Journal of Educational Evaluation for Health Professions最新文献

{"title":"Journal of Educational Evaluation for Health Professions received the top-ranking Journal Impact Factor—9.3—in the category of Education, Scientific Disciplines in the 2023 Journal Citation Ranking by Clarivate","authors":"Sun Huh","doi":"10.3352/jeehp.2024.21.16","DOIUrl":"10.3352/jeehp.2024.21.16","url":null,"abstract":"","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11255473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444115","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 6 degrees of curriculum integration in medical education in the United States","authors":"Julie Youm, Jennifer Christner, Kevin Hittle, Paul Ko, Cinda Stone, Angela D Blood, Samara Ginzburg","doi":"10.3352/jeehp.2024.21.15","DOIUrl":"10.3352/jeehp.2024.21.15","url":null,"abstract":"<p><p>Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11261157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318490","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":"Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.","authors":"Min-Kyeong Kim, Hae Won Kim","doi":"10.3352/jeehp.2024.21.20","DOIUrl":"10.3352/jeehp.2024.21.20","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading.</p><p><strong>Methods: </strong>The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation.</p><p><strong>Results: </strong>The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance.</p><p><strong>Conclusion: </strong>Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142000930","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":"Immersive simulation in nursing and midwifery education: a systematic review.","authors":"Lahoucine Ben Yahya, Aziz Naciri, Mohamed Radid, Ghizlane Chemsi","doi":"10.3352/jeehp.2024.21.19","DOIUrl":"10.3352/jeehp.2024.21.19","url":null,"abstract":"<p><strong>Purpose: </strong>Immersive simulation is an innovative training approach in health education that enhances student learning. This study examined its impact on engagement, motivation, and academic performance in nursing and midwifery students.</p><p><strong>Methods: </strong>A comprehensive systematic search was meticulously conducted in 4 reputable databases—Scopus, PubMed, Web of Science, and Science Direct—following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The research protocol was pre-registered in the PROSPERO registry, ensuring transparency and rigor. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument.</p><p><strong>Results: </strong>Out of 90 identified studies, 11 were included in the present review, involving 1,090 participants. Four out of 5 studies observed high post-test engagement scores in the intervention groups. Additionally, 5 out of 6 studies that evaluated motivation found higher post-test motivational scores in the intervention groups than in control groups using traditional approaches. Furthermore, among the 8 out of 11 studies that evaluated academic performance during immersive simulation training, 5 reported significant differences (P<0.001) in favor of the students in the intervention groups.</p><p><strong>Conclusion: </strong>Immersive simulation, as demonstrated by this study, has a significant potential to enhance student engagement, motivation, and academic performance, surpassing traditional teaching methods. This potential underscores the urgent need for future research in various contexts to better integrate this innovative educational approach into nursing and midwifery education curricula, inspiring hope for improved teaching methods.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903198","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":"Revised evaluation objectives of the Korean Dentist Clinical Skill Test: a survey study and focus group interviews","authors":"Jae-Hoon Kim, Young J Kim, Deuk-Sang Ma, Se-Hee Park, Ahran Pae, June-Sung Shim, Il-Hyung Yang, Ui-Won Jung, Byung-Joon Choi, Yang-Hyun Chun","doi":"10.3352/jeehp.2024.21.11","DOIUrl":"10.3352/jeehp.2024.21.11","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to propose a revision of the evaluation objectives of the Korean Dentist Clinical Skill Test by analyzing the opinions of those involved in the examination after a review of those objectives.</p><p><strong>Methods: </strong>The clinical skill test objectives were reviewed based on the national-level dental practitioner competencies, dental school educational competencies, and the third dental practitioner job analysis. Current and former examinees were surveyed about their perceptions of the evaluation objectives. The validity of 22 evaluation objectives and overlapping perceptions based on area of specialty were surveyed on a 5-point Likert scale by professors who participated in the clinical skill test and dental school faculty members. Additionally, focus group interviews were conducted with experts on the examination.</p><p><strong>Results: </strong>It was necessary to consider including competency assessments for “emergency rescue skills” and “planning and performing prosthetic treatment.” There were no significant differences between current and former examinees in their perceptions of the clinical skill test’s objectives. The professors who participated in the examination and dental school faculty members recognized that most of the objectives were valid. However, some responses stated that “oromaxillofacial cranial nerve examination,” “temporomandibular disorder palpation test,” and “space management for primary and mixed dentition” were unfeasible evaluation objectives and overlapped with dental specialty areas.</p><p><strong>Conclusion: </strong>When revising the Korean Dentist Clinical Skill Test’s objectives, it is advisable to consider incorporating competency assessments related to “emergency rescue skills” and “planning and performing prosthetic treatment.”</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11219220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141176415","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":"GPT-4o’s competency in answering the simulated written European Board of Interventional Radiology exam compared to a medical student and experts in Germany and its ability to generate exam items on interventional radiology: a descriptive study.","authors":"Sebastian Ebel, Constantin Ehrengut, Timm Denecke, Holger Gößmann, Anne Bettina Beeskow","doi":"10.3352/jeehp.2024.21.21","DOIUrl":"10.3352/jeehp.2024.21.21","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to determine whether ChatGPT-4o, a generative artificial intelligence (AI) platform, was able to pass a simulated written European Board of Interventional Radiology (EBIR) exam and whether GPT-4o can be used to train medical students and interventional radiologists of different levels of expertise by generating exam items on interventional radiology.