Journal of Educational Evaluation for Health Professions最新文献

{"title":"Implementing low-cost 3D-printed brain coloring activities in neuroanatomy teaching for medical students in Singapore: a cross-sectional study.","authors":"Jason Wen Yau Lee, Fernando Bello, Jai Prashanth Rao","doi":"10.3352/jeehp.2026.23.5","DOIUrl":"10.3352/jeehp.2026.23.5","url":null,"abstract":"<p><strong>Purpose: </strong>Three-dimensional (3D)-printed models have been increasingly used in medical education, but most studies have focused on satisfaction or outcomes following isolated learning activities. This study aimed to explore students' perceptions of learning, engagement, usability, and learning strategies after completing a series of neuroanatomy-related coloring activities using a low-cost 3D-printed model.</p><p><strong>Methods: </strong>This cross-sectional study involved Year 1 medical students at Duke-NUS Medical School. Students participated in 3 structured coloring activities using a modular 3D-printed brain model during a neuroanatomy session. An anonymous survey was administered 1 week after the third activity to assess students' perceived learning value, engagement (behavioral, cognitive, emotional, and agentic), usability, and learning strategies using Likert-scale items and open-ended questions.</p><p><strong>Results: </strong>A total of 48 students completed the survey, and the instrument showed acceptable to high internal consistency. Students reported high perceived learning value, positive engagement across multiple domains during the coloring activity, and high usability of the model. Participation in the learning activities was associated with significantly higher behavioral and agentic engagement, perceived learning value, and greater use of learning strategies than non-participation. Overall, active manipulation and hands-on exploration were perceived as beneficial for learning.</p><p><strong>Conclusion: </strong>Low-cost 3D-printed brain models may serve as valuable learning tools to complement existing anatomy teaching approaches when paired with well-designed learning activities. Students reported positive learning experiences and high engagement during the activities. These findings highlight the importance of sound pedagogical design and curriculum integration to maximize learning.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"5"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Presidential address 2026: celebrating academic excellence and expanding computer-based testing across health professions.","authors":"Hyunjoo Pai","doi":"10.3352/jeehp.2026.23.1","DOIUrl":"10.3352/jeehp.2026.23.1","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"1"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12976626/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of reference management software with new artificial intelligence-based tools.","authors":"Jae Gyeong Jin, Seung Gyu Lee, Jea Hyeun Park, Jang Won Han, Jae Young Kim, Jungirl Seok, Jeong-Ju Yoo","doi":"10.3352/jeehp.2026.23.2","DOIUrl":"10.3352/jeehp.2026.23.2","url":null,"abstract":"<p><p>Reference management software (RMS) represents a cornerstone of modern academic writing and publishing. For decades, programs such as EndNote, Zotero, and Mendeley have played central roles in facilitating citation organization, bibliography formatting, and collaborative scholarship. Although each platform has introduced unique innovations, persistent limitations remain, particularly with respect to usability, accessibility, and accuracy. In parallel, the rise of generative artificial intelligence has introduced an unprecedented challenge: the inadvertent inclusion of fabricated or incorrect references mistakenly incorporated into manuscripts. This phenomenon has exposed a critical limitation of traditional RMS platforms, namely their inability to verify reference authenticity. Against this backdrop, new solutions have emerged. One such example is CiteWell (https://citewell.org/), an artificial intelligence (AI)-era RMS that introduces several notable innovations, including PubMed-integrated verification, an intuitive interface for new users, customizable journal-specific styles, and multilingual accessibility. This review provides a comprehensive historical overview of RMS, evaluates the strengths and weaknesses of major platforms, and positions emerging AI-based tools as a new paradigm that combines traditional reference management with essential safeguards for contemporary academic challenges.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"2"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12976740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145999443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of artificial intelligence in the 2025 medical parasitology course at Hallym University.","authors":"Eun Hee Ha","doi":"10.3352/jeehp.2026.23.4","DOIUrl":"10.3352/jeehp.2026.23.4","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"4"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12976625/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146158799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for remediating clinical reasoning skill deficits in underperforming residents: a scoping review.","authors":"Jovian Philip Swatan, Fithriyah Cholifatul Ummah, Cecilia Felicia Chandra, Nooreen Adnan","doi":"10.3352/jeehp.2026.23.3","DOIUrl":"10.3352/jeehp.2026.23.3","url":null,"abstract":"<p><p>Clinical reasoning is a core competency in medical practice; however, deficits in this domain among residents are often difficult to identify and remediate because of its cognitive complexity and the absence of standardized assessment approaches. This scoping review aimed to map and analyze existing evidence on strategies to remediate clinical reasoning skill deficits in underperforming medical residents. Using the Arksey and O'Malley framework as refined by Levac and his colleagues, and reported in accordance with PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, we systematically searched PubMed, Scopus, MEDLINE, Web of Science, SpringerLink, ProQuest, and