Journal Of Educational Evaluation For Health Professions[JOURNAL]
Sun
200 papers
From accommodation to inclusion: understanding barriers and facilitators in clinical dental education for Chilean students with hearing disabilities: a qualitative study.
Retamal-Martínez JP
J Educ Eval Health Prof · 2026 · PMID 42366595 · Publisher ↗
PURPOSE: This study aimed to describe inclusive mechanisms supporting dental students with hearing disabilities, focusing on facilitators of and barriers to participation in clinical education. METHODS: A qualitative cas...
PURPOSE: This study aimed to describe inclusive mechanisms supporting dental students with hearing disabilities, focusing on facilitators of and barriers to participation in clinical education. METHODS: A qualitative case study was conducted at a Chilean university. Data were collected through semi-structured interviews with 2 students with hearing disabilities, 3 clinical instructors, and 1 Chilean Sign Language interpreter who works at the university and supports dental students with hearing disabilities, as well as through direct observation. Data were analyzed using inductive thematic analysis. Participant validation was used to enhance credibility. RESULTS: Facilitators were identified across pedagogical, technological, communicative, and relational domains. Pedagogical adaptations included early access to materials, visual resources, and flexible assessments. Technological tools such as real-time transcription supported communication and access to information. Alternative communication strategies included lip reading, written support, visual cues, and Chilean Sign Language. The presence of an interpreter was a key enabling factor. Relational support from faculty, peers, and family members also contributed substantially. Faculty flexibility and willingness to adapt were particularly important. Barriers were identified at structural, institutional, communicative, and attitudinal levels. Clinical environments presented physical and acoustic challenges, including noise, limited space, and complex interactions. Institutional responses were often reactive and involved limited planning. Communication barriers affected interactions with patients and peers, as well as academic literacy. Faculty reported limited training in inclusive education. Attitudinal barriers included misconceptions about disability and limited experience with disability. CONCLUSION: Inclusive mechanisms are present but insufficiently systematized. Strengthening institutional planning and structural adaptations is essential to ensuring equitable clinical education.
Efficacy of a short multimodal workshop including stress management and communication skills training on objective structured clinical examination performance and exam-related anxiety in French medical students: a randomized controlled study.
Vedrenne-Cloquet M, de Montmollin E, Gaudemer A … +8 more , Strullu M, De Cacqueray N, Beinse G, Duriez P, Piot MA, Cariou A, Bouzid D, Roux D
J Educ Eval Health Prof · 2026 · PMID 42316780 · Publisher ↗
PURPOSE: To assess the effectiveness of a short multimodal workshop, including stress-management and communication-skills training, on objective structured clinical examination (OSCE) performance and exam-related anxiety...
PURPOSE: To assess the effectiveness of a short multimodal workshop, including stress-management and communication-skills training, on objective structured clinical examination (OSCE) performance and exam-related anxiety among medical students identified as needing additional support. METHODS: We conducted a prospective, open-label, randomized controlled trial including fifth-year medical students with the lowest scores on an initial mock OSCE. Participants were randomized 1:1 to the intervention group (stress management, communication training, and OSCE simulation) or the control group. OSCE examiners were blinded to group allocation. Anxiety was measured using the State-Trait Anxiety Inventory-State scale (STAI-State) before the intervention (T0), after the intervention (T1; intervention group only), and before the second mock OSCE (T2). OSCE scores and anxiety levels were compared between groups, and changes in anxiety over time were analyzed among students in the intervention group. RESULTS: A total of 109 students were included in the per-protocol analysis (49 intervention, 60 control). Global OSCE scores at T2 did not differ between groups (median [interquartile range], 13.0/20 [11.9-14.3] vs. 13.3/20 [12.0-14.6]; between-group difference, 0.08 [95% confidence interval, -0.14 to 0.29]; P=0.50). Anxiety levels were moderate, with no significant between-group difference (STAI-State score, 47 [42-50], n=8, in the intervention group vs. 44 [42-46], n=12; P=0.32). A transient increase in situational anxiety was observed immediately after training in some intervention participants. No correlation was found between anxiety and OSCE performance. CONCLUSION: A short multimodal workshop focused on stress management and communication training did not improve OSCE performance or OSCE-related anxiety, suggesting that single-session interventions may be insufficient.
