Journal of Educational Evaluation for Health Professions最新文献

{"title":"No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study","authors":"Warren Wiechmann, R. A. Edwards, Cheyenne Low, A. Wray, Megan Boysen-Osborn, Shannon L. Toohey","doi":"10.3352/jeehp.2022.19.8","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.8","url":null,"abstract":"Purpose Technological advances are changing how students approach learning. The traditional note-taking methods of longhand writing have been supplemented and replaced by tablets, smartphones, and laptop note-taking. It has been theorized that writing notes by hand requires more complex cognitive processes and may lead to better retention. However, few studies have investigated the use of tablet-based note-taking, which allows the incorporation of typing, drawing, highlights, and media. We therefore sought to confirm the hypothesis that tablet-based note-taking would lead to equivalent or better recall as compared to written note-taking. Methods We allocated 68 students into longhand, laptop, or tablet note-taking groups, and they watched and took notes on a presentation on which they were assessed for factual and conceptual recall. A second short distractor video was shown, followed by a 30-minute assessment at the University of California, Irvine campus, over a single day period in August 2018. Notes were analyzed for content, supplemental drawings, and other media sources. Results No significant difference was found in the factual or conceptual recall scores for tablet, laptop, and handwritten note-taking (P=0.61). The median word count was 131.5 for tablets, 121.0 for handwriting, and 297.0 for laptops (P=0.01). The tablet group had the highest presence of drawing, highlighting, and other media/tools. Conclusion In light of conflicting research regarding the best note-taking method, our study showed that longhand note-taking is not superior to tablet or laptop note-taking. This suggests students should be encouraged to pick the note-taking method that appeals most to them. In the future, traditional note-taking may be replaced or supplemented with digital technologies that provide similar efficacy with more convenience.","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48359456","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":"Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation","authors":"J. Tomesko, Deborah Cohen, J. Bridenbaugh","doi":"10.3352/jeehp.2022.19.5","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.5","url":null,"abstract":"Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43820394","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":"Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study","authors":"Aziz Naciri,&nbsp;Mohamed Radid,&nbsp;Abderrahmane Achbani,&nbsp;Mohamed Amine Baba,&nbsp;Ahmed Kharbach,&nbsp;Ghizlane Chemsi","doi":"10.3352/jeehp.2022.19.28","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.28","url":null,"abstract":"<p><strong>Purpose: </strong>Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.</p><p><strong>Methods: </strong>An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.</p><p><strong>Results: </strong>A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning.</p><p><strong>Conclusion: </strong>This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"28"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9773103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10543552","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":"Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study","authors":"Janghee Park","doi":"10.3352/jeehp.2022.19.23","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.23","url":null,"abstract":"<p><strong>Purpose: </strong>The percent Angoff (PA) method has been recommended as a reliable method to set the cutoff score instead of a fixed cut point of 60% in the Korean Medical Licensing Examination (KMLE). The yes/no Angoff (YNA) method, which is easy for panelists to judge, can be considered as an alternative because the KMLE has many items to evaluate. This study aimed to compare the cutoff score and the reliability depending on whether the PA or the YNA standard-setting method was used in the KMLE.</p><p><strong>Methods: </strong>The materials were the open-access PA data of the KMLE. The PA data were converted to YNA data in 5 categories, in which the probabilities for a “yes” decision by panelists were 50%, 60%, 70%, 80%, and 90%. SPSS for descriptive analysis and G-string for generalizability theory were used to present the results.</p><p><strong>Results: </strong>The PA method and the YNA method counting 60% as “yes,” estimated similar cutoff scores. Those cutoff scores were deemed acceptable based on the results of the Hofstee method. The highest reliability coefficients estimated by the generalizability test were from the PA method and the YNA method, with probabilities of 70%, 80%, 60%, and 50% for deciding “yes,” in descending order. The panelist’s specialty was the main cause of the error variance. The error size was similar regardless of the standard-setting method.</p><p><strong>Conclusion: </strong>The above results showed that the PA method was more reliable than the YNA method in estimating the cutoff score of the KMLE. However, the YNA method with a 60% probability for deciding “yes” also can be used as a substitute for the PA method in estimating the cutoff score of the KMLE.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"23"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10086388/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9640533","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":"Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design","authors":"Fabian Bizama,&nbsp;Mansoor Alameri,&nbsp;Kristy Jean Demers,&nbsp;Derrick Ferguson Campbell","doi":"10.3352/jeehp.2022.19.34","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.34","url":null,"abstract":"<p><strong>Purpose: </strong>It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States.</p><p><strong>Methods: </strong>Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022.</p><p><strong>Results: </strong>Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience.</p><p><strong>Conclusion: </strong>The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"34"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9845066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9141430","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":"Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study","authors":"Boaz Shulruf,&nbsp;Gary Mayer Velan,&nbsp;Sean Edward Kennedy","doi":"10.3352/jeehp.2022.19.31","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.31","url":null,"abstract":"<p><strong>Purpose: </strong>The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.