Quality of leadership and presenteeism in health professions education and research: a test of a recovery-based process model with cognitive irritation and impaired sleep as mediators

Abstract Background Former socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the health professions education system in Mongolia, a transition economy country, and to identify changes in requirements. Methods We used a multi-level perspective to explore the effects of the transition, including the input, process, and output levels of the health professions education system. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. Results We explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement. Conclusions Mongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and reforming a payment system are recommended.

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Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

10.21203/rs.3.rs-55364/v1 ◽

2020 ◽

Author(s):

Nomin Amgalan ◽

Jwa-Seop Shin ◽

Seung-Hee Lee ◽

Oyungoo Badamdorj ◽

Oyungerel Ravjir ◽

...

Keyword(s):

Education System ◽

Health Professionals ◽

Transition Economy ◽

Core Curriculum ◽

Economic Transition ◽

Health Professions ◽

Medical Schools ◽

Health Professions Education ◽

Educational Services

Abstract Background: Former socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the health professions education system in Mongolia, a transition economy country, and to identify changes in requirements. Methods: We used a multi-level perspective to explore the effects of the transition, including the input, process, and output levels of the health professions education system. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. Results: We explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement.Conclusion: Mongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and introducing performance-based payments are recommended.

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Situational judgment test validity: An exploratory model of the participant response process using cognitive and think-aloud interviews.

10.21203/rs.3.rs-19804/v3 ◽

2020 ◽

Author(s):

Michael D. Wolcott ◽

Nikki G. Lobczowski ◽

Jacqueline M. Zeeman ◽

Jacqueline E. McLaughlin

Keyword(s):

Process Model ◽

Response Selection ◽

Test Validity ◽

Cognitive Interview ◽

Health Professions ◽

Health Professions Education ◽

Think Aloud ◽

Response Process ◽

Situational Judgment ◽

Participant Response

Abstract Background: Situational judgment tests (SJTs) are used in health sciences education to measure examinee knowledge using case-based scenarios. Despite their popularity, there is a significant gap in the validity research on the response process that demonstrates how SJTs measure their intended constructs. A model of SJT response processes has been proposed in the literature by Robert Ployhart; however, few studies have explored and expanded the factors. The purpose of this study was to describe the factors involved in cognitive processes that examinees use as they respond to SJT items in a health professions education context.Methods: Thirty participants—15 student pharmacists and 15 practicing pharmacists—completed a 12-item SJT designed to measure empathy. Each participant engaged in a think-aloud interview while completing the SJT, followed by a cognitive interview probing their decision-making processes. Interviews were transcribed and independently coded by three researchers to identify salient factors that contributed to response processes.Results: The findings suggest SJT response processes include all four stages (comprehension, retrieval, judgment, and response selection) as initially proposed by Ployhart. The study showed factors from other published research were present, including job-specific knowledge and experiences, emotional intelligence, and test-taking. The study also identified new factors not yet described, including identifying a task objective in the scenario, assumptions about the scenario, perceptions about the scenario, and the setting of the item.Conclusions: This study provides additional SJT validity evidence by exploring participants’ response processes through cognitive and think-aloud interviews. It also confirmed the four-stage model previously described by Ployhart and identified new factors that may influence SJT response processes. This study contributes to the literature with an expanded SJT response process model in a health professions education context and offers an approach to evaluate SJT response processes in the future.

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The Ministry of Health′s experience in implementing quality of health professions′ education in the Sultanate of Oman

Journal of Health Specialties ◽

10.4103/1658-600x.142786 ◽

2014 ◽

Vol 2 (4) ◽

pp. 156

Author(s):

NadaHussain Al Moosa

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Sultanate Of Oman ◽

Ministry Of Health

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Situational judgment test validity: An exploratory model of the participant response process using cognitive and think-aloud interviews.

10.21203/rs.3.rs-19804/v2 ◽

2020 ◽

Author(s):

Michael D. Wolcott ◽

Nikki G. Lobczowski ◽

Jacqueline M. Zeeman ◽

Jacqueline E. McLaughlin

Keyword(s):

Process Model ◽

Response Selection ◽

Test Validity ◽

Cognitive Interview ◽

Health Professions ◽

Health Professions Education ◽

Think Aloud ◽

Response Process ◽

Situational Judgment ◽

Participant Response

Abstract Background: Situational judgment tests (SJTs) are used in health sciences education to measure examinee knowledge using case-based scenarios. Despite their popularity, there is a significant gap in the validity research on the response process that demonstrates how SJTs measure their intended constructs. A model of SJT response processes has been proposed in the literature by Robert Ployhart; however, few studies have explored and expanded the factors. The purpose of this study was to describe the factors involved in cognitive processes examinees use as they respond to SJT items in a health professions education context.Methods: Thirty participants—15 student pharmacists and 15 practicing pharmacists—completed a 12-item SJT designed to measure empathy. Each participant engaged in a think-aloud interview while completing the SJT, followed by a cognitive interview probing their decision-making processes. Interviews were transcribed and independently coded by three researchers to identify salient factors that contributed to response processes.Results: The findings suggest SJT response processes include all four stages (comprehension, retrieval, judgment, and response selection) as initially proposed by Ployhart. The study showed factors from other published research were present, including job-specific knowledge and experiences, emotional intelligence, and test-taking. The study also identified new factors not yet described, including identifying a task objective in the scenario, assumptions about the scenario, perceptions about the scenario, and the setting of the item.Conclusions: This study provides additional SJT validity evidence by exploring participants’ response processes through cognitive and think-aloud interviews. It also confirmed the four-stage model previously described by Ployhart and identified new factors that may influence SJT response processes. This study contributes to the literature with an expanded SJT response process model in a health professions education context and offers an approach to evaluate SJT response processes in the future.

Download Full-text

Effects of the socio-economic transition on health professions education: The case of Mongolia

10.21203/rs.3.rs-55364/v2 ◽

2020 ◽

Author(s):

Nomin Amgalan ◽

Jwa-Seop Shin ◽

Seung-Hee Lee ◽

Oyungoo Badamdorj ◽

Oyungerel Ravjir ◽

...

Keyword(s):

Education System ◽

Health Professionals ◽

Transition Economy ◽

Core Curriculum ◽

Economic Transition ◽

Health Professions ◽

Medical Schools ◽

Health Professions Education ◽

Educational Services

Abstract BackgroundFormer socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the three levels of health professions education system in Mongolia, a transition economy country. The changing requirements of three levels, including input, process, and output levels of health professions education system were explored. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. ResultsWe explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement.ConclusionMongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and introducing performance-based payments are recommended.

Download Full-text