Implementing patient- and family-centered rounds training with direct-observation assessment for medical students in the United States: a prospective feasibility study.
Xiao E, Chen E, Pahwa A
J Educ Eval Health Prof · 2026 · PMID 42311006 · Publisher ↗
PURPOSE: 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 performan...
PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Non-surgical residents' experiences of relationships, identity, and burnout during residency in the United States: a qualitative study.
Reed E, Montez K, DeWitt LH … +5 more , McCalla CD, Triplett A, Hanson S, Prendaj E, Halvorson E
J Educ Eval Health Prof · 2026 · PMID 42299617 · Publisher ↗
PURPOSE: This study explored non-surgical residents' and their domestic partners' perceptions of how residency affected their lives and relationships through semi-structured interviews. METHODS: This qualitative study co...
PURPOSE: This study explored non-surgical residents' and their domestic partners' perceptions of how residency affected their lives and relationships through semi-structured interviews. METHODS: This qualitative study consisted of 10 semi-structured interviews with non-surgical residents at a single institution and 3 interviews with domestic partners. Residents from Child Neurology, Family Medicine, Internal Medicine, and Psychiatry were represented. The interviews were recorded, transcribed, and collaboratively coded using Atlas.ti ver. 22.0. Themes were identified using team-based thematic analysis. RESULTS: Analysis of the interviews yielded 4 themes: (1) residency training results in noticeable changes in personality traits; (2) residency affects life beyond the workplace; (3) residents and their domestic partners employ strategies to support relationship success during residency; and (4) residency program interventions may support well-being. CONCLUSION: This study found that residency training was perceived to affect residents, domestic partners, and their relationships in both beneficial and challenging ways. Residents' domestic partners remain a valuable yet underutilized resource for learning more about the residency experience.
Development and content validation of updated job competencies for Korean occupational therapists: a modified Delphi and focus group consensus study.
Jeon BG, Choi SY, Park SY … +6 more , Kim HS, Cha JJ, Yoo EY, Kim HJ, Kim YG, Choi JS
J Educ Eval Health Prof · 2026 · PMID 42299616 · Publisher ↗
PURPOSE: 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. METHODS: Th...
PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Evaluation of a peer-assisted, simulation-based clinical skills training program in Spain: a prospective single-group before-and-after study.
Lopez-Brotons M, Javaloy-Ballestero S, Ramos-Rincon JM
J Educ Eval Health Prof · 2026 · PMID 42272202 · Publisher ↗
PURPOSE: This study aimed to evaluate the implementation and evolution of a peer-assisted, simulation-based clinical skills program at Miguel Hernández University, Spain, focusing on medical student participation, percep...
PURPOSE: This study aimed to evaluate the implementation and evolution of a peer-assisted, simulation-based clinical skills program at Miguel Hernández University, Spain, focusing on medical student participation, perceptions, and perceived educational value. METHODS: A prospective quasi-experimental pre-post study without a control group was conducted. Sessions were organized in small groups and led by senior student tutors under faculty supervision. Six workshops were offered during the first academic year and 8 during the second, with the addition of lumbar puncture and introductory clinical ultrasound. Knowledge acquisition was assessed using pre- and post-workshop questionnaires, and satisfaction was evaluated with Likert-scale surveys. RESULTS: A total of 154 students participated, including 77 in 2023-2024 and 77 in 2024-2025, generating 440 workshop attendances. After incomplete questionnaires were excluded, 425 paired pre- and post-workshop evaluations were analyzed. Students reported improved learning, with self-reported knowledge scores increasing significantly from 6.1±2.6 to 8.7±1.6 (Δ=2.5; 95% confidence interval [CI], 2.29-2.71; Cohen's d=1.14; P<0.001). Male students showed greater knowledge gain than female students (Δ=2.8 vs. 2.3; 95% CI, 2.17-3.43 vs. 1.91-2.69; Cohen's d=1.17 vs. 1.15; P=0.034), and second-year students improved more than third-year students (Δ=2.9 vs. 2.1; 95% CI, 2.36-3.44 vs. 1.67-2.53; Cohen's d=1.21 vs. 1.11; P=0.001). Satisfaction was high, with mean scores above 4/5. CONCLUSION: Clinical simulation combined with peer tutoring was feasible and well accepted in an undergraduate medical curriculum in Spain, achieving sustained participation over 2 academic years and consistently high satisfaction ratings. The program was associated with significant immediate improvements in workshop-specific knowledge test scores.
