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Advances in Health Sciences Education: Theory and Practice

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https://www.readbyqxmd.com/read/29222630/-there-s-so-much-to-it-the-ways-physiotherapy-students-and-recent-graduates-experience-practice
#1
S Barradell, T Peseta, S Barrie
Health science courses aim to prepare students for the demands of their chosen profession by learning ways appropriate to that profession and the contexts they will work and live in. Expectations of what students should learn become re-contextualised and translated into entry-level curriculum, with students operating as a connection between what is intended and enacted in curriculum, and required in the real world. Drawing on phenomenology, this paper explores how students understand practice-the collective, purposeful knowing, doing and being of a community-in entry-level physiotherapy programs...
December 8, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29189963/multiple-true-false-items-a-comparison-of-scoring-algorithms
#2
Felicitas-Maria Lahner, Andrea Carolin Lörwald, Daniel Bauer, Zineb Miriam Nouns, René Krebs, Sissel Guttormsen, Martin R Fischer, Sören Huwendiek
Multiple true-false (MTF) items are a widely used supplement to the commonly used single-best answer (Type A) multiple choice format. However, an optimal scoring algorithm for MTF items has not yet been established, as existing studies yielded conflicting results. Therefore, this study analyzes two questions: What is the optimal scoring algorithm for MTF items regarding reliability, difficulty index and item discrimination? How do the psychometric characteristics of different scoring algorithms compare to those of Type A questions used in the same exams? We used data from 37 medical exams conducted in 2015 (998 MTF and 2163 Type A items overall)...
November 30, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29128900/student-learning-outcomes-perceptions-and-beliefs-in-the-context-of-strengthening-research-integration-into-the-first-year-of-medical-school
#3
Mayke W C Vereijken, Roeland M van der Rijst, Jan H van Driel, Friedo W Dekker
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment...
November 11, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29127541/the-bargaining-of-professionalism-in-emergency-care-practice-nhs-paramedics-and-higher-education
#4
Assaf Givati, Chris Markham, Ken Street
Over the past 2 decades, as part of reforms to the National Health Service and with it organizational changes to ambulance work in the UK, paramedic education has undergone a process of academisation and a shift from in-house, apprenticeship weeks-long occupational training, to university-based undergraduate programs. While the professional regulation and standardization of Allied Health Professionals' education in high-income countries has captured scholarly attention, the study of paramedic practice is still in its infancy and there is a need to explore its evolvement in relation to the fluid societal-political circumstances affecting its provision and demand...
November 10, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29101496/how-cognitive-engagement-fluctuates-during-a-team-based-learning-session-and-how-it-predicts-academic-achievement
#5
Jerome I Rotgans, Henk G Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A Ferenczi, Naomi Low-Beer
The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female)...
November 3, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29079933/applying-kane-s-validity-framework-to-a-simulation-based-assessment-of-clinical-competence
#6
Walter Tavares, Ryan Brydges, Paul Myre, Jason Prpic, Linda Turner, Richard Yelle, Maud Huiskamp
Assessment of clinical competence is complex and inference based. Trustworthy and defensible assessment processes must have favourable evidence of validity, particularly where decisions are considered high stakes. We aimed to organize, collect and interpret validity evidence for a high stakes simulation based assessment strategy for certifying paramedics, using Kane's validity framework, which some report as challenging to implement. We describe our experience using the framework, identifying challenges, decisions points, interpretations and lessons learned...
October 27, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29032415/from-aggregation-to-interpretation-how-assessors-judge-complex-data-in-a-competency-based-portfolio
#7
Andrea Oudkerk Pool, Marjan J B Govaerts, Debbie A D C Jaarsma, Erik W Driessen
While portfolios are increasingly used to assess competence, the validity of such portfolio-based assessments has hitherto remained unconfirmed. The purpose of the present research is therefore to further our understanding of how assessors form judgments when interpreting the complex data included in a competency-based portfolio. Eighteen assessors appraised one of three competency-based mock portfolios while thinking aloud, before taking part in semi-structured interviews. A thematic analysis of the think-aloud protocols and interviews revealed that assessors reached judgments through a 3-phase cyclical cognitive process of acquiring, organizing, and integrating evidence...
October 14, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29027040/actor-network-theory-and-the-osce-formulating-a-new-research-agenda-for-a-post-psychometric-era
#8
Margaret Bearman, Rola Ajjawi
The Objective Structured Clinical Examination (OSCE) is a ubiquitous part of medical education, although there is some debate about its value, particularly around possible impact on learning. Literature and research regarding the OSCE is most often situated within the psychometric or competency discourses of assessment. This paper describes an alternative approach: Actor-network-theory (ANT), a sociomaterial approach to understanding practice and learning. ANT provides a means to productively examine tensions and limitations of the OSCE, in part through extending research to include social relationships and physical objects...
October 12, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29022188/swimming-in-a-tsunami-of-change
#9
Saad Y Salim, Jonathan White
No abstract text is available yet for this article.
October 11, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29022186/response-distortion-on-personality-tests-in-applicants-comparing-high-stakes-to-low-stakes-medical-settings
#10
Jeromy Anglim, Stefan Bozic, Jonathon Little, Filip Lievens
The current study examined the degree to which applicants applying for medical internships distort their responses to personality tests and assessed whether this response distortion led to reduced predictive validity. The applicant sample (n = 530) completed the NEO Personality Inventory whilst applying for one of 60 positions as first-year post-graduate medical interns. Predictive validity was assessed using university grades, averaged over the entire medical degree. Applicant responses for the Big Five (i...