EBSCOhost for studies published between 2000 and 2024. Definitions of clinical reasoning, underperformance, and remediation were adopted from prior literature. Twenty studies met the inclusion criteria, comprising original research and literature reviews in multiple medical specialties. Methods for identifying clinical reasoning deficits included written, oral, and performance-based assessments, as well as routine workplace-based evaluations. Remediation strategies ranged from structured institutional programs to individualized, case-specific interventions, with coaching, deliberate practice, guided reflection, and structured thinking frameworks frequently employed. Two studies reported positive outcomes following completion of remediation for clinical reasoning deficits. Key enablers included psychological safety, learner engagement, and accessible faculty support, whereas barriers included learner resistance, inadequate baseline knowledge, faculty skill limitations, and institutional resource constraints. Effective remediation requires early identification, comprehensive diagnostic assessment, and tailored, coaching-based interventions supported by institutional commitment. Nonetheless, substantial variability in definitions, remediation protocols, and evaluation methods highlights the need for greater standardization and further research across diverse contexts to inform evidence-based frameworks for clinical reasoning remediation.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"3"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13039651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146158767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personality type profiles of medical students and their differences by gender, age, and academic level in Korea: a cross-sectional study.","authors":"Yera Hur, Sanghee Yeo","doi":"10.3352/jeehp.2026.23.7","DOIUrl":"https://doi.org/10.3352/jeehp.2026.23.7","url":null,"abstract":"<p><strong>Purpose: </strong>Understanding the psychological characteristics of contemporary medical students is essential for effective educational design and learner support. This study aimed to identify medical students' personality types using a geometric personality assessment tool (GEOPIA), determine whether differences exist by gender, age, or academic level, and explore the practical utility of such profiling for supporting educational practices in medical school settings.</p><p><strong>Methods: </strong>The 40-item Korean Geometric Psychological Assessment (GEOPIA) was administered to 1,173 students across 5 Korean medical schools. GEOPIA classifies individuals into 4 primary types-Round (sociable, relationship-oriented), Triangle (task-oriented, challenging), Box (prudent, stability-seeking), and Curve (creative, sensitive). Frequency analyses and χ2 tests were conducted. Of the 1,016 respondents (response rate, 86.61%), 981 were included in the final analysis.</p><p><strong>Results: </strong>The most common primary type was Round (40.3%), followed by Box (31.7%), Triangle (15.2%), and Curve (12.8%). Across the 12 combined profiles, Round-Box (21.9%) was the most prevalent, followed by Box-Round (19.0%) and Round-Triangle (9.7%). No significant differences were observed by gender (χ2=6.360, P=0.095, Cramer's V=0.082), age (χ2=8.314, P=0.091, Cramer's V=0.065), or academic level (χ2=18.044, P=0.260, Cramer's V=0.078).</p><p><strong>Conclusion: </strong>GEOPIA may provide a practical tool for identifying learner characteristics and supporting educational decision-making in medical school settings. In instructional design, personality-type data can inform group formation, activity planning, and assignment structure. In student support, the tool offers instructors and advisors a quick way to understand learners' characteristics, which may help guide individualized counseling and promote effective learning experiences.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"7"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual reality simulation with eye-tracking feedback versus mannequin-based training for situational awareness in trauma management under simulated emergency department interruptions in Iran: a pilot randomized controlled trial.","authors":"Navaz Emadi, Rita Mojtahedzadeh, Seyyed Farshad Allameh, Kamal Basiri, Aeen Mohammadi","doi":"10.3352/jeehp.2026.23.8","DOIUrl":"https://doi.org/10.3352/jeehp.2026.23.8","url":null,"abstract":"<p><strong>Purpose: </strong>To primarily examine the feasibility of implementing eye-tracking-based feedback within a virtual reality (VR) trauma simulation with realistically simulated emergency department interruptions, and to explore preliminary changes in situational awareness (SA) (primary outcome), Advanced Trauma Life Support (ATLS) performance, and trauma-management errors (exploratory outcomes) compared with conventional mannequin-based simulation.</p><p><strong>Methods: </strong>In this pilot randomized pretest-posttest study, 35 medical interns were assigned to VR training with eye-tracking heatmap feedback (n=17) or mannequin-based training with instructor verbal feedback (n=18). SA (modified Situation Awareness Global Assessment Technique), ATLS checklist performance, and trauma-management error scores were measured before and after the intervention. Within-group changes were tested with the Wilcoxon signed-rank test, and between-group differences were compared using the Mann-Whitney U test on change scores (Δ=post-pre), with effect sizes reported as r.</p><p><strong>Results: </strong>Baseline pretest performance did not differ significantly between the groups. Both groups improved in SA and ATLS performance (all P<0.001) and reduced error scores (VR: P=0.004; mannequin: P<0.001). In exploratory between-group comparisons, the VR group showed numerically greater improvements in SA (mean change 6.59 vs. 3.11; P=0.006, r=0.46), ATLS performance (22.12 vs. 8.22; P=0.003, r=0.48), and error reduction (-9.36 vs. -3.61; P=0.005, r=0.47). Given the pilot design, these differences should be interpreted as preliminary signals.