Journal of Educational Evaluation for Health Professions最新文献

{"title":"Measurement properties of instruments assessing the clinical learning environment in health professions education: a COSMIN-based systematic review.","authors":"Matthias Michael Walter, Alexander P Schurz, Nele Adriaenssens, Evert Zinzen, Slavko Rogan","doi":"10.3352/jeehp.2026.23.14","DOIUrl":"10.3352/jeehp.2026.23.14","url":null,"abstract":"<p><strong>Purpose: </strong>The clinical learning environment (CLE) is a crucial component of health professions education, providing the foundation for developing profession-specific clinical skills. This systematic review aimed to identify evaluated assessment tools for the CLE in health professions education and to report their measurement properties.</p><p><strong>Methods: </strong>This systematic review was preregistered (IDESR000098), and its protocol was published previously. Eligible studies were peer-reviewed articles in English that developed and validated tools for assessing the CLE among undergraduate health professions students and followed the COSMIN guidelines for systematic reviews of patient-reported outcome measures. Multiple electronic databases, including MEDLINE, the Cochrane Library, ERIC, Education Research Complete, and CINAHL, were searched; studies were independently screened, and data were extracted. Data were synthesized using best-evidence synthesis according to COSMIN guidelines.</p><p><strong>Results: </strong>Of the 6,236 articles included in title and abstract screening, 55 were eligible for full-text screening. A supplementary search identified 13 additional articles, resulting in 40 included articles. Overall, 28 tools were identified, with 4 tools (PET, PET-Midwifery, DECLEI, and MidSTEP) demonstrating sufficient content validity. Only MidSTEP demonstrated sufficient structural validity.</p><p><strong>Conclusion: </strong>Only a minority of the included tools provided sufficient evidence of content and structural validity according to the COSMIN criteria. This finding indicates a systemic need for higher standards in monitoring clinical placements and identifies tools that should be re-evaluated and supported by additional research. Limitations include the exclusion of EMBASE and gray literature and the reliance on studies that predominantly used psychometric-first rather than content-validity-first designs.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"14"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13472927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220175","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":"Validity evaluation of a mock examination including multimedia-assisted items for the Korean Nursing Licensing Examination: a mixed-methods study with a counterbalanced design.","authors":"Sujin Shin, Inyoung Lee, Heejeong Kim, Rhayun Song, Jun-Ah Song, Hyun Sook Yi, Janghee Park, Mi Kyoung Yim, Minjae Lee, Subin Yu","doi":"10.3352/jeehp.2026.23.21","DOIUrl":"10.3352/jeehp.2026.23.21","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to evaluate the validity of multimedia-assisted items (MAIs) in a mock examination by examining their psychometric properties and nursing students' perceptions.</p><p><strong>Methods: </strong>This methodological study used a within-group counterbalanced design in which fourth-year nursing students in South Korea completed an online mock examination consisting of paired text-based items and MAIs. Psychometric properties were examined using classical test theory and item response theory, and learner perceptions and response processes were explored through post-examination surveys and focus group interviews.</p><p><strong>Results: </strong>Among 515 participants, MAIs demonstrated overall difficulty and discrimination comparable to those of text-based items in both classical test theory and item response theory analyses, with similar test characteristic curves across counterbalanced groups, supporting measurement equivalence across item formats. Post-test surveys indicated that participants perceived MAIs as realistic reflections of clinical practice and as more helpful for problem solving and ability assessment than text-based items. Qualitative findings from focus group interviews (n=15) further supported the educational value of MAIs for assessing clinical judgment while emphasizing the need for appropriate multimedia use. An order effect was also observed: presenting MAIs first led to higher item response theory discrimination parameters in subsequent text-based items (P=0.020).</p><p><strong>Conclusion: </strong>MAIs demonstrated psychometric properties comparable to those of text-based items and were positively perceived as valid tools for assessing clinical judgment and practical competence. These findings support the feasibility of incorporating multimedia-based assessment into the Korean Nursing Licensing Examination as part of a rigorous computer-based testing framework.