Korean Journal of Medical Education

"HyeRin Roh"

Original Research

Retrospective study of cultural biases and their reflections among Korean medical students: a cultural hybridity perspective: Kyung Hye Park, Ki-Byung Lee, HyeRin Roh; Korean J Med Educ 2025;37(1):23-34.
Published online February 26, 2025; DOI: https://doi.org/10.3946/kjme.2025.320

Abstract
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Purpose
Most of studies about racial or ethnic biases among medical students have been conducted in English-speaking developed countries. This study explores the hybridity and transformation of Korean medical students’ biases, arguing that a nation’s identity and culture are constantly in a state of ever-changing hybridity.
Methods
This research used a qualitative document analysis. The study participants were 600 pre-clinical medical students at two medical colleges in Korea, who enrolled in anti-bias programs and subsequently submitted self-reflection essays. Data collection focused on biases related to race, ethnicity, nationality, and medical practices as doctors. Bhabha’s cultural hybridity concepts guided the coding of the data in order to explore the hybridity and transformation of the students’ biases.
Results
The students presented cultural biases toward patients and doctors with ambivalence related to a person’s high socioeconomic status and open-mindedness, as well as doctors’ excellence and superiority as Korean authoritative figures. Since the students had ambivalent and complex biases toward patients and doctors, they felt unhomeliness as Korean doctors encountering international patients in Korean clinics. However, after discovering their contradictory assumptions, they transformed their unhomeliness into new hybrid identities. The students’ biases were rarely based on race but instead were based on nationality, specifically national class by national income.
Conclusion
Understanding the changing hybrid nature of identities and culture from a cultural hybridity perspective could help clarify medical students’ complex and changing biases and improve anti-bias education. Korean medical students’ hybridized positions suggest that anti-bias education goes beyond focusing on prestige or racism.

Citations

Citations to this article as recorded by

Cultural Safety Education for Medical Students: Practice and Development in Korean Medical Education
HyeRin Roh, Kyung Hye Park
Korean Medical Education Review.2026; 28(1): 32. CrossRef
Current Basic Medical Education from a Comparative Perspective: Curricula of the United Kingdom, the United States, and Korea
HyeRin Roh
Korean Medical Education Review.2025; 27(2): 103. CrossRef

1,928 View
67 Download
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Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique: HyeRin Roh, So Jung Yune, Kwi Hwa Park, Geon Ho Lee, Sung Soo Jung, Kyung Hee Chun; Korean J Med Educ 2020;32(3):197-211.
Published online July 21, 2020; DOI: https://doi.org/10.3946/kjme.2020.167

Abstract
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Purpose
Today's students have distinctive generational characteristics and increased psychopathology and generational tension. The authors investigated the negative experiences of Late Millennial students in medical school to draw implications for student support.
Methods
The authors explored medical students’ negative experiences using the critical incident technique. The authors conducted semi-structured in-depth interviews with 13 medical students, between February and May 2016. The authors focused on occurrences that significantly influenced medical students’ school lives negatively from the students’ perspective. All interviews were recorded and transcribed. The authors classified incidents into frames of reference for the use of faculty development for student support.
Results
The authors extracted 22 themes from a total 334 codes and classified them into eight subcategories. Finally, four categories emerged from frames of reference. Students manipulate relationships and colluding for better specialty choice. They experience uncontrolled rifts in interpersonal relationships between peers including lawsuits, sexual assaults, and social network service conflicts. Today’s students feel resentment towards dependent hierarchical relationships with seniors. They struggle with gender discrimination but perpetuate outdated gender role toward the opposite gender.
Conclusion
Faculty members should understand today’s students’ level of career stress and desire for work life balance. They should motivate students’ professional identity, promote assertiveness against unfair authorities, and focus on mental health, teamwork, and relationship building. All generations need to understand other generations and develop appropriate leadership and gender sensitivity.

