PURPOSE Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed.
METHODS We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012.
RESULTS Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39.
Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful.
CONCLUSION Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.
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Key themes of community-oriented primary care projects from a longitudinal, rural interprofessional health professions curriculum (1997–2023) Hana E. Hinkle, A. Brianna Sheppard, Kara Fess, Heidi R. Olson, Elizabeth Squires BMC Medical Education.2024;[Epub] CrossRef
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PURPOSE To teach communication skills to medical students, a variety of instructional text and video materials are used. The purpose of this study was to investigate medical students' perception and satisfaction with medical communication teaching using electronic modules.
METHODS Medical communication subjects were developed for freshmen of the medical department. Each lesson was configured for the use of educational electronic modules.
The modules were composed of a database of instructional materials and a program file that could link the materials.
After the 2nd and 12th week of classes, the 8th and 14th practice interviews with simulated patients, and the end of the course, medical students' perception and satisfaction were assessed.
RESULTS Forty-five students participated in the survey.
Students' satisfaction after the 2nd and 12th week of class was 16.2 (standard deviation [SD], 2.0) and 16.2 (SD, 2.1), respectively. The correlation between class satisfaction and awareness of the usefulness of the electronic modules was significant (p<0.05). After the end of the course, the students' average satisfaction score was 6.7 of 10 points (SD, 1.4). Satisfaction with the practice interview and evaluation using simulated patients was 7.5 (SD, 2.3). For the practice interview, empathy, building a relationship, effective questioning, and active listening could be applied.
CONCLUSION Medical student satisfaction with medical communication teaching using electronic modules was high.
Students who were aware of the usefulness of the electronic modules had higher satisfaction with their classes. Many interview skills of the initial and middle phase of interviewing could be applied for the practice interview.
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Physicians' perspectives on social competency education in academic medicine Yun-Jung Heo, Ivo Kwon, Ok-Jin Rhee, Duck-sun Ahn Korean Journal of Medical Education.2013; 25(4): 289. CrossRef
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PURPOSE The purpose of this study was to assess the clinical experiences (in internal medicine) of medical students, and compare the self-assessment of their competency in clinical skills with the assessment of instructors through the OSCE. METHODS: The frequency of clinical experiences had by medical students and the self-assessments of their confidence in clinical skills were assessed by questionnaires administered before the OSCE. 52 medical students participated in the OSCE. After completing the OSCE, they re-evaluated their own performance of 9 clinical skills examined in the OSCE by self-assessment questionnaires. The scores of these self-assessments were compared with the scores given by the instructors. RESULTS: For 19 of 28 clinical skills items listed in the questionnaires, self-assessment of competence by medical students correlated with the frequency of performance (p<0.05). For 9 clinical skills in the OSCE, the self-assessment scores did not correlate significantly with the instructors' assessment scores (p>0.05). However, these 9 clinical skills scores from the instructors correlated significantly with the clerkship evaluation scores and the final semester grade point averages (p<0.05). CONCLUSION: There was a significant association between frequency of performance and self-assessed competency, which did not correlate significantly with the instructors' evaluation through the OSCE.
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The Effect of Recorded Video Monitoring on Students’ Self Reflection of Patient‐Physician Interaction Misun Ju, Jiyeong Hwang, Jaemyung Kim, Jeaku Kang Korean Medical Education Review.2017; 19(2): 83. CrossRef
Analysis of First Clinical Skills Examination in the Korean Medical Licensing Examination: Focus on Examinees' Experience in a Medical School Kyung Ae Jun, Sang Yop Shin Korean Journal of Medical Education.2011; 23(3): 203. CrossRef
Experience of Bedside Teaching during Clerkship in Pulmonary Medicine for Improving Clinical Performance Sung Soo Jung, Sun Young Kim Korean Journal of Medical Education.2011; 23(1): 41. CrossRef
Teaching both English in medical field and bioethics to medical students in Korea is becoming more and more important. We have investigated the present status of medical English and bioethics lectures in medical schools in Korea. We have taught bioethics in medical English class and investigated its effect through questionnaire.
Less than two thirds of the 35 medical schools in Korea have medical English and /or bioethics lectures. Mainly English medical terms were taught in premedical course in most of the school which needs to be improved. Evaluation of the bioethics lecture in medical English class was responded favorably by the students.
In conclusion, teaching bioethics in medical English class in English appears to be an effective way of teaching both English and bioethics in medical field at the same time and a good way of saving time by teaching both simultaneously.
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