Design, implementation, and comprehensive evaluation of the specialized teachings of health information technology students.

Abstract

Background: There is an increasing need for a comprehensive assessment method to assess the various essential skills of Health Information Technology (HIT) students. This study aims to design, implement, and evaluate a holistic assessment method for HIT students.

Materials and methods: This study was carried out in three phases. During the design phase, the expected competencies for professional roles were identified through the brainstorming sessions. In the implementation phase, the appropriate assessment method [project-based, objective structured practical evaluation (OSPE), multiple choice questions (MCQs), and real environment observation] was considered for each competency. In the assessment phase, the opinions of the stakeholders regarding the four-stage assessment were evaluated.

Results: Thirteen competencies of HIT graduates and their assessment methods were identified in three main areas: health information management, IT, and research. Students' competencies were then assessed in two consecutive years (2022 and 2023). In the second period, students' scores increased in competencies assessed as project-based, OSPE, and observation in the real environment and decreased in MCQs. The students' views on the new comprehensive assessment method were also investigated based on four criteria. The mean scores for satisfaction, usefulness, and motivation increased among the students of the second course, while the mean score for stressors decreased.

Conclusion: Despite the amount of time and energy that has gone for this method, the cost-effectiveness of the method has been recognized by the process designers. By repeating this method over the next years, students' adherence to this style will increase and, in addition to reducing stress, they will improve their performance.