Measurement properties of instruments assessing the clinical learning environment in health professions education: a COSMIN-based systematic review.
Walter MM, Schurz AP, Adriaenssens N … +2 more , Zinzen E, Rogan S
J Educ Eval Health Prof · 2026 · PMID 42272201 · Publisher ↗
PURPOSE: 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 identi...
PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Analysis of digital twin applications in nursing practice and education: a scoping review.
Lim AR, Kim HK
J Educ Eval Health Prof · 2026 · PMID 42261124 · Publisher ↗
This scoping review examined research applying digital twins in nursing practice and education and summarized their application domains, methods, outcomes, and implications. A human digital twin is a virtual health repli...
This scoping review examined research applying digital twins in nursing practice and education and summarized their application domains, methods, outcomes, and implications. A human digital twin is a virtual health replica modeled from real-world data. This study followed the 5-stage scoping review process proposed by Arksey and O'Malley. Two researchers independently conducted the literature search without restrictions on publication year. From April 1 to 15, 2026, the Cochrane Library, PubMed, Embase, CINAHL, ERIC, and RISS databases were searched, and 15 studies were ultimately included. Digital twin applications were identified in 3 major domains: clinical practice and patient-centered care, education and training, and decision-making and workflow management. Application methods and outcomes varied according to technological implementation and included (1) modeling and data-driven prediction, (2) development of immersive learning and practice-training environments, and (3) system integration and decision-support frameworks. In clinical settings, multimodal patient data can be analyzed using artificial intelligence and machine learning to generate a virtual persona resembling the patient, thereby facilitating real-time personalized nursing care and self-management. In educational settings, digital twins can provide realistic and safe learning environments that enhance training effectiveness. Digital twins show substantial potential to advance predictive and personalized nursing in both clinical practice and education. Their data-driven capabilities are expected to contribute to innovative applications in future nursing practice and educational environments.
Psychometric properties of instruments assessing the ethics of teaching: a COSMIN-based systematic review.
Chaimo K, Thanasilp S
J Educ Eval Health Prof · 2026 · PMID 42204921 · Publisher ↗
PURPOSE: This systematic review aimed to identify and critically evaluate instruments assessing the ethics of teaching and related moral constructs among educators, with a focus on their psychometric properties and appli...
PURPOSE: This systematic review aimed to identify and critically evaluate instruments assessing the ethics of teaching and related moral constructs among educators, with a focus on their psychometric properties and applicability to health professions education. METHODS: A systematic search was conducted in PubMed, ERIC, Scopus, and Emerald Insight databases through January 31, 2026. Only English-language studies were included. Measurement properties were evaluated using COSMIN (consensus-based standards for the selection of health measurement instruments) and COSMIN-modified GRADE (Grading of Recommendations Assessment, Development, and Evaluation) approaches. RESULTS: Of 246 records, 6 instruments met the inclusion criteria: ESSQ (Ethical Sensitivity Scale Questionnaire), ELS (Ethical Leadership Scale), EEQ (Ethical Evaluation Questionnaire), TEPI (Teaching-Profession Ethical Principles Inventory), TCPERSS (Teachers' Compliance with Professional Ethics in Relations with Students Scale), and MCI (Moral Competency Inventory). Psychometric properties were sufficiently reported for selected domains, primarily internal consistency and structural validity (Cronbach's α=0.74-0.97). However, construct validity (hypothesis testing), test-retest reliability, and cross-cultural validation were inconsistently reported. The quality of evidence was moderate because of limited cross-context validation. Notably, no tools were specifically developed for health professions education. Most identified instruments focused on classroom pedagogy, potentially overlooking clinical instruction, bedside teaching, and workplace-based learning, where power dynamics and clinical pressures coexist. Developing tools that capture the "ethics of the clinical encounter" would help more accurately reflect the realities faced by health professions educators. CONCLUSION: Existing instruments demonstrate sufficient psychometric properties in general education but reveal critical measurement gaps for health professions education. These findings provide an empirical basis for developing context-specific instruments to improve the evaluation of ethical teaching in clinical and healthcare settings.
