educational ; Antibiotics

Proper hand scrubbing is very important for the prevention of food poisoning. The scrubbing checker is a method for determining the level of cleanliness based on light emitted from the hands after washing with a lotion containing fluorescence. In March 2008, we examined the hands of 33 individuals on the staff of the Department of Dietetics, Konan Kosei Hospital, using the ATP wipe test and the scrubbing checker. We also investigated the effectiveness of sanitary education using both methods. The ATP wipe test was conducted twice. The first test was done after normal scrubbing, and scrubbing education was given later. In order to evaluate the effectiveness of sanitary education, the second test was done approximately one week after the first test and the ATP levels obtained before and after sanitary education were compared. The measurements were evaluated in three stages:grade A (satisfactory), B (borderline) and C (unsatisfactory). For sanitary education, hand cleanliness was confirmed by each of the participants themselves using the scrubbing checker. In the first test, 58% of those tested were evaluated as grade A. Sanitary education using the scrubbing checker showed that scrubbing of the nails was inadequate in 64% of the examinees. Therefore, education was given about scrubbing the nails against the palm of the other hand. In the second test after scrubbing education, the percentage of those evaluated as gradeA increased to 91%. As a result of these findings, it was concluded that sanitary education using the ATP wipe test and the scrubbing checker is effective. We plan to prevent food poisoning by conducting both tests periodically hereafter.
educational ; Azathioprine ; Hand ; Grade ; Educational Background

Medical specialty systems were launched in 1951 by the National Medical Services Law. The following year, the specialty certifying examination had implemented in the form of portfolio evaluation. A paper-and-pencil type examination was implemented in 1960, and the 55th examination was carried out in January 2012. Currently, 26 specialties are represented, and the overall pass rate is over 90%. The examination consists of a step 1 paper-and-pencil test and step 2 skills test. In the step 1 test, the test items are multiple choice questions and short answer questions. Clinical performance examination is partially applied to the step 2 test. To cope with changes in the social situation and the growth of medical services, developmental changes are needed in the specialty certifying examinations. Performance assessment is an alternative worth considering. CPX should be a major part of the skill test. A computer-based test should be introduced as soon as possible, and it could eventually be developed into an adaptive test.
Educational Measurement ; Jurisprudence ; Phosphatidylethanolamines

PURPOSE: Teaching evaluation tools can be used to provide feedback to medical educators and help them improve their teaching skills. The purpose of this study was to develop a clinical teaching evaluation tool and test its efficacy. METHODS: The draft tool was developed based on clinical education literature and was modified by the stakeholder groups. To examine the quality of the instrument, content and construct validity, as well as reliability and fitness were analyzed. Content validity was tested by the stakeholder groups using a survey, and construct validity was verified by confirmatory factor analysis using LISREL 8.8. Internal consistency of items was assessed thorough Cronbach alpha estimation. Rasch analysis using Winstep 3.65 was performed to estimate the fitness of the tool. RESULTS: The resulting tool consisted of 4 large categories, 25 small categories, and 43 items. According to the test results, the average importance of all 43 items was 4.03 (3.63 to 4.29). Cronbach alpha was 0.9689, and the correlation coefficients between the items were high. With regard to construct validity, 10 items needed minor modifications in the category setting. As the infit (0.76 to 1.23) and outfit (0.75 to 1.40) indices show, 42 items were fit to the item response theory. CONCLUSION: The clinical teaching evaluation tool that has been developed in this study is valid and reliable and fits the item response theory. It can be used as an evaluation method in a variety of clinical teaching settings.
Educational Measurement ; Program Evaluation

PURPOSE: This study examined the use of the Tucker linear equating method in producing an individual student's score in 3 groups with bridging stations over 3 consecutive days of the clinical performance examination (CPX) and compared the differences in scoring patterns by bridging number. METHODS: Data were drawn from 88 examinees from 3 different CPX groups-DAY1, DAY2, and DAY3-each of which comprised of 6 stations. Each group had 3 common stations, and each group had 2 or 3 stations that differed from other groups. DAY1 and DAY3 were equated to DAY2. Equated mean scores and standard deviations were compared with the originals. DAY1 and DAY3 were equated again, and the differences in scores (equated score-raw score) were compared between the 3 sets of equated scores. RESULTS: By equating to DAY2, DAY1 decreased in mean score from 58.188 to 56.549 and in standard deviation from 4.991 to 5.046, and DAY3 fell in mean score from 58.351 to 58.057 and in standard deviation from 5.546 to 5.856, which demonstrates that the scores of examinees in DAY1 and DAY2 were accentuated after use of the equation. The patterns in score differences between the equated sets to DAY1, DAY2, and DAY3 yielded information on the soundness of the equating results from individual and overall comparisons. CONCLUSION: To generate equated scores between 3 groups on 3 consecutive days of the CPX, we applied the Tucker linear equating method. We also present a method of equating reciprocal days to the anchoring day as much as bridging stations.
Clinical Competence ; Educational Measurement