October 11, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28956195/qualitative-analysis-of-mmi-raters-scorings-of-medical-school-candidates-a-matter-of-taste
#11
Mette K Christensen, Eva Lykkegaard, Ole Lund, Lotte D O'Neill
Recent years have seen leading medical educationalists repeatedly call for a paradigm shift in the way we view, value and use subjectivity in assessment. The argument is that subjective expert raters generally bring desired quality, not just noise, to performance evaluations. While several reviews document the psychometric qualities of the Multiple Mini-Interview (MMI), we currently lack qualitative studies examining what we can learn from MMI raters' subjectivity. The present qualitative study therefore investigates rater subjectivity or taste in MMI selection interview...
September 27, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28918571/the-effect-of-communication-skills-training-on-patient-pharmacist-communication-in-pharmacy-education-a-meta-analysis
#12
REVIEW
Hye Kyung Jin, Jae Hee Choi, Ji Eun Kang, Sandy Jeong Rhie
Communication skills in pharmacy education and practice are increasingly regarded as a crucial component. However, thus far, estimating of the overall communication skills training (CST) effects in a variety of outcomes is lacking. The aim of this study was to synthesize the effects of CST in pharmacy education by performing a meta-analysis of CST studies. We searched MEDLINE, EMBASE, ERIC, CINAHL, PsycINFO, Cochrane Library, Web of Science, Communication and Mass Media Complete (CMMC), key journals, and bibliographic databases...
September 16, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29090406/generalization-and-the-qualitative-quantitative-debate
#13
EDITORIAL
Geoff Norman
No abstract text is available yet for this article.
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29063308/correction-to-casper-an-online-pre-interview-screen-for-personal-professional-characteristics-prediction-of-national-licensure-scores
#14
Kelly L Dore, Harold I Reiter, Sharyn Kreuger, Geoffrey R Norman
In re-examining the paper "CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores" published in AHSE (22(2), 327-336), we recognized two errors of interpretation.
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28289919/patients-with-chronic-conditions-simulate-to-educate
#15
Thomas Lefèvre, Rémi Gagnayre, Maxime Gignon
Simulation in healthcare in an way to train professionals but it is not yet use commonly to train patient or their caregivers. Recently, it has been suggested to extend simulations to patients with chronic conditions. Simulations could help patients and caregivers to acquire psychosocial and self-management skills. This approach proved to be effective for the training of healthcare professionals, but its transferability to patients needs to be evaluated. Already, several questions arise. However, by considering simulations as pretexts for debriefing, they enable patients and professionals to assess a concrete situation, implying voluntary and reflexive learning processes...
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28224317/comparison-study-of-judged-clinical-skills-competence-from-standard-setting-ratings-generated-under-different-administration-conditions
#16
William L Roberts, John Boulet, Jeanne Sandella
When the safety of the public is at stake, it is particularly relevant for licensing and credentialing exam agencies to use defensible standard setting methods to categorize candidates into competence categories (e.g., pass/fail). The aim of this study was to gather evidence to support change to the Comprehensive Osteopathic Medical Licensing-USA Level 2-Performance Evaluation standard setting design and administrative process. Twenty-two video recordings of candidates assessed for clinical competence were randomly selected from the 2014-2015 Humanistic domain test score distribution ranging from the highest to lowest quintile of performance...
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28224316/erratum-to-the-effect-of-self-explanation-of-pathophysiological-mechanisms-of-diseases-on-medical-students-diagnostic-performance
#17
José Maria Peixoto, Sílvia Mamede, Rosa Malena Delbone de Faria, Alexandre Sampaio Moura, Silvana Maria Elói Santos, Henk G Schmidt
No abstract text is available yet for this article.
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28220333/developing-skilled-doctor-patient-communication-in-the-workplace-a-qualitative-study-of-the-experiences-of-trainees-and-clinical-supervisors
#18
Esther Giroldi, Wemke Veldhuijzen, Kristel Geelen, Jean Muris, Frits Bareman, Herman Bueving, Trudy van der Weijden, Cees van der Vleuten
To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews...
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28160102/on-the-validity-of-repeated-assessments-in-the-umat-a-high-stakes-admissions-test
#19
David Andrich, Irene Styles, Annette Mercer, Ian B Puddey
The possibility that the validity of assessment is compromised by repeated sittings of highly competitive and high profile selection tests has been documented and is of concern to stake-holders. An illustrative example is the Undergraduate Medicine and Health Sciences Admission Test (UMAT) used by some medical and dental courses in Australia and New Zealand. The proficiencies of all applicants who sat the UMAT from one to four sittings between 2006 and 2012 were estimated on the same metric using the probabilistic Rasch model...
December 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28160101/enhancing-technical-skill-learning-through-interleaved-mixed-model-observational-practice
#20
Arthur Welsher, Lawrence E M Grierson
A broad foundation of behavioural (Hayes et al. in Exp Brain Res 204(2): 199-206, 2010) and neurophysiological (Kohler et al. in Science 297(5582): 846-848, 2002) evidence has revealed that the acquisition of psychomotor skills, including those germane to clinical practice (Domuracki et al. in Med Educ 49(2): 186-192, 2015), can be facilitated through observational practice. Interestingly, research also reveals that learning via observation is greatest when the learner has the opportunity to view both error-free expert demonstrations and flawed novice demonstrations (Rohbanfard and Proteau in Exp Brain Res 215: 183-197, 2011)...
December 2017: Advances in Health Sciences Education: Theory and Practice
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