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Journal: Journal of educational evaluation for health professions

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The primary aim of this study was to establish a non-cognitive trait survey addressing one’s emotional intelligence, interpersonal skills, social intelligence, psychological flexibility and grit. Development of such a tool would provide beneficial information for continued development of admissions standards and how to better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs.

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This case study explored the use of Google Glass in a clinical examination scenario to capture the firstperson perspective of a standardized patient to provide formative feedback of students' communication and empathy skills “through the patient’s eyes”.

Concepts: Medicine, Universal health care, United States, Physician, Poverty in the United States, U.S. state, Medical school, Latin

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Internalization of students' motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment.

Concepts: Psychology, Education, Educational psychology, Autonomy, Motivation, Higher education, Self-determination theory, Maslow's hierarchy of needs

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The purpose of this research was to investigate the effect of a role-playing training program for empathetic communication with patients on empathy scores of operating room nursing students.

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It is assumed that case-based questions require higher order cognitive processing, whereas questions that are not case-based require lower order cognitive processing. In this study, we investigated to what extent case-based questions and questions that are not case-based, relate to Bloom’s taxonomy.

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This study aimed to find the best way of developing equivalent item sets and to propose a stable and effective management plan for the periodical licensing examinations.

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The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.

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In addition to online questionnaires, many medical schools use supplemental evaluation tools such as focus groups to evaluate their courses. Although some benefits of using focus groups in program evaluation have been described, it is unknown whether these in-person data collection methods provide sufficient additional information beyond online evaluations to justify them. In this study we analyze recommendations gathered from student evaluation team (SET) focus group meetings and analyzed whether these items were captured in open-ended comments within the online evaluations. Our results indicate that online evaluations captured only 49% of the recommendations identified via SETs. Surveys to course directors identified that 74% of the recommendations exclusively identified via the SETs were implemented within their courses. Our results indicate that SET meetings can provide information not easily captured in online evaluations and that these recommendations result in actual course changes.

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It aimed to determine the agreement between two raters evaluating students at prosthodontic clinical practical exam integrated with directly observed procedural skills (DOPS).

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Peer assessment may offer a framework for expected skill development and feedback appropriate to the learner level. Near-peer (NP) assessment may elevate expectations and motivate student learning. Feedback from peers and NPs may offer a sustainable approach to enhancing student assessment feedback. The aim was to analyze the relationship and attitudes of self, peer, NP and faculty marking of an assessment.