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"21"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13575734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148537127","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":"Implementing patient- and family-centered rounds training with direct-observation assessment for medical students in the United States: a prospective feasibility study.","authors":"Emily Xiao, Erin Chen, Amit Pahwa","doi":"10.3352/jeehp.2026.23.18","DOIUrl":"10.3352/jeehp.2026.23.18","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluated the implementation of a patient- and family-centered rounds (PFCR) educational intervention and a standardized assessment form developed to assess changes in medical students' PFCR performance over time.</p><p><strong>Methods: </strong>From October 2023 to October 2024, medical students at Johns Hopkins School of Medicine attended a 1-hour PFCR simulation workshop during the Core Clerkship in Pediatrics. Students rotating at the main campus were assessed during rounds with a formative standardized form; all students received summative oral presentation and family rapport scores regardless of site. Performance was compared between students rotating in the first half (H1) and second half (H2) of the clerkship using Wilcoxon rank-sum tests with Holm correction for multiple comparisons. Linear mixed-effects models with student-level random intercepts were used to estimate changes across serial assessments.</p><p><strong>Results: </strong>Among the 74 students rotating at the main campus, assessment forms were completed for 61% of students, with a median of 3 completed forms per student. H1 and H2 students had similar scores on both the formative assessment form and summative evaluations. Both groups improved significantly in inviting patient and family concerns across serial assessments. Summative scores did not differ between students evaluated before and after the educational intervention or between students at the main campus and those at community hospitals.</p><p><strong>Conclusion: </strong>A structured PFCR educational session paired with a standardized assessment form was feasible to implement in a pediatric clerkship. Observed student-level median scores were at or above \"meets expectations\" across 6 PFCR domains, and no significant performance decline was observed among students rotating later in the clerkship. Further controlled studies are needed to determine whether this intervention improves PFCR skills compared with usual training.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"18"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13473693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273301","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 the learner role in healthcare simulation-based education on learning outcomes: a systematic review.","authors":"Abdelkader Amechghal, Aziz Naciri, Kamal Takhdat, Sana Loubbairi, Adil Mellouki, Laila Lahlou, Hicham Nassik","doi":"10.3352/jeehp.2026.23.24","DOIUrl":"10.3352/jeehp.2026.23.24","url":null,"abstract":"<p><strong>Purpose: </strong>This review examined the impact of learner role-active participant versus observer-on learning outcomes in healthcare simulation-based education using Kirkpatrick's evaluation model.</p><p><strong>Methods: </strong>Five databases-PubMed, Scopus, Web of Science, ScienceDirect, and EBSCOhost-were searched for studies published from January 2018 to November 2024. Eligibility criteria, defined using the PICOS framework, targeted studies comparing learning outcomes between active participant and observer roles among health professions students and practitioners. Methodological quality was appraised using the Medical Education Research Study Quality Instrument, and findings were synthesized narratively. This review was registered in PROSPERO under registration number CRD42024611988.</p><p><strong>Results: </strong>Of 648 records, 15 studies involving 1,799 participants met the inclusion criteria; role allocation was specifically reported for 644 active participants and 709 observers. Most studies were conducted in high-income countries (13/15) and nursing programs (11/15). At Kirkpatrick Level 1, most studies reported no statistically significant between-role differences, although an active participant advantage emerged for emotional arousal. At Level 2, knowledge, skills, and most attitudinal outcomes did not differ significantly between roles; active participant advantages were observed for technical skills at delayed follow-up, affective competencies in palliative care, and perceived learning transfer. No study assessed Levels 3 or 4.</p><p><strong>Conclusion: </strong>Most studies found no significant differences between observer and active participant roles at Kirkpatrick Levels 1 and 2. Generalizability across all health professions and settings is limited. Pedagogically appropriate use of the observer role supports learning outcomes and may expand access to simulation-based education.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"24"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13616528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148701753","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":"Development and initial validation of a brief 2-item measure of belonging among student physical therapists in the United States: a psychometric validation study.","authors":"Robyn Redline, Ashanti Jones, Thomas Gus Almonroeder","doi":"10.3352/jeehp.2026.23.11","DOIUrl":"10.3352/jeehp.2026.23.11","url":null,"abstract":"<p><strong>Purpose: </strong>The objectives of this study were to develop a 2-item abbreviated version of the Program Sense of Belonging questionnaire (ProSBq) and to evaluate its ability to identify student physical therapists with relatively low valued competence and social acceptance.