Evaluation & the Health Professions最新文献

Job demands and resources have been consistently associated with the burnout syndrome in physicians, however the literature points to a lack of robust measures to assess these job characteristics across various medical specialties. This study aimed to develop a theoretically and empirically grounded physician-specific job demands and resources self-report measure - the Physicians' Job Demands and Resources Scale. Relevant dimensions of physicians' job demands and resources were identified, corresponding measurement items were generated and pre-tested, and the factor structure of the resulting 44 items was tested with a sample of 9,176 Portuguese physicians. The results of EFAs and CFAs with two random split samples provided consistent evidence of a nine-factor structure with 38 of the 44 items. Importantly, the nine-factor structure is consistent with the dimensions identified in the literature. The paper discusses the theoretical and practical impacts of the scale.

Presenteeism occurs when workers are present at work but with diminished work capacity due to illness, stress, or other causes. Recent studies report that nursing is one of the leading professional groups experiencing presenteeism. Although studies of illness-related presenteeism predominate, fewer studies have investigated stress-related presenteeism. Nurses in Turkey are particularly vulnerable to stress-related presenteeism because of the country's low nurse-to-patient ratio. A scale for measuring presenteeism from job stress - the Job-Stress-Related-Presenteeism Scale-has been developed but not validated. This study had two objectives: to adapt the Job-Stress-Related-Presenteeism Scale to Turkish to use in measuring of presenteeism from job stress among nurses; and to assess the scale's validity. We conducted a cross-sectional study to test the content validity, construct validity, reliability, and stability of a Turkish version of the Job-Stress-Related Presenteeism Scale on a sample of 261 nurses. The content validity index of the Job-Stress-Related Presenteeism Scale was .65. Item-total score correlation values varied between .44 and .77. The confirmatory factor analyses confirmed the six-item, one-factor construct. The Cronbach's alpha internal consistency coefficient was .86. Results indicated that our adapted version of the Job-Stress-Related Presenteeism Scale is valid and suitable for use in Turkey.

Unprofessional faculty behaviors negatively impact the well-being of trainees yet are infrequently reported through established reporting systems. Manual review of narrative faculty evaluations provides an additional avenue for identifying unprofessional behavior but is time- and resource-intensive, and therefore of limited value for identifying and remediating faculty with professionalism concerns. Natural language processing (NLP) techniques may provide a mechanism for streamlining manual review processes to identify faculty professionalism lapses. In this retrospective cohort study of 15,432 narrative evaluations of medical faculty by medical trainees, we identified professionalism lapses using automated analysis of the text of faculty evaluations. We used multiple NLP approaches to develop and validate several classification models, which were evaluated primarily based on the positive predictive value (PPV) and secondarily by their calibration. A NLP-model using sentiment analysis (quantifying subjectivity of the text) in combination with key words (using the ensemble technique) had the best performance overall with a PPV of 49% (CI 38%-59%). These findings highlight how NLP can be used to screen narrative evaluations of faculty to identify unprofessional faculty behaviors. Incorporation of NLP into faculty review workflows enables a more focused manual review of comments, providing a supplemental mechanism to identify faculty professionalism lapses.

Daily hassles have a larger effect on our health and well-being than those major events in daily life. The present study aimed to evaluate the psychometric properties and measurement invariance of the LIVES Daily Hassles Scale (LIVES-DHS) in Chinese samples, which consisted of 815 people at work aged between 20 and 60 years old. The results of both Explanatory Factor Analysis and Confirmatory Factor Analysis showed that the five-factor model solution was better than other solutions, which supported the original structure of LIVES-DHS. The Cronbach's alpha coefficients of the five subdimensions varied between.721 and.818, with the entire scale of.920, and McDonald's $\omega$ values of the five subdimensions varied between.716 and.821, with the entire scale of.936. The results also showed the support for measurement invariance of the five-factor model across different groups, which is the first to offer evidence for configural, metric, scalar and strict invariance of LIVES-DHS across gender, age and educational groups.

This systematic review aims to evaluate the effectiveness of systems-based practice (SBP) curricula from the perspective of health professions students and workers. A total of 8468 citations were sourced from six electronic databases and manual searches conducted independently by two researchers, of which 44 studies were eventually included. A meta-analysis using a random effects model and a meta-synthesis using the thematic synthesis approach were conducted. Most studies targeted medical students, residents, and resident physicians from various clinical specialties. Almost half of all studies focused on didactic or knowledge-based interventions to teach SBP. About a third of all studies measured non-self-evaluated knowledge change, clinical abilities, and clinical outcomes. Both meta-analysis and meta-synthesis results revealed positive outcomes of increased knowledge of SBP, increased recognition of SBP as a core competency in one's profession, and increased application of SBP knowledge in one's profession. Meta-synthesis results also revealed negative outcomes at the institutional and teacher/health professions level. This review highlights the importance of SBP education and supports the effectiveness of SBP curricula. There is a need to address the negative outcomes at the institutional and teacher/health professions level. Moreover, future studies could investigate the integration of self-assessment outcomes with comparison to some external standard.