</p><p><strong>Methods: </strong>Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.</p><p><strong>Results: </strong>Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).</p><p><strong>Conclusion: </strong>The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"31"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10435329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10100017","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":"Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study","authors":"Rob Edwin Carpenter,&nbsp;Leanne Coyne,&nbsp;Dave Silberman,&nbsp;Jody Kyoto Takemoto","doi":"10.3352/jeehp.2022.19.29","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.29","url":null,"abstract":"<p><strong>Purpose: </strong>The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.</p><p><strong>Methods: </strong>Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.</p><p><strong>Results: </strong>In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.</p><p><strong>Conclusion: </strong>Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"29"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9811131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9081276","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: reflection on work from April 2019 to 2022 and appreciation to the staff and volunteers.","authors":"Yoon-Seong Lee","doi":"10.3352/jeehp.2022.19.39","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.39","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"39"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922552/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9301251","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":"Medical students’ self-assessed efficacy and satisfaction with training on endotracheal intubation and central venous catheterization with smart glasses in Taiwan: a non-equivalent control-group pre- and post-test study","authors":"Yu-Fan Lin,&nbsp;Chien-Ying Wang,&nbsp;Yen-Hsun Huang,&nbsp;Sheng-Min Lin,&nbsp;Ying-Ying Yang","doi":"10.3352/jeehp.2022.19.25","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.25","url":null,"abstract":"<p><strong>Purpose: </strong>Endotracheal intubation and central venous catheterization are essential procedures in clinical practice. Simulation-based technology such as smart glasses has been used to facilitate medical students’ training on these procedures. We investigated medical students’ self-assessed efficacy and satisfaction regarding the practice and training of these procedures with smart glasses in Taiwan.</p><p><strong>Methods: </strong>This observational study enrolled 145 medical students in the 5th and 6th years participating in clerkships at Taipei Veterans General Hospital between October 2020 and December 2021. Students were divided into the smart glasses or the control group and received training at a workshop. The primary outcomes included students’ pre- and post-intervention scores for self-assessed efficacy and satisfaction with the training tool, instructor’s teaching, and the workshop.</p><p><strong>Results: </strong>The pre-intervention scores for self-assessed efficacy of 5th- and 6th-year medical students in endotracheal intubation and central venous catheterization procedures showed no significant difference. The post-intervention score of self-assessed efficacy in the smart glasses group was better than that of the control group. Moreover, 6th-year medical students in the smart glasses group showed higher satisfaction with the training tool, instructor’s teaching, and workshop than those in the control group.</p><p><strong>Conclusion: </strong>Smart glasses served as a suitable simulation tool for endotracheal intubation and central venous catheterization procedures training in medical students. Medical students practicing with smart glasses showed improved self-assessed efficacy and higher satisfaction with training, especially for procedural steps in a space-limited field. Simulation training on procedural skills with smart glasses in 5th-year medical students may be adjusted to improve their satisfaction.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"25"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9681602/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10751040","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":"Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review","authors":"Mahbubeh Tabatabaeichehr,&nbsp;Samane Babaei,&nbsp;Mahdieh Dartomi,&nbsp;Peiman Alesheikh,&nbsp;Amir Tabatabaee,&nbsp;Hamed Mortazavi,&nbsp;Zohreh Khoshgoftar","doi":"10.3352/jeehp.2022.19.37","DOIUrl":"https://doi.org/10.3352/jeehp.2022.19.37","url":null,"abstract":"<p><strong>Purpose: </strong>This review investigated medical students’ satisfaction level with e-learning during the coronavirus disease 2019 (COVID-19) pandemic and its related factors.</p><p><strong>Methods: </strong>A comprehensive systematic search was performed of international literature databases, including Scopus, PubMed, Web of Science, and Persian databases such as Iranmedex and Scientific Information Database using keywords extracted from Medical Subject Headings such as “Distance learning,” “Distance education,” “Online learning,” “Online education,” and “COVID-19” from the earliest date to July 10, 2022. The quality of the studies included in this review was evaluated using the appraisal tool for cross-sectional studies (AXIS tool).</p><p><strong>Results: </strong>A total of 15,473 medical science students were enrolled in 24 studies. The level of satisfaction with e-learning during the COVID-19 pandemic among medical science students was 51.8%. Factors such as age, gender, clinical year, experience with e-learning before COVID-19, level of study, adaptation content of course materials, interactivity, understanding of the content, active participation of the instructor in the discussion, multimedia use in teaching sessions, adequate time dedicated to the e-learning, stress perception, and convenience had significant relationships with the satisfaction of medical students with e-learning during the COVID-19 pandemic.</p><p><strong>Conclusion: </strong>Therefore, due to the inevitability of online education and e-learning, it is suggested that educational managers and policymakers choose the best online education method for medical students by examining various studies in this field to increase their satisfaction with e-learning.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"19 ","pages":"37"},"PeriodicalIF":4.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9899548/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10713714","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}