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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 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.

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Computerized adaptive testing (CAT) technology is widely used in a variety of licensing and certification examinations administered to health professionals in the United States. Many more countries worldwide are expected to adopt CAT for their national licensing examinations for health professionals due to its reduced test time and more accurate estimation of a test-taker’s performance ability. Continuous improvements to CAT algorithms lend stability and reliability of results for such examinations. This is what makes conducting simulation studies a critically important process for evaluating the design of CAT programs and their implementation. This report introduces the principles of SimulCAT, a software program developed for conducting CAT simulation studies. Key evaluation criteria for CAT simulation studies are explained and some guidelines are offered for practitioners and test developers. Also presented is a step-by-step tutorial example of a SimulCAT run. The SimulCAT program supports most of the methods used for the three key components of item selection in CAT: item selection criterion, item exposure control, and content balancing. Methods for determining test length (fixed or variable) and score estimation algorithms are also covered. The simulation studies presented include output files for response string, item use, standard error of estimation, Newton-Raphson iteration info, theta estimation, full response matrix, and true standard error of estimation. In CAT simulations, one condition cannot be generalized to another; therefore, it is recommended that practitioners perform CAT simulation studies in each stage of CAT development.

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Improving the reliability and consistency of observed structured clinical examination (OSCE) rater’s marking poses a continual challenge in medical education. The purpose of this study was to evaluate the e-Learning training module for OSCE raters who participated in the assessment of third year medical students at the University of Ottawa, Canada. The effect of online training and that of traditional in-person (face-to-face) orientation was compared. Out of 90 physicians recruited as raters for this OSCE, 60 consented to participate (67.7%) and completed the online survey in March 2017. Out of 60, 55 rated students during the OSCE; while, 5 were spare raters. The number of raters in the online training group was 41 and that in the traditional in-person training group was 19. Of those with prior OSCE experience (n=18) who participated in the online group, 13 (68%) reported that they preferred this format to the in-person orientation. The total average time needed to complete the online module was 15 minutes. 89 % of participants felt the module provided clarity to the rater training process. There was no significant difference in the number of missing ratings based on the type of orientation raters received. Our study indicates online OSCE rater training is comparable to traditional face-to-face orientation.

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There is good understanding of biases which may influence OSCE examiners' scoring, with recent research attempting to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority and occupation on communication and physical examination scores in OSCEs has not yet been clearly established.