Citations

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Faculty Development for Medical Faculty: Importance and Strategies
Do-Hwan Kim
Korean Medical Education Review.2023; 25(1): 3. CrossRef
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Hyo Jeong Lee, Do-Hwan Kim, Ye Ji Kang
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Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education
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Korean Medical Education Review.2021; 23(1): 11. CrossRef

6,772 View
135 Download
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1 Scopus

Commentaries and Opinions

Cultural diversity should be taught: a reply to UK medical students’ view on interacting with multicultural patients: Lauren Nirta, HyeRin Roh; Korean J Med Educ 2019;31(2):173-176.
Published online May 30, 2019; DOI: https://doi.org/10.3946/kjme.2019.128

Citations

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Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety
Jacob Madgwick, Lynley Anderson, Jon Cornwall
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Original Research

Understanding medical students’ empathy based on Enneagram personality types: HyeRin Roh, Kyung Hye Park, Hyo Jeong Ko, Dong Kyu Kim, Han Bin Son, Dong Hyeok Shin, Seung Hyeon Lee, Hee Young Jung, Dong Heo; Korean J Med Educ 2019;31(1):73-82.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.120

Abstract
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Purpose
High self-awareness can promote communication and empathy. The Enneagram is a well-known personality tool to enhance self-awareness. We evaluated differences in empathy among medical students using the Enneagram typology.
Methods
This cross-sectional study included first and second grade students at the Inje University College of Medicine. The Jefferson Scale of Empathy was used to measure empathy and the Korean Enneagram Personality Type Indicator was used for examining personality characteristics. Empathy scores were analyzed according to the Triads, Hornevian group, Harmonic group, and each Enneagram type.
Results
The Instinctive triad, the Withdrawns, and the Positive outlook group were the most common, and the Feeling triad, the Assertives, and the Emotional realness group were the least common. Students in the Feeling triad and the Dutifuls had higher compassionate care (CC) scores as compared to their counterparts. Type 2 and 6 students showed the two highest empathy and CC scores. The empathy score of type 3 students was the lowest. Type 7 had the lowest CC score but the highest perspective taking score.
Conclusion
These differences in empathy according to Enneagram personality types can be applied to medical education to maintain and improve medical students’ empathy.

Citations

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9 Scopus

Short communication

Medical students interact with multicultural patients to learn cultural diversity: HyeRin Roh, Lauren Nirta; Korean J Med Educ 2018;30(2):161-166.
Published online May 30, 2018; DOI: https://doi.org/10.3946/kjme.2018.91

Abstract
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Purpose
The aim was to present our experiences implementing a cultural diversity (CD) education program.
Methods
The authors held a 4-hour CD class for third-year medical students. The aim of the class was to facilitate students to realize and reflect on the importance of CD on healthcare delivery in Korea. The class was comprised of an orientation about CD in Korea, physicians and multicultural guests sharing their experiences with students, small group discussion, and Q&A panel with multicultural guests. Students provided written feedback for program evaluation. Authors classified their comments qualitatively.
Results
Students mostly responded positively to the class with a significant focus on interacting with the multicultural guests. Students realized the significance of CD in healthcare and reflected deeply on their discussion with the multicultural patients. Students needed more time to interact with multicultural guests from a greater range of cultures represented in Korea. Most did not need English interpretation.
Conclusion
The aim of the class was achieved. Medical students’ interaction with multicultural patients may promote the students’ understanding and reflection about CD in health care.

Citations

Citations to this article as recorded by

Cultural Safety Education for Medical Students: Practice and Development in Korean Medical Education
HyeRin Roh, Kyung Hye Park
Korean Medical Education Review.2026; 28(1): 32. CrossRef
Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88
Emma Coulter, Conner McQueen, Zeina Abu-Jurji, Isabelle Chan-Emery, Mark Rukavina, Rachel Solecki, Sarah Wojkowski, Jasdeep Dhir
Medical Teacher.2025; 47(3): 388. CrossRef
Retrospective study of cultural biases and their reflections among Korean medical students: a cultural hybridity perspective
Kyung Hye Park, Ki-Byung Lee, HyeRin Roh
Korean Journal of Medical Education.2025; 37(1): 23. CrossRef
Medical students’ experience of culturally diverse family presence during resuscitation simulation
Kyung Hye Park, Jannet J. Lee-Jayaram, Benjamin W. Berg
Korean Journal of Medical Education.2025; 37(1): 71. CrossRef
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Sage Open.2021;[Epub] CrossRef
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Aleksander Dawidziuk, Rishikesh Gandhewar, Yash Kulkarni
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Original Research