</p><p><strong>Methods: </strong>A cross-sectional study was conducted using survey data from 634 students enrolled in physical therapist education programs across the United States. The 10-item ProSBq was used to assess 2 dimensions of belonging: valued competence and social acceptance. Principal component analysis was performed to identify representative items for each subscale, with 1 item selected per subscale. Pearson product-moment correlations were used to examine relationships between the single items and their corresponding subscale scores. Classification performance was evaluated by assessing how accurately the single-item responses classified students reporting a relatively low sense of valued competence and social acceptance, based on their full ProSBq subscale scores. Multiple single-item response thresholds were examined to assess classification accuracy.</p><p><strong>Results: </strong>The single items demonstrated strong relationships with their corresponding subscale scores (r=0.63-0.80, with part-whole correction). For valued competence, sensitivity increased from 53.6% to 92.9%, whereas specificity decreased from 96.3% to 73.5% when a more inclusive threshold was used. A similar sensitivity-specificity tradeoff was observed for social acceptance. Receiver operating characteristic curve analyses demonstrated excellent discrimination (area under the curve ≥0.90).</p><p><strong>Conclusion: </strong>Single ProSBq items demonstrated strong relationships with full valued competence and social acceptance subscale scores and acceptable classification performance. The abbreviated 2-item ProSBq may provide a practical and efficient method for identifying students experiencing low valued competence or social acceptance.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"11"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13276327/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148043994","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":"Name-based instructor-student interaction in medical teaching: development and psychometric evaluation of a pilot questionnaire.","authors":"Liam Philipp Weber, Philipp Huber, Julius Wiemschulte","doi":"10.3352/jeehp.2026.23.26","DOIUrl":"10.3352/jeehp.2026.23.26","url":null,"abstract":"<p><strong>Purpose: </strong>When instructors address students by name, this may be associated with students' engagement and sense of inclusion in higher education. However, name-based instructor-student interaction has rarely been conceptualized as a multidimensional construct, and no psychometrically evaluated instrument is available for medical education. This study developed and psychometrically evaluated a pilot questionnaire assessing students' perceived experiences of being addressed by name in medical teaching contexts.</p><p><strong>Methods: </strong>Questionnaire development followed a multistep exploratory approach that included qualitative input, iterative item refinement, and expert content review. An initial pool of 59 items was administered to medical students (n=270) from semesters 2-10 at a German medical faculty. Factor structure was examined using exploratory factor analysis based on Pearson correlations, oblique rotation, and predefined item-reduction criteria. Internal consistency was assessed using McDonald's ω and Cronbach's α, discriminant validity using the heterotrait-monotrait ratio, and generalized partial credit models were estimated separately for each factor.</p><p><strong>Results: </strong>Exploratory factor analysis yielded a parsimonious 3-factor solution comprising 15 items: cognitive activation, appreciation & social belonging, and social evaluative anxiety. The final model showed good fit, and all factors demonstrated strong internal consistency (ω=0.84-0.88), good measurement precision (expected a posteriori reliability=0.83-0.88), adequate discriminant validity (heterotrait-monotrait ratio <0.85), and acceptable item fit.</p><p><strong>Conclusion: </strong>The pilot questionnaire captures 3 distinct dimensions of name-based instructor-student interaction and provides promising initial psychometric evidence for medical education research. It may support confirmatory validation and further study of relational teaching practices.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"26"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148724499","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":"Presidential inaugural address 2026: expanding computer-based testing, strengthening clinical competency assessment, and adopting artificial intelligence with caution in health professions licensing examinations in Korea.","authors":"Jong Han Leem","doi":"10.3352/jeehp.2026.23.30","DOIUrl":"10.3352/jeehp.2026.23.30","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"30"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13638269/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148920383","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":"Development and psychometric validation of the Thai AI Literacy Scale for Nursing Students in Thailand: a cross-sectional observational study.","authors":"Wannaporn Jongchidklang, Supalak Phonphithak, Porntep Amornritvanich","doi":"10.3352/jeehp.2026.23.22","DOIUrl":"10.3352/jeehp.2026.23.22","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to develop and validate the Thai AI Literacy Scale for Nursing Students (TAILS-NS).