Journal of Educational Evaluation for Health Professions健康专业教育评价杂志
Journal of Educational Evaluation for Health Professions(英文缩写 J EDUC EVAL HEALTH P),ISSN 1975-5937,eISSN 1975-5937,中文译名:健康专业教育评价杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 未收录 | N/A |
| 2022 | 4.400 | N/A |
| 2023 | 9.300 | Q1 |
| 2024 | 3.700 | Q1 |
| 2025 | 5.500 | Q1 |
Journal of Educational Evaluation for Health Professions 最新收录文献
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2. Refusal-aware evaluation of frontier AI models available in June 2026 using the Japanese National License Examination for Pharmacists: a comparative study.
PMID:日期:2026-09-03Conventional single-run accuracy may be insufficient for evaluating frontier generative artificial intelligence (AI) models when safety-related refusals occur. This 4-model benchmark examined the need for repeated, refusal-aware evaluation using the Japanese National License Examination for Pharmacists (JNLEP). ChatGPT GPT-5.5, Gemini 3.5 Flash, Claude Opus 4.8, and Claude Fable 5 were evaluated using all 345 questions from the 107th JNLEP. The original Japanese questions, including image-containing items, were submitted through application programming interfaces (APIs) in 3 independent runs. Refusals were treated as incorrect when overall accuracy was calculated. For Fable 5, accuracy excluding refusals, refusal rate, refusal consistency across runs, the subject-wise distribution of refusals, and system-assigned refusal categories were also evaluated. The mean overall accuracies were 98.7% for GPT-5.5, 98.3% for Gemini 3.5 Flash, 96.1% for Claude Opus 4.8, and 70.3% for Claude Fable 5. Fable 5 had a mean refusal rate of 29.0%, whereas its mean accuracy excluding refusals was 99.0%. Among the 345 items, 93 were refused in all 3 runs, 14 were refused inconsistently across runs, and 238 were never refused. All 300 refusal responses were assigned to the bio category. Refusals were most frequent in Biology (90.0%) and Pharmacology (69.2%) but uncommon in Practice (2.5%). Near-saturation benchmark performance coexisted with frequent and partly run-dependent refusals in a safeguard-equipped model. Overall accuracy, accuracy excluding refusals, refusal rate, and refusal consistency describe complementary aspects of performance; therefore, repeated, refusal-aware evaluation is needed to interpret frontier AI models in pharmacy education.
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3. Practicing pediatric interviews with parents through conversational AI-based virtual patients: an observational study in Spanish undergraduate medical education.
3. 通过基于对话式人工智能的虚拟病人进行儿科问诊练习：一项西班牙本科医学教育中的观察性研究PMID:日期:2026-08-31To evaluate students' acceptance of training via artificial intelligence (AI)-based virtual patients (VPs) in pediatrics; to analyze the main factors that affect student satisfaction; and to compare student satisfaction with that reported in the literature. Two observational studies were carried out. Study S1 analyzed students' interactions with the platform and study S2 analyzed their answers to a final questionnaire. All students enrolled in the "Pediatrics II and Pediatric Surgery" course were invited to participate during a continuous session on May 7, 2025. Study S1 analyzed whether the case/session order, the number of interactions, the time spent, and student gender were associated with student satisfaction (by fitting a linear mixed-effects model); and also performed a qualitative analysis of students' open-ended comments. Study S2 analyzed the influence of demographic data on students' feedback (by fitting proportional odds ordinal logistic regression models and linear models). All experimental data, code and results are available. Concerning study S1, 70 students participated. Platform rating was high (mean=9.04, standard deviation=1.09) and was positively associated with the number of interactions with the VPs (P=0.038, β=0.022 [0.001-0.043]). Concerning study S2, 60 students participated. No statistically significant influence of demographics was found either for answers to individual questionnaire items or for grouped answers. Student acceptance of training with AI-based VPs was supported by the satisfaction outcomes measured and by comparison with previous studies. However, further research is needed to confirm these findings.
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4. Name-based instructor-student interaction in medical teaching: development and psychometric evaluation of a pilot questionnaire.
PMID:日期:2026-08-13When instructors address students by name, this may be associated with students' engagement and sense of inclusion in higher education. However, name-based instructor-student interaction has rarely been conceptualized as a multidimensional construct, and no psychometrically evaluated instrument is available for medical education. This study developed and psychometrically evaluated a pilot questionnaire assessing students' perceived experiences of being addressed by name in medical teaching contexts. Questionnaire development followed a multistep exploratory approach that included qualitative input, iterative item refinement, and expert content review. An initial pool of 59 items was administered to medical students (n=270) from semesters 2-10 at a German medical faculty. Factor structure was examined using exploratory factor analysis based on Pearson correlations, oblique rotation, and predefined item-reduction criteria. Internal consistency was assessed using McDonald's ω and Cronbach's α, discriminant validity using the heterotrait-monotrait ratio, and generalized partial credit models were estimated separately for each factor. Exploratory factor analysis yielded a parsimonious 3-factor solution comprising 15 items: cognitive activation, appreciation & social belonging, and social evaluative anxiety. The final model showed good fit, and all factors demonstrated strong internal consistency (ω=0.84-0.88), good measurement precision (expected a posteriori reliability=0.83-0.88), adequate discriminant validity (heterotrait-monotrait ratio <0.85), and acceptable item fit. The pilot questionnaire captures 3 distinct dimensions of name-based instructor-student interaction and provides promising initial psychometric evidence for medical education research. It may support confirmatory validation and further study of relational teaching practices.