Medical students’ clinical performance of dealing with patients in the context of domestic violence: Hyun-Hee Kong, Sunju Im, Ji-Hyun Seo, Do-Kyong Kim, HyeRin Roh; Korean J Med Educ 2018;30(1):31-40.
Published online February 28, 2018; DOI: https://doi.org/10.3946/kjme.2018.79

Abstract
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Purpose
The aim of this study was to inquire about the clinical performance and determine the performance pattern of medical students in standardized patient (SP) based examinations of domestic violence (DV).
Methods
The clinical performance sores in DV station with SP of third-year (n=111, in 2014) and 4th-year (n=143, in 2016) medical students of five universities in the Busan-Gyeongnam Clinical Skills Examination Consortium were subjected in this study. The scenarios and checklists of DV cases were developed by the case development committee of the consortium. The students’ performance was compared with other stations encountered in SP. The items of the checklists were categorized to determine the performance pattern of students investigating DV into six domains: disclosure strategy (D), DV related history taking (H), checking the perpetrator’s psychosocial state (P), checking the victim’s condition (V), negotiating and persuading the interviewee (N), and providing information about DV (I).
Results
Medical students showed poorer performance in DV stations than in the other stations with SP in the same examination. Most students did confirm the perpetrator and commented on confidentiality but ignored the perpetrator’s state and patient’s physical and psychological condition. The students performed well in the domains of D, H, and I but performed poorly in domains P, V, and N.
Conclusion
Medical students showed poor clinical performance in the DV station. They performed an ‘event oriented interview’ rather than ‘patient centered’ communication. An integrated educational program of DV should be set to improve students’ clinical performance.

Citations

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Attitudes of Nursing Students About Reporting Child Abuse in Izmir, Türkiye: Descriptive Study
Dilek Zengin, Aycin Ezgi Onel, Hatice Bal Yılmaz
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3 Scopus

Verbal communication of students with high patient–physician interaction scores in a clinical performance examination assessed by standardized patients: HyeRin Roh, Kyung Hye Park, Song Yi Park; Korean J Med Educ 2017;29(4):241-251.
Published online November 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.70

Abstract
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Purpose
Standardized patients (SPs) tend to rate medical students’ communication skills subjectively and comprehensively, in contrast to such objective skill set defined in the clinical performance examination (CPX). Meanwhile, medical school instructors have a different approach in their evaluation of students’ communication skills. We aim to analyze medical students’ verbal communication skills using objective methods, and to determine the contributing factors of a patient–physician interaction (PPI) score.
Methods
Students with high- and low-ranking scores for PPI in CPX were selected. The Roter interaction analysis system was used to compare verbal communication behaviors of the students and SPs. Patient-centeredness scores (PCSs), physician’s verbal dominance, and number of utterances were compared between the two groups.
Results
PCSs and physician’s verbal dominance had no difference between the groups. The number of utterances during the limited time of 5 minutes of CPX was higher for the high-ranking students. They tended to employ more paraphrase/check for understanding, and closed questions for psychosocial state and open questions for medical condition. The SPs interviewed by high-ranking students gave more medical information and requested for more services.
Conclusion
In the case of the routine checkup, smooth conversations with more frequent utterances were detected in the high-ranking students. More medical information exchange and requests for services by SPs were higher for the high-ranking students. Medical communication instructors should keep in mind that our results could be indicators of a high PPI score.