</p><p><strong>Methods: </strong>A cross-sectional study was conducted across multiple nursing institutions in Thailand from March to May 2026 to address the absence of a validated artificial intelligence (AI) literacy instrument for nursing students in Thai or Southeast Asian contexts. A total of 410 nursing students participated, yielding a response rate of 94.5%. The TAILS-NS was developed through item generation, expert content-validity assessment using the item-objective congruence index, and a 2-phase pilot study, resulting in a 40-item instrument comprising a 15-item knowledge test and 25 Likert-scale items across 6 domains. Exploratory factor analysis using maximum likelihood estimation and confirmatory factor analysis using the weighted least squares mean and variance-adjusted estimator, as well as internal consistency, convergent validity, and discriminant validity, were assessed. An independent validation sample (n=157) was recruited for cross-validation confirmatory factor analysis. Raw data are available as a supplement.</p><p><strong>Results: </strong>Exploratory factor analysis supported a 6-factor structure: AI awareness, skills, ethics and professionalism, positive attitude, AI anxiety, and readiness. Confirmatory factor analysis showed acceptable model fit, although the root mean square error of approximation (RMSEA) indicated marginal fit (comparative fit index [CFI]=0.919, Tucker-Lewis index [TLI]=0.906, RMSEA=0.090). Reliability of the knowledge subscale was acceptable (Kuder-Richardson Formula 20=0.758). Internal consistency was excellent (α=0.810-0.934; total α=0.974; ω=0.989). Average variance extracted exceeded 0.50 for all factors, supporting convergent validity. Most heterotrait-monotrait ratios were below 0.90, supporting discriminant validity. Cross-validation confirmed factorial replicability (CFI=0.917, TLI=0.904).</p><p><strong>Conclusion: </strong>The TAILS-NS provides evidence of validity and reliability for measuring AI literacy among Thai nursing students and may serve as a standardized tool for curriculum evaluation. Future studies should expand the AI anxiety subscale and explore cross-cultural applicability in Southeast Asian nursing contexts.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"22"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148670847","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":"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":5.5,"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":"Development and content validation of updated job competencies for Korean occupational therapists: a modified Delphi and focus group consensus study.","authors":"Byoung Gin Jeon, Seong-Youl Choi, Su-Yeon Park, Han-Som Kim, Jung-Jin Cha, Eun-Young Yoo, Hee-Jung Kim, Young-Geun Kim, Jeong-Sil Choi","doi":"10.3352/jeehp.2026.23.16","DOIUrl":"10.3352/jeehp.2026.23.16","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to analyze recent trends in occupational therapy, derive updated job competencies for Korean occupational therapists that reflect recent clinical changes, and confirm their validity.</p><p><strong>Methods: </strong>This 5-month expert consensus study, conducted from April to August 2024, used a 3-round online Delphi survey with 20 occupational therapy experts, followed by a focus group meeting with 10 experts, to refine and validate updated job competencies. Considering recent trends in occupational therapy, we adapted the U.S. National Board for Certification in Occupational Therapy practice analysis framework to the Korean context and collected expert feedback.</p><p><strong>Results: </strong>The Delphi panel identified several competency items that required contextualization within the Korean legal scope of practice, particularly items related to physical agent modalities. After the concluding focus group discussion, the superficial thermal agents item (D3-T1-K4) was excluded, and the electrotherapeutic modality item for swallowing disorders (D3-T1-K5) was revised; the remaining competencies were finalized.</p><p><strong>Conclusion: </strong>Updated job competencies for new occupational therapists were derived across 4 domains, 16 tasks, and 62 knowledge items. These competencies may support greater flexibility in international research and strengthen responses to the expansion of occupational therapists' scope of practice in community settings. Therefore, the findings of this study are expected to be actively used in research, education, and practice.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"23 ","pages":"16"},"PeriodicalIF":5.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13472926/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260028","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}