</p><p><strong>Methods: </strong>GPT-4o was asked to answer 370 simulated exam items of the Cardiovascular and Interventional Radiology Society of Europe (CIRSE) for EBIR preparation (CIRSE Prep). Subsequently, GPT-4o was requested to generate exam items on interventional radiology topics at levels of difficulty suitable for medical students and the EBIR exam. Those generated items were answered by 4 participants, including a medical student, a resident, a consultant, and an EBIR holder. The correctly answered items were counted. One investigator checked the answers and items generated by GPT-4o for correctness and relevance. This work was done from April to July 2024.</p><p><strong>Results: </strong>GPT-4o correctly answered 248 of the 370 CIRSE Prep items (67.0%). For 50 CIRSE Prep items, the medical student answered 46.0%, the resident 42.0%, the consultant 50.0%, and the EBIR holder 74.0% correctly. All participants answered 82.0% to 92.0% of the 50 GPT-4o generated items at the student level correctly. For the 50 GPT-4o items at the EBIR level, the medical student answered 32.0%, the resident 44.0%, the consultant 48.0%, and the EBIR holder 66.0% correctly. All participants could pass the GPT-4o-generated items for the student level; while the EBIR holder could pass the GPT-4o-generated items for the EBIR level. Two items (0.3%) out of 150 generated by the GPT-4o were assessed as implausible.</p><p><strong>Conclusion: </strong>GPT-4o could pass the simulated written EBIR exam and create exam items of varying difficulty to train medical students and interventional radiologists.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005513","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":"Reliability of a workplace-based assessment for the United States general surgical trainees’ intraoperative performance using multivariate generalizability theory: a psychometric study","authors":"Ting Sun, Stella Yun Kim, Brigitte Kristin Smith, Yoon Soo Park","doi":"10.3352/jeehp.2024.21.26","DOIUrl":"https://doi.org/10.3352/jeehp.2024.21.26","url":null,"abstract":"<p><strong>Purpose: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":9.3,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356104","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":"Medical students’ patterns of using ChatGPT as a feedback tool and perceptions of ChatGPT in a Leadership and Communication course in Korea: a cross-sectional study","authors":"Janghee Park","doi":"10.3352/jeehp.2023.20.29","DOIUrl":"https://doi.org/10.3352/jeehp.2023.20.29","url":null,"abstract":"Purpose: This study aimed to analyze patterns of using ChatGPT before and after group activities and to explore medical students’ perceptions of ChatGPT as a feedback tool in the classroom.Methods: The study included 99 2nd-year pre-medical students who participated in a “Leadership and Communication” course from March to June 2023. Students engaged in both individual and group activities related to negotiation strategies. ChatGPT was used to provide feedback on their solutions. A survey was administered to assess students’ perceptions of ChatGPT’s feedback, its use in the classroom, and the strengths and challenges of ChatGPT from May 17 to 19, 2023.Results: The students responded by indicating that ChatGPT’s feedback was helpful, and revised and resubmitted their group answers in various ways after receiving feedback. The majority of respondents expressed agreement with the use of ChatGPT during class. The most common response concerning the appropriate context of using ChatGPT’s feedback was “after the first round of discussion, for revisions.” There was a significant difference in satisfaction with ChatGPT’s feedback, including correctness, usefulness, and ethics, depending on whether or not ChatGPT was used during class, but there was no significant difference according to gender or whether students had previous experience with ChatGPT. The strongest advantages were “providing answers to questions” and “summarizing information,” and the worst disadvantage was “producing information without supporting evidence.”Conclusion: The students were aware of the advantages and disadvantages of ChatGPT, and they had a positive attitude toward using ChatGPT in the classroom.","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092034","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":"Can an artificial intelligence chatbot be the author of a scholarly article?","authors":"Ju Yoen Lee","doi":"10.3352/jeehp.2022.20.6","DOIUrl":"https://doi.org/10.3352/jeehp.2022.20.6","url":null,"abstract":"At the end of 2022, the appearance of ChatGPT, an artificial intelligence (AI) chatbot with amazing writing ability, caused a great sensation in academia. The chatbot turned out to be very capable, but also capable of deception, and the news broke that several researchers had listed the chatbot (including its earlier version) as co-authors of their academic papers. In response, Nature and Science expressed their position that this chatbot cannot be listed as an author in the papers they publish. Since an AI chatbot is not a human being, in the current legal system, the text automatically generated by an AI chatbot cannot be a copyrighted work; thus, an AI chatbot cannot be an author of a copyrighted work. Current AI chatbots such as ChatGPT are much more advanced than search engines in that they produce original text, but they still remain at the level of a search engine in that they cannot take responsibility for their writing. For this reason, they also cannot be authors from the perspective of research ethics.","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135892320","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":"Are ChatGPT’s knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study","authors":"Sun Huh","doi":"10.3352/jeehp.2023.20.01","DOIUrl":"https://doi.org/10.3352/jeehp.2023.20.01","url":null,"abstract":"This study aimed to compare the knowledge and interpretation ability of ChatGPT, a language model of artificial general intelligence, with those of medical students in Korea by administering a parasitology examination to both ChatGPT and medical students. The examination consisted of 79 items and was administered to ChatGPT on January 1, 2023. The examination results were analyzed in terms of ChatGPT’s overall performance score, its correct answer rate by the items’ knowledge level, and the acceptability of its explanations of the items. ChatGPT’s performance was lower than that of the medical students, and ChatGPT’s correct answer rate was not related to the items’ knowledge level. However, there was a relationship between acceptable explanations and correct answers. In conclusion, ChatGPT’s knowledge and interpretation ability for this parasitology examination were not yet comparable to those of medical students in Korea.","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45226107","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}