Objective. Assessment in distance education provides a safe evaluation environment during the COVID-19 pandemic. The purpose of this study is to explore the extent of knowledge available regarding the challenges of assessment in distance education of health professions during the 2020-2021 COVID-19 pandemic and to discuss a reflection in the Philippine setting.

Method. We conducted a rapid review through an electronic search in PubMed, Scopus, CINAHL, ERIC, Web of Science, and PsycINFO databases.

Results. Out of 1,519 articles, 9 were included for analysis. Philippine reflection was provided through an unsystematic search of literature. Challenges in assessment included resources, learners' issues, technical issues of the learning management system, and methodological assessment issues. Distance education allowed instructors to safely continue delivery of instruction and assessment during the pandemic.

Conclusion. The Philippine setting is relatable to the current international context of the challenges of assessment in distance education in health professions.

BACKGROUND

Ahigh-quality measurement tool is essential to accurately assess the innovative teaching strategies in health professions education. The Blended Teaching Assessment Tool (BTAT) aims to evaluate quality blended teaching or instructional delivery in Philippine health science programs. However, there is a lack of studies examining students' cognitive processes to support the validity of questionnaires.

Cognitive interviewing (CI) was employed to determine whether students interpreted and responded to the items correctly. Content analysis was done using Tourangeau's Cognitive framework. Four CIs were conducted by an expert moderator and note-taker with a total of 8 health science students (2 groups with 3 members, and 2 one-on-one interview) for around 1 to 2 hours via Zoom following a retroactive approach with verbal and spontaneous probing, guided by a semi-structured interview questionnaire.

Various issues related to comprehension, retrieval, judgment, and response were identified, leading to significant revisions of the tool from 82 items across 8 dimensions to 53 items across 5 dimensions. The challenges included unfamiliar terminology, ambiguous phrasing, complex statements, inconsistencies and irrelevance to students' real-life experiences. These findings emphasize the importance of students' feedback in enhancing the validity and reliability of assessment tools.

The Cognitive Interview identified crucial issues in comprehension, retrieval, judgment, and response, making it essential for developing the Blended Teaching Assessment Tool and ensuring valid responses on the quality of blended teaching and learning delivery.

Human ; Health Occupations ; Education ; Philippines

The study objectives were to increase both the stage of readiness to eat fruit and vegetables as well as the intakes of women who participated in the Expanded Food and Nutrition Education Program (EFNEP) for families with limited incomes. The intervention was to enhance the currently used curriculum, Eating Right Is Basic III (ERIB3), with stage-specific processes based on the Trans-Theoretical Model of readiness to change. Trained EFNEP community workers taught the enhanced curriculum to 90 mothers in the experimental county and to 53 mothers in the control county. Pre- and post-intervention measures included stages of readiness to eat fruit and vegetables and to intake as assessed by 24-hour dietary recalls and staging questions. Most women recruited into EFNEP were in Action and Preparation Stages (53.5%). Fruit and vegetable intakes showed a linear trend along with the Stage of Change for fruit and vegetable. After intervention, some combination of the ERIB3 and the fruit and vegetables-enhanced ERIB3 resulted in a reported 1/2 servings/day increase in fruits and vegetables in both the control and the experimental counties, although changes were not significant. EFNEP women also moved along the Stage of Change Continuum for fruits and vegetables in both counties. The percentage of people who ate 5 or more servings of fruit and vegetables was significant, however, only in the experimental group. We encourage health professionals to apply lessons learned from this intervention and to continue to pursue theoretically based interventions to change dietary behaviors.
Curriculum ; Eating ; Education ; Female ; Fruit* ; Health Occupations ; Humans ; Mothers ; Vegetables*

PURPOSE: This study was conducted to study on 1) What is nursing students' experience of ethical problems involving nursing practice? 2) What is nursing students' experience of using ethical decision-making models? METHOD: In order to answer these two questions, we selected 97 senior baccalaureate nursing students from two Korean universities using a conceptual framework and method of content analysis. RESULT: From 97 ethical problems emerged five content categories, the largest being ethical problems involving health professionals (69%); the basic nature of the nursing students' experience of ethical problems consisted of conflict, resolution, and rationale; 94% of the students stated that using an ethical decision-making model was helpful. CONCLUSION: Although additional research is needed, these findings have important implications for nursing ethics education and practice.
Education ; Ethics, Nursing ; Health Occupations ; Humans ; Nursing* ; Students, Nursing

A previous systematic review on osteoporosis knowledge published showed that only several studies investigated osteoporosis knowledge in health professionals, and it found that their knowledge was not as adequate and sufficient as it should be. Since then, studies published on osteoporosis knowledge among health professionals have also assessed and found that they still do not have adequate and sufficient osteoporosis knowledge. To increase and improve osteoporosis knowledge among health professionals, recommendations in osteoporosis education in the health professions, including the application of the cognitive load theory, online learning, problem-based learning, practical learning, simulation-based learning, interactive learning, and feedback are covered in order to ensure health professionals can have adequate and sufficient osteoporosis knowledge to best prevent and treat individuals with the disease.
Education* ; Health Occupations* ; Learning ; Osteoporosis* ; Problem-Based Learning ; Simulation Training

PURPOSE: The purpose of this study is to analyze types of shared medical decision making by health professionals in a decision making position. METHODS: The Q-methodology was used. Q sample was constructed with a total of 35 Q-statements that were offered with a 9-point rating scale. The statements were structured to generate answers that would form a shape of a normal distribution. Answers to Q sample were analyzed using a QUANL PC program. RESULTS: Four types of shared medical decision making were identified. Type I is patient-centered decision making, Type II is physician-centered, Type III is health professional-centered and Type IV is patient-family-centered. CONCLUSION: Study results indicate that it is recommended to develop an education program based on the four types of shared medical decision making so that health professionals can be provided with different approaches according to their decision making style.
Decision Making* ; Education ; Health Occupations ; Humans ; Terminally Ill*

The Diabetes Educator Training Module (DETM), which was developed in 2011, contained more than 900 slides. The purpose of the DETM is to help Korean diabetes educators develop programs for diabetic patients and health professionals. In this paper, we present information regarding the history, the principles of development, the contents, and the use of the DETM program. We hope that the DETM will be a useful tool for helping diabetic patients to understand their disease and to improve their glycemic control and treatment adherence.
Health Occupations ; Humans ; Patient Education as Topic ; Teaching Materials

BACKGROUND: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. METHODS: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. RESULTS: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (beta = 0.344, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (beta = 0.293, p < 0.001), "interactions with learners and instructors" (beta = 0.149, p < 0.01), and "previous experience related to e-learning" (beta = 0.095, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. CONCLUSION: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.
Education ; Ethnic Groups ; Health Education* ; Humans ; Korea* ; Learning* ; Motivation ; Occupational Health* ; Occupations ; Transients and Migrants*

Health education materials are widely used to increase awareness and knowledge, change attitudes and beliefs, and help individuals adopt and maintain healthy lifestyle behaviors. Health professionals should provide patients with written health education materials that are patient-oriented and designed according to best practice principles in written health education material design. Health education materials are only effective if they are read, understood, and remembered by patients. Existing guidelines including Suitability Assessment of Materials (SAM) and Simplified Measure of Gobbledygoop (SMOG) offer concrete, useful tips on how to design visuals and how to choose appropriate language for patient education. These guidelines suggest that it is important to address key components including plain language, layout and design, organization, culturally sensitive graphics, and desired patient behavior. This report offers useful tips for creating effective health education materials.
Health Education ; Health Occupations ; Humans ; Life Style ; Patient Education as Topic ; Practice Guidelines as Topic