The study tested the construct validity and reliability of the Caregiver Contribution to Self-Care of Chronic Obstructive Pulmonary Disease (COPD) Inventory and the Caregiver Self-Efficacy in Contributing to Self-Care of COPD Scale. The two instruments were developed by modifying the Self-Care of COPD Inventory and Self-Care Self-Efficacy Scale in COPD into caregiver versions. The psychometric properties were tested in a convenience sample of 261 informal caregivers of COPD patients recruited in Italy in two cross-sectional studies. Structural validity was tested by confirmatory factor analysis, construct validity by posing several hypotheses, and internal consistency through factor score determinacy and global reliability index for multidimensional scales. In confirmatory factor analysis, the caregiver contribution to self-care maintenance, monitoring and management scales, composing the Caregiver Contribution to Self-Care of COPD Inventory, presented good fit indices. Global reliability indices ranged 0.75-0.88. The caregiver self-efficacy scale presented a comparative fit index of 0.96 and a global reliability index of 0.82. The caregiver contribution to self-care and the caregiver self-efficacy scales correlated moderately among themselves and with the patient versions of the scales, and scores were higher with caregiver-oriented dyadic care types and female caregivers. Our study provides evidence of the two instruments' construct validity and internal consistency.

Objective Structured Clinical Examinations (OSCEs) and written tests are commonly used to assess health professional students, but it remains unclear whether the additional human resources and expenses required for OSCEs, both in-person and online, are worthwhile for assessing competencies. This scoping review summarized literature identified by searching MEDLINE and EMBASE comparing 1) OSCEs and written tests and 2) in-person and online OSCEs, for assessing health professional trainees' competencies. For Q1, 21 studies satisfied inclusion criteria. The most examined health profession was medical trainees (19, 90.5%), the comparison was most frequently OSCEs versus multiple-choice questions (MCQs) (18, 85.7%), and 18 (87.5%) examined the same competency domain. Most (77.5%) total score correlation coefficients between testing methods were weak (r < 0.40). For Q2, 13 articles were included. In-person and online OSCEs were most used for medical trainees (9, 69.2%), checklists were the most prevalent evaluation scheme (7, 63.6%), and 14/17 overall score comparisons were not statistically significantly different. Generally low correlations exist between MCQ and OSCE scores, providing insufficient evidence as to whether OSCEs provide sufficient value to be worth their additional cost. Online OSCEs may be a viable alternative to in-person OSCEs for certain competencies where technical challenges can be met.

The listserv, although considered old technology by some, continues to show benefit for and growth in subscribers. We investigated the roles the DR-ED listserv plays within the medical education community. We asked, Who subscribes? Why do they subscribe? and How do they use the listserv? We conducted a mixed-methods evaluation of the DR-ED listserv based on message content analysis and user surveys. We found the DR-ED listserv fulfills medical educators' need to network collegially; keep current with issues and ideas in the field; share solutions to problems; share resources; and advertise development opportunities. We found two types of listserv engagement: a) one-way engagement by using it as a resource, or two-way engagement by using and sharing resources. Our findings also highlight the value users attribute to virtual resources and the role listservs can play as economical professional development in a time of constrained costs, and our analysis methods can be used to guide future listserv evaluations. We conclude the relatively easy access to a global medical education listserv is one strategy to create a community of practice for medical education practitioners.

The balance of lifelong learning with assessment for continued certification is a challenge faced by healthcare professions. The value of single-point-in-time assessments has been questioned, and a shift to longitudinal assessments (LA) has been undertaken to assess lifelong learning over-time. This scoping review was conducted to inform healthcare certifying organizations who are considering LA as an assessment tool of competence and lifelong learning in healthcare professionals. A search of 6 databases and grey literature yielded 957 articles. After screening and removal of duplicates, 14 articles were included. Most articles were background studies informing the underpinnings of LA in the form of progress testing, pilot studies, and process of implementation. Progress testing is used in educational settings. Pilot studies reported satisfaction with LA's ease of use, online format, and provision of lifelong learning. Implementation processes reveal that key aspects of success include stakeholder participation, phased rollout, and a publicly available content outline. Initial outcomes data affirm that LA addresses knowledge gaps, and results in improved performance on maintenance of certification exams. Future research is needed to substantiate validity evidence of LA and its correlation with high-stakes exam performance when assessing lifelong learning and continued competence of healthcare professionals over time.