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5. Short-term knowledge gains and learner satisfaction after a basic radiology course for family medicine residents in a 3-dimensional virtual environment: a multi-cohort pretest-posttest study in Spain.
PMID:日期:2026-08-07This study aimed to evaluate a structured basic radiology course for Family Medicine residents delivered in a 3-dimensional (3D) virtual environment (Second Life). We hypothesized that participation would be associated with higher post-course knowledge test scores and high learner satisfaction. A quasi-experimental multi-cohort pretest-posttest study was conducted across 3 consecutive cohorts of Family Medicine residents in Spain in 2019. Ninety-six participants engaged in a 15-day course combining synchronous and asynchronous activities. Sixty-five participants provided paired pre- and post-intervention knowledge assessments, which were analyzed using paired t-tests. Learner satisfaction was evaluated using a structured questionnaire with Likert-scale items, numerical ratings (0-10), and open-ended responses. Pre- and post-test scores and ratings were compared using paired t-tests, and Mann-Whitney U tests were used for Likert-scale data. Qualitative data from open-ended responses were analyzed using thematic coding. Participants had significantly higher post-course knowledge test scores, increasing from 47.4±11.6 to 58.2±11.9 (mean difference, 10.8; P<0.001; paired-sample Cohen's d [dz]=0.67). High agreement was observed across most satisfaction items, with median scores ranging from 4 to 5. Content relevance, usefulness for clinical practice, and instructor performance received the highest ratings. Lower scores were observed for peer interaction and platform usability. A structured radiology course delivered in a 3D virtual environment was associated with higher immediate post-course knowledge test scores and high learner satisfaction among Family Medicine residents. The findings support the feasibility of repeated course delivery, although controlled studies are warranted.
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6. The impact of the learner role in healthcare simulation-based education on learning outcomes: a systematic review.
PMID:日期:2026-08-06This review examined the impact of learner role-active participant versus observer-on learning outcomes in healthcare simulation-based education using Kirkpatrick's evaluation model. Five databases-PubMed, Scopus, Web of Science, ScienceDirect, and EBSCOhost-were searched for studies published from January 2018 to November 2024. Eligibility criteria, defined using the PICOS framework, targeted studies comparing learning outcomes between active participant and observer roles among health professions students and practitioners. Methodological quality was appraised using the Medical Education Research Study Quality Instrument, and findings were synthesized narratively. This review was registered in PROSPERO under registration number CRD42024611988. Of 648 records, 15 studies involving 1,799 participants met the inclusion criteria; role allocation was specifically reported for 644 active participants and 709 observers. Most studies were conducted in high-income countries (13/15) and nursing programs (11/15). At Kirkpatrick Level 1, most studies reported no statistically significant between-role differences, although an active participant advantage emerged for emotional arousal. At Level 2, knowledge, skills, and most attitudinal outcomes did not differ significantly between roles; active participant advantages were observed for technical skills at delayed follow-up, affective competencies in palliative care, and perceived learning transfer. No study assessed Levels 3 or 4. Most studies found no significant differences between observer and active participant roles at Kirkpatrick Levels 1 and 2. Generalizability across all health professions and settings is limited. Pedagogically appropriate use of the observer role supports learning outcomes and may expand access to simulation-based education.
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7. Psychometric characteristics of Korean Medical Licensing Examination items from 2012 to 2022 analyzed using the Rasch model and 2-parameter logistic model.
PMID:日期:2026-08-04This study characterized the psychometric properties of Korean Medical Licensing Examination items administered from 2012 to 2022 using the Rasch and 2-parameter logistic models and descriptively examined items classified as highly difficult. Item parameters were estimated separately for each examination year using the Rasch and 2-parameter logistic models implemented in the irtQ package in R. Descriptive statistics and correlations between model-based difficulty estimates were calculated. Items with a 2-parameter logistic difficulty estimate of b ≥2.0 were subjected to content analysis. Correlations between Rasch and 2-parameter logistic item-difficulty estimates ranged from 0.70 to 0.80 across examination years. Under the 2-parameter logistic model, the proportion of items with b ≥2.0 ranged from 4.7% to 8.9% and showed no monotonic temporal trend; the proportions were 5.0% in 2021 and 5.6% in 2022. The Rasch model generally produced smaller estimated standard errors than the 2-parameter logistic model. Rasch and 2-parameter logistic difficulty estimates showed strongly correlated rankings, although correlation alone did not establish agreement between their absolute estimates. The Rasch model demonstrated greater numerical stability under the present calibration conditions, but model selection should also consider model fit, test information, and the intended use of scores. Because examination years were calibrated separately and no pre-disclosure or control condition was available, the observed annual differences cannot be interpreted as evidence that item disclosure caused changes in item difficulty or discrimination.