</p><p><strong>Conclusion: </strong>In this pilot study, both training modalities were associated with improved SA and ATLS performance and with fewer errors, with point estimates favoring the VR condition. These preliminary signals suggest that VR with eye-tracking feedback may be a promising option for trauma training in interruption-rich, emergency department-like settings and warrants further evaluation in larger studies.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"8"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Socioeconomic and economic factors affecting access and progression in medical schools: a systematic review and meta-analysis.","authors":"Arash Arianpoor, Alexia Pena, Annette Mercer, Jennifer Cox, Dimitra Lekkas, Francis Ruel Geronimo, Heidi Waldron, John Randal, Marcus Dabner, Marita Lynagh, Nalini Pather, Nicole Shepherd, Nigel Robb, Rose Berdin, Tim Wilkinson, Wendy Hu, Boaz Shulruf, Pin-Hsiang Huang","doi":"10.3352/jeehp.2026.23.6","DOIUrl":"https://doi.org/10.3352/jeehp.2026.23.6","url":null,"abstract":"<p><strong>Purpose: </strong>Socioeconomic disadvantage remains a major determinant of equitable access to, and progression within, medical education. This systematic review and meta-analysis examines both the impact and the magnitude of financial and economic disadvantage on student selection and progression in medical school.</p><p><strong>Methods: </strong>Studies were included if they reported associations between socioeconomic indicators (e.g., parental income, occupation, education, geographic deprivation, or premedical debt) and selection or progression outcomes, and were excluded if they lacked clearly defined economic predictors or sufficient data for binary effect sizes. Searches were conducted across PubMed, Scopus, ERIC, Embase, ProQuest, and EBSCO (2005-2025). Study selection employed an active machine-learning screening process. Extracted data included sample characteristics, socioeconomic measures, and outcome types, with risk of bias assessed using the Risk of Bias Instrument. Random-effects meta-analysis was conducted where appropriate.</p><p><strong>Results: </strong>Thirty-two studies of medical programs were included, yielding 28 effect sizes for selection and 9 for progression. Household economic and educational disadvantage, identified through parental indices, was consistently associated with reduced odds of admission (odds ratio [OR], 0.6; 95% confidence interval [CI], 0.55-0.65) and poorer progression (OR, 0.56; 95% CI, 0.53-0.59). Geographic deprivation also exerted a negative effect, particularly on selection (OR, 0.69; 95% CI, 0.5-0.93).</p><p><strong>Conclusion: </strong>Socioeconomic disadvantage exerts a pervasive influence across the medical education continuum. Addressing these inequities requires sustained financial, academic, and psychosocial support both before and during their studies. Students' economic circumstances should therefore be considered in medical school selection policy and curriculum development to further enhance equity within medical schools and the profession.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"6"},"PeriodicalIF":3.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accuracy of ChatGPT in answering cardiology board-style questions.","authors":"Albert Andrew","doi":"10.3352/jeehp.2025.22.9","DOIUrl":"10.3352/jeehp.2025.22.9","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"22 ","pages":"9"},"PeriodicalIF":9.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12042102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of artificial intelligence-driven simulation on the development of non-technical skills in medical education: a systematic review.","authors":"Sana Loubbairi, Yasmine El Moussaoui, Laila Lahlou, Imad Chakri, Hicham Nassik","doi":"10.3352/jeehp.2025.22.37","DOIUrl":"https://doi.org/10.3352/jeehp.2025.22.37","url":null,"abstract":"<p><strong>Purpose: </strong>Artificial intelligence (AI)-driven simulation is an emerging approach in healthcare education that enhances learning effectiveness. This review examined its impact on the development of non-technical skills among medical learners.</p><p><strong>Methods: </strong>Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was conducted using the following databases: Web of Science, ScienceDirect, Scopus, and PubMed. The quality of the included studies was assessed using the Mixed.</p><p><strong>Methods: </strong>Appraisal Tool. The protocol was previously registered in PROSPERO (CRD420251038024).</p><p><strong>Results: </strong>Of the 1,442 studies identified in the initial search, 20 met the inclusion criteria, involving 2,535 participants. The simulators varied considerably, ranging from platforms built on symbolic AI methods to social robots powered by computational AI. Among the 15 AI-driven simulators, 10 used ChatGPT or its variants as virtual patients. Several studies evaluated multiple non-technical skills simultaneously. Communication and clinical reasoning were the most frequently assessed skills, appearing in 12 and 6 studies, respectively, which generally reported positive outcomes. Improvements were also noted in decision-making, empathy, self-confidence, critical thinking, and problem-solving. In contrast, emotional regulation, assessed in a single study, showed no significant difference. Notably, none of the studies examined reflection, reflective practice, teamwork, or leadership.</p><p><strong>Conclusion: </strong>AI-driven simulation shows substantial potential for enhancing non-technical skills in medical education, particularly communication and clinical reasoning. However, its effects on several other non-technical skills remain unclear. Given heterogeneity in study designs and outcome measures, these findings should be interpreted cautiously. These considerations highlight the need for further research to support integrating this innovative approach into medical curricula.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"22 ","pages":"37"},"PeriodicalIF":3.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}