General Practitioners ; educational

BACKGROUND

Family Medicine educators play a vital role in the age of Universal Health in the Philippines to strengthen the competencies of primary care providers through education and training; hence the need for pedagogy and content to harmonise with technology in the midst of modern-day global trends and standards, and of the changing needs of 21st century learners. These educators benefit from quality improvement methods that begin with benchmarking and monitoring though valid and reliable measurements.

This study aimed to develop a measurement tool for the attitudes of Family Medicine educators in optimising the use of technology in education by using the methodological development steps in creating assessment tools including content & face validation and modification of items generated from various behavioural models and a validated tool; simplifying the tool through factor analysis; and determining the reliability of its final version.

The study was able to create a questionnaire of 26 validated items with an overall internal consistency of 0.932, distributed into six subscales with beyond-satisfactory-to- excellent reliabilities.

The burden of suicide increases globally in ages 15-19 as they are more vulnerable to risky behaviors [8]. The Young Adult Fertility and Sexuality Study of 2013 (YAFS4) suggests further analysis and accounting for other related variables to determine if a true relationship between educational attainment and suicide is reflected. An analytic cross-sectional study was employed using secondary data from the YAFS4. The proportion of suicide attempt among the different education levels and its confounders was determined using point and interval estimates, whereas the association between educational attainment and suicide attempt was determined through multiple logistic regression analysis. Results revealed a high prevalence of suicide attempt among those with 'No schooling/Elementary' (38.36%), who have used alcohol (36.15%) and drugs (50.82%), and identified as 'bisexual' or with an 'identity crisis' (52.00%). Overall, there was an association between educational attainment and suicide attempt. The odds of suicide attempt was 1.69 times higher among those with “No schooling/Elementary” as compared to those “College Graduates or Higher”, and was the only group found to be statistically significant even after controlling for socioeconomic status. An association exists between educational attainment and suicide attempt, wherein having a lower level of education has higher odds of suicide attempt. The study suggests that interventions start as early as elementary school and focus on the out-of-school youth. Additionally, future research may also look further into the confounding effects of socioeconomic status and the mechanisms involved.
Educational Status ; Suicide, Attempted ; Adolescent

PURPOSE: The purpose of this study is to analyze the development and implementation of the Objective Structured Clinical Examination (OSCE) for the residency applicant examination at Daegu-Catholic Hospital. METHODS: Fifty-four Daegu-Catholic residency applicants were evaluated by written examination, internship scores, and OSCE. The correlation between written examination scores, internship scores, and OSCE scores was assessed. RESULTS: The correlation between OSCE and internship scores showed a tendency to be more significant than that between the written test and internship scores, but OSCE-internship correlation coefficients and written test and internship correlation coefficients was not statistically significant. The distribution of OSCE and internship scores on a graph corroborated this relationship between the two variables. CONCLUSION: The OSCE presents more objective criteria for residency application tests.
Clinical Competence ; Educational Measurement ; Internship and Residency

Though there is a long-standing debate on the faculty 'inbreeding' of Korean medical schools, one knows little about what and how is the status. Based on [Current Educational Status of Medical Schools] by the Korean Council of Deans of Medical College, the basic data on the medical professors are presented. By May 2000, the total of 7,511 professors were in 41 medical schools. Among them, 6,963 (92.7%) were M.D. More than 90% of M.D. professors of 9 medical schools(19.5%) were their own graduates, while those of 15 medical schools(36.6%) do not have the majority of graduates and they are relatively new ones. Many medical professors(3,114, 44.7%) works at the medical schools that they graduated. However, eight schools established before 1955 have their own graduates 40.8% of M.D. professors, and 14 schools established from 1965 to 1982 have 57.7%. Korean medical schools have trend that they have chosen their own graduates as medical professors. And the relatively new schools follows the trend.
Educational Status ; Humans ; Inbreeding* ; Schools, Medical*