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8. Development and psychometric validation of the Thai AI Literacy Scale for Nursing Students in Thailand: a cross-sectional observational study.
8. 泰国护生泰语人工智能素养量表的开发与心理测量学验证：一项横断面观察性研究PMID:日期:2026-08-04This study aimed to develop and validate the Thai AI Literacy Scale for Nursing Students (TAILS-NS). A cross-sectional study was conducted across multiple nursing institutions in Thailand from March to May 2026 to address the absence of a validated artificial intelligence (AI) literacy instrument for nursing students in Thai or Southeast Asian contexts. A total of 410 nursing students participated, yielding a response rate of 94.5%. The TAILS-NS was developed through item generation, expert content-validity assessment using the item-objective congruence index, and a 2-phase pilot study, resulting in a 40-item instrument comprising a 15-item knowledge test and 25 Likert-scale items across 6 domains. Exploratory factor analysis using maximum likelihood estimation and confirmatory factor analysis using the weighted least squares mean and variance-adjusted estimator, as well as internal consistency, convergent validity, and discriminant validity, were assessed. An independent validation sample (n=157) was recruited for cross-validation confirmatory factor analysis. Raw data are available as a supplement. Exploratory factor analysis supported a 6-factor structure: AI awareness, skills, ethics and professionalism, positive attitude, AI anxiety, and readiness. Confirmatory factor analysis showed acceptable model fit, although the root mean square error of approximation (RMSEA) indicated marginal fit (comparative fit index [CFI]=0.919, Tucker-Lewis index [TLI]=0.906, RMSEA=0.090). Reliability of the knowledge subscale was acceptable (Kuder-Richardson Formula 20=0.758). Internal consistency was excellent (α=0.810-0.934; total α=0.974; ω=0.989). Average variance extracted exceeded 0.50 for all factors, supporting convergent validity. Most heterotrait-monotrait ratios were below 0.90, supporting discriminant validity. Cross-validation confirmed factorial replicability (CFI=0.917, TLI=0.904). The TAILS-NS provides evidence of validity and reliability for measuring AI literacy among Thai nursing students and may serve as a standardized tool for curriculum evaluation. Future studies should expand the AI anxiety subscale and explore cross-cultural applicability in Southeast Asian nursing contexts.
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9. Validity evaluation of a mock examination including multimedia-assisted items for the Korean Nursing Licensing Examination: a mixed-methods study with a counterbalanced design.
PMID:日期:2026-07-21This study aimed to evaluate the validity of multimedia-assisted items (MAIs) in a mock examination by examining their psychometric properties and nursing students' perceptions. This methodological study used a within-group counterbalanced design in which fourth-year nursing students in South Korea completed an online mock examination consisting of paired text-based items and MAIs. Psychometric properties were examined using classical test theory and item response theory, and learner perceptions and response processes were explored through post-examination surveys and focus group interviews. Among 515 participants, MAIs demonstrated overall difficulty and discrimination comparable to those of text-based items in both classical test theory and item response theory analyses, with similar test characteristic curves across counterbalanced groups, supporting measurement equivalence across item formats. Post-test surveys indicated that participants perceived MAIs as realistic reflections of clinical practice and as more helpful for problem solving and ability assessment than text-based items. Qualitative findings from focus group interviews (n=15) further supported the educational value of MAIs for assessing clinical judgment while emphasizing the need for appropriate multimedia use. An order effect was also observed: presenting MAIs first led to higher item response theory discrimination parameters in subsequent text-based items (P=0.020). MAIs demonstrated psychometric properties comparable to those of text-based items and were positively perceived as valid tools for assessing clinical judgment and practical competence. These findings support the feasibility of incorporating multimedia-based assessment into the Korean Nursing Licensing Examination as part of a rigorous computer-based testing framework.
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10. From accommodation to inclusion: understanding barriers and facilitators in clinical dental education for Chilean students with hearing disabilities: a qualitative study.
PMID:日期:2026-06-29This study aimed to describe inclusive mechanisms supporting dental students with hearing disabilities, focusing on facilitators of and barriers to participation in clinical education. 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. 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. Inclusive mechanisms are present but insufficiently systematized. Strengthening institutional planning and structural adaptations is essential to ensuring equitable clinical education.