Journal of educational evaluation for health professions
-
J Educ Eval Health Prof · Jan 2019
How do medical students actually think while solving problems in three different types of clinical assessments in Korea: Clinical performance examination (CPX), multimedia case-based assessment (CBA), and modified essay question (MEQ).
This study aimed to explore students' cognitive patterns while solving clinical problems in three different types of assessments - clinical performance examination (CPX), multimedia case-based assessment (CBA), and modified essay question (MEQ) - and thus, to understand how different types of assessments can afford different thinking. ⋯ This study discovered that different assessment design affords different thinking in problem-solving. This finding can contribute to leveraging ways of improving current clinical assessments. Importantly, the research method used in this study can be utilized as an alternative way of examining the validity of clinical assessments.
-
J Educ Eval Health Prof · Jan 2019
Comparative StudyEvaluation of student perceptions with 2 interprofessional assessment tools-the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale-following didactic and clinical learning experiences in the United States.
This study investigated changes in students' attitudes using 2 validated interprofessional survey instruments-the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)-before and after didactic and clinical cohorts. ⋯ The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
-
J Educ Eval Health Prof · Jan 2017
Randomized Controlled TrialA cost-effectiveness analysis of self-debriefing versus instructor debriefing for simulated crises in perioperative medicine in Canada.
High-fidelity simulation training is effective for learning crisis resource management (CRM) skills, but cost is a major barrier to implementing high-fidelity simulation training into the curriculum. The aim of this study was to examine the cost-effectiveness of self-debriefing and traditional instructor debriefing in CRM training programs and to calculate the minimum willingness-to-pay (WTP) value when one debriefing type becomes more cost-effective than the other. ⋯ With a lower WTP (≤Can$200), self-debriefing was cost-effective in CRM simulation training when compared to instructor debriefing. This study provides evidence regarding cost-effectiveness that will inform decision-makers and clinical educators in their decision-making process, and may help to optimize resource allocation in education.
-
J Educ Eval Health Prof · Jan 2016
Randomized Controlled TrialRandomized study of effectiveness of computerized ultrasound simulators for an introductory course for residents in Brazil.
This study aimed to assess the impact of ultrasound simulation (SonoSim) on educational outcomes of an introductory point-of-care ultrasound course compared to hands-on training with live models alone. ⋯ The substitution of eight hours of ultrasound simulation training for live model scanning in a 24 hour training course did not enhance performance on written and image acquisition tests in an introductory ultrasound course for residents. This result suggests that ultrasound simulation technology used as a substitute for live model training on an hour-for-hour basis, did not improve learning outcomes. Further investigation into simulation as a total replacement for live model training will provide a clearer picture of the efficacy of ultrasound simulators in medical education.
-
J Educ Eval Health Prof · Jan 2016
Comparative StudyFlipping the Advanced Cardiac Life Support Classroom with Team-based Learning: Comparison of Cognitive Testing Performance for Medical Students at the University of California, Irvine, United States.
It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine School of Medicine, USA. ⋯ A FC/TBL format for ACLS marginally improved written test results.