Development and initial validation of a brief 2-item measure of belonging among student physical therapists in the United States: a psychometric validation study.
Redline R, Jones A, Almonroeder TG
J Educ Eval Health Prof · 2026 · PMID 42203482 · Full text
PURPOSE: 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 relativ...
PURPOSE: 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. METHODS: 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. RESULTS: 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). CONCLUSION: 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.
Developing clinical skills assessment modules for traditional, complementary, and integrative medicine in Korea: a participatory action research study.
Jeong Y, Mun SH, Cho E … +7 more , Lee HY, Shin SW, Kim S, Hwang EH, Hwang MS, Kim E, Lee J
J Educ Eval Health Prof · 2026 · PMID 42186740 · Full text
PURPOSE: This study aimed to develop pilot clinical skills assessment (CSA) modules for Korean medicine-specific procedures and to examine their preliminary appropriateness, perceived necessity, and feasibility as a foun...
PURPOSE: This study aimed to develop pilot clinical skills assessment (CSA) modules for Korean medicine-specific procedures and to examine their preliminary appropriateness, perceived necessity, and feasibility as a foundation for future licensing-related assessment development. METHODS: A participatory action research framework, supplemented by qualitative interviews, was used to develop 4 CSA modules-acupuncture, Chuna manual therapy, pulse diagnosis, and constitutional diagnosis-in collaboration with expert evaluators, students, and standardized patients. The modules were implemented as formative examinations for third-year Korean medicine students, after which semi-structured interviews were conducted to obtain feedback on module content, implementation processes, and scoring procedures. Each module was also reviewed using the RUMBA checklist (Realistic, Understandable, Measurable, Behavioral, and Achievable), together with ratings of perceived necessity and feasibility for possible future use in licensing-related assessment. Interview data were analyzed inductively at the level of individual responses and then compared across modules and participant groups. RESULTS: Qualitative analysis yielded 3 themes: content and scoring criteria, physical environment or simulators, and education or training. Participants emphasized the need to make key aspects of performance more observable, improve authenticity through simulators or task trainers, and strengthen the capacity of scoring systems to distinguish between levels of student performance. Across all modules, mean RUMBA scores were high in the understandable, behavioral, and achievable domains, whereas measurability was more problematic, especially for pulse diagnosis. CONCLUSION: These pilot findings clarify both the strengths and the limitations of Korean medicine-specific CSA modules. The modules received favorable ratings for understandability and achievability, whereas lower ratings for measurability and realism identified priorities for refinement before wider use. This study provides preliminary guidance for the continued development and broader evaluation of Korean medicine-specific performance assessments.
Large language model-generated versus teacher-written objective structured clinical examination stations for medical students: a blinded comparative pilot study.
Szychowiak P, Wong-So J, Messet H … +5 more , Faure M, Breteau I, Jamard S, Barbier F, Desgrouas M
J Educ Eval Health Prof · 2026 · PMID 42186739 · Full text
Developing objective structured clinical examination (OSCE) stations is time-consuming for medical teachers. We aimed to evaluate the ability of a large language model (LLM) to generate ready-to-use OSCE stations. Five O...
Developing objective structured clinical examination (OSCE) stations is time-consuming for medical teachers. We aimed to evaluate the ability of a large language model (LLM) to generate ready-to-use OSCE stations. Five OSCE stations generated by the LLM GPT-4o were evaluated by 7 expert assessors using a 5-point Likert scale and compared with 5 teacher-written stations targeting similar learning objectives. A station was considered to be of good quality if most assessors responded "agree" or "strongly agree" to the statement "The station is good enough to be used by students." All teacher-written stations were rated as being of good quality, compared with only one GPT-4o-generated station. The LLM produced adequate clinical scenarios when reference knowledge was provided and tasks were clearly ordered, but it failed to generate reliable assessment grids. Careful review by teachers remained essential. GPT-4o failed to consistently produce fully ready-to-use OSCE stations.
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.
