yale University, New Haven, USA: Benjamin R. Doolittle, Donna M. Windish; J Educ Eval Health Prof. 2015;12:41. Published online August 1, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.41

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Abstract PDF

Purpose
This study aimed to determine the correlation of burnout syndrome with specific coping strategies, behaviors, and spiritual attitudes among interns in internal medicine, primary care, and internal medicine/pediatrics residency programs at two institutions. Methods: Intern physicians completed anonymous voluntary surveys prior to starting the internship in June 2009 and in the middle of the internship in February 2010. Three validated survey instruments were used to explore burnout, coping, and spiritual attitudes: the Maslach Burnout Inventory, the COPE Inventory, and the Hatch Spiritual Involvement and Beliefs Scale. The interns were in programs at the Yale University School of Medicine and a Yale-affiliated community hospital, New Haven, Connecticut, USA. Results: The prevalence of self-identified burnout prior to starting the internship was 1/66 (1.5%) in June 2009, increasing to 10/53 (18.9%) in February 2010 (P<0.0001). From June 2009 to February 2010, the prevalence of high emotional exhaustion increased from 30/66 (45.5%) to 45/53 (84.9%) (P<0.0001), and that of high depersonalization increased from 42/66 (63.6%) to 45/53 (84.9%) (P=0.01). Interns who employed the strategies of acceptance and active coping were less likely to experience emotional exhaustion and depersonalization (P<0.05). Perceptions of high personal accomplishment was 75.5% and was positively correlated with total scores on the Hatch Spiritual Involvement and Beliefs Scale, as well as the internal/fluid and existential/meditative domains of that instrument. Specific behaviors did not impact burnout. Conclusion: Burnout increased during the intern year. Acceptance, active coping, and spirituality were correlated with less burnout. Specific behaviors were not correlated with burnout domains.

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Brief Report

Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?: Catherine A Ulman, Stephen Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2015;12:18. Published online May 17, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.18

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Abstract PDF

This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

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Review Article

Imperfect physician assistant and physical therapist admissions processes in the United States: Phillip Eugene Jones, Susan Simpkins, Jennie Alicea Hocking; J Educ Eval Health Prof. 2014;11:11. Published online May 9, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.11

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263 Download
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Abstract PDF

We compared and contrasted physician assistant and physical therapy profession admissions processes based on the similar number of accredited programs in the United States and the co-existence of many programs in the same school of health professions, because both professions conduct similar centralized application procedures administered by the same organization. Many studies are critical of the fallibility and inadequate scientific rigor of the high-stakes nature of health professions admissions decisions, yet typical admission processes remain very similar. Cognitive variables, most notably undergraduate grade point averages, have been shown to be the best predictors of academic achievement in the health professions. The variability of non-cognitive attributes assessed and the methods used to measure them have come under increasing scrutiny in the literature. The variance in health professions students’ performance in the classroom and on certifying examinations remains unexplained, and cognitive considerations vary considerably between and among programs that describe them. One uncertainty resulting from this review is whether or not desired candidate attributes highly sought after by individual programs are more student-centered or graduate-centered. Based on the findings from the literature, we suggest that student success in the classroom versus the clinic is based on a different set of variables. Given the range of positions and general lack of reliability and validity in studies of non-cognitive admissions attributes, we think that health professions admissions processes remain imperfect works in progress.

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