Emadi N, Mojtahedzadeh R, Allameh SF … +2 more , Basiri K, Mohammadi A
J Educ Eval Health Prof · 2026 · PMID 42051211 · Full text
PURPOSE: 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 pr...
PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Personality type profiles of medical students and their differences by gender, age, and academic level in Korea: a cross-sectional study.
Hur Y, Yeo S
J Educ Eval Health Prof · 2026 · PMID 42044888 · Full text
PURPOSE: 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 type...
PURPOSE: 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. METHODS: 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. RESULTS: 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). CONCLUSION: 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.
Socioeconomic and economic factors affecting access and progression in medical schools: a systematic review and meta-analysis.
Arianpoor A, Pena A, Mercer A … +15 more , Cox J, Lekkas D, Geronimo FR, Waldron H, Randal J, Dabner M, Lynagh M, Pather N, Shepherd N, Robb N, Berdin R, Wilkinson T, Hu W, Shulruf B, Huang PH
J Educ Eval Health Prof · 2026 · PMID 41987661 · Full text
PURPOSE: 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 fi...
PURPOSE: 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. METHODS: 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. RESULTS: 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). CONCLUSION: 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.
Implementing low-cost 3D-printed brain coloring activities in neuroanatomy teaching for medical students in Singapore: a cross-sectional study.
Lee JWY, Bello F, Rao JP
J Educ Eval Health Prof · 2026 · PMID 41937286 · Full text
PURPOSE: 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 explo...
PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Implementation of artificial intelligence in the 2025 medical parasitology course at Hallym University.
Ha EH
J Educ Eval Health Prof · 2026 · PMID 41666417 · Full text
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Strategies for remediating clinical reasoning skill deficits in underperforming residents: a scoping review.
Swatan JP, Ummah FC, Chandra CF … +1 more , Adnan N
J Educ Eval Health Prof · 2026 · PMID 41666416 · Full text
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 standardi...
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.
The impact of differential item functioning on ability estimation using the Korean Medical Licensing Examination with computerized adaptive testing: a post-hoc simulation study.
Kim D, Choi J, Seo DG
J Educ Eval Health Prof · 2025 · PMID 41582114 · Publisher ↗
PURPOSE: This study examined the impact of differential item functioning (DIF) on ability estimation in a computerized adaptive testing (CAT) environment using real response data from the 2017 Korean Medical Licensing Ex...
PURPOSE: This study examined the impact of differential item functioning (DIF) on ability estimation in a computerized adaptive testing (CAT) environment using real response data from the 2017 Korean Medical Licensing Examination (KMLE). We hypothesized that excluding gender-based DIF items would improve estimation accuracy, particularly for examinees at the extremes of the ability scale. METHODS: The study was conducted in 2 steps: (1) DIF detection and (2) post-hoc simulation. The analysis used data from 3,259 examinees who completed all 360 dichotomous items. Gender-based DIF was detected with the residual-based DIF method (reference group: males; focal group: females). Two CAT conditions (all items vs. DIF-excluded) were compared against a "true θ" estimated from a fixed-form test of 264 non-DIF items. Accuracy was evaluated using bias, root mean square error (RMSE), and correlation with true θ. RESULTS: In the CAT condition excluding DIF items, accuracy improved, with RMSE reduced and correlation with true θ increased. However, bias was slightly larger in magnitude. Gender-specific analyses showed that DIF removal reduced the underestimation of female ability but increased the underestimation of male ability, yielding estimates that were fairer across genders. When DIF items were included, estimation errors were more pronounced at both low and high ability levels. CONCLUSION: Managing DIF in CAT-based high-stakes examinations can enhance fairness and precision. Using real examinee data, this study provides practical evidence of the implications of DIF for CAT-based measurement and supports fairness-oriented test design.
The impact of artificial intelligence-driven simulation on the development of non-technical skills in medical education: a systematic review.
Loubbairi S, Moussaoui YE, Lahlou L … +2 more , Chakri I, Nassik H
J Educ Eval Health Prof · 2025 · PMID 41566844 · Publisher ↗
PURPOSE: 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 amo...
PURPOSE: 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. METHODS: 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. METHODS: Appraisal Tool. The protocol was previously registered in PROSPERO (CRD420251038024). RESULTS: 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. CONCLUSION: 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.
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