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Piotr Przymuszała, Patrycja Marciniak-Stępak, Magdalena Cerbin-Koczorowska, Martyna Borowczyk, Katarzyna Cieślak, Lidia Szlanga, Łucja Zielińska-Tomczak, Ryszard Marciniak
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209 Download
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3 Scopus

Review Article

Research trends in studies of medical students’ characteristics: a scoping review: Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun; Korean J Med Educ 2017;29(3):137-152.
Published online August 29, 2017; DOI: https://doi.org/10.3946/kjme.2017.60

Abstract
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The purpose of this study is to investigate domestic and international research trends in studies of medical students’ characteristics by using the scoping review methods. This study adopted the scoping review to assess papers on the characteristics of medical students. The procedure of research was carried out according to the five steps of the scoping review. The full texts of 100 papers are obtained and are read closely, after which suitable 88 papers are extracted by us for this research. The review is mapped by the year of the study, source, location, author, research design, research subject, objective, and key results. The frequency is analyzed by using Microsoft Excel and SPSS. We found 70 papers (79.5%) on a single medical school, 15 (17.0%) on multiple medical schools, and three (3.4%) on mixed schools, including medical and nonmedical schools. Sixty-nine (79.5%) were cross-sectional studies and 18 (20.5%) were longitudinal studies. Eighty-two papers (93.2%) adopted questionnaire surveys. We summarized research trends of studies on medical students in Korea and overseas by topic, and mapped them into physical health, mental health, psychological characteristics, cognitive characteristics, social characteristics, and career. This study provides insights into the future directions of research for the characteristics of medical students.

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Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique
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Korean Journal of Medical Education.2020; 32(3): 197. CrossRef

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264 Download
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2 Scopus

Short Communication

A pilot study on the evaluation of medical student documentation: assessment of SOAP notes: Ji-Hyun Seo, Hyun-Hee Kong, Sun-Ju Im, HyeRin Roh, Do-Kyong Kim, Hwa-ok Bae, Young-Rim Oh; Korean J Med Educ 2016;28(2):237-241.
Published online March 17, 2016; DOI: https://doi.org/10.3946/kjme.2016.26

Abstract
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Purpose
The purpose of this study was evaluation of the current status of medical students' documentation of patient medical records.
Methods
We checked the completeness, appropriateness, and accuracy of 95 Subjective-Objective-Assessment-Plan (SOAP) notes documented by third-year medical students who participated in clinical skill tests on December 1, 2014. Students were required to complete the SOAP note within 15 minutes of an standard patient (SP)-encounter with a SP complaining rhinorrhea and warring about meningitis.
Results
Of the 95 SOAP notes reviewed, 36.8% were not signed. Only 27.4% documented the patient’s symptoms under the Objective component, although all students completed the Subjective notes appropriately. A possible diagnosis was assessed by 94.7% students. Plans were described in 94.7% of the SOAP notes. Over half the students planned workups (56.7%) for diagnosis and treatment (52.6%). Accurate documentation of the symptoms, physical findings, diagnoses, and plans were provided in 78.9%, 9.5%, 62.1%, and 38.0% notes, respectively.
Conclusion
Our results showed that third-year medical students’ SOAP notes were not complete, appropriate, or accurate. The most significant problems with completeness were the omission of students’ signatures, and inappropriate documentation of the physical examinations conducted. An education and assessment program for complete and accurate medical recording has to be developed.

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14,611 View
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21 Scopus

Original Article

Using standardized patients versus video cases for representing clinical problems in problem-based learning: Bo Young Yoon, Ikseon Choi, Seokjin Choi, Tae-Hee Kim, Hyerin Roh, Byoung Doo Rhee, Jong-Tae Lee; Korean J Med Educ 2016;28(2):169-178.
Published online February 29, 2016; DOI: https://doi.org/10.3946/kjme.2016.24

Abstract
PDF

Purpose
The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL.
Methods
A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients.
Results
The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation.
Conclusion
SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

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Case Report

Development of a portfolio for competency-based assessment in a clinical clerkship curriculum: HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee; Korean J Med Educ 2015;27(4):321-327.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.321

Abstract
PDF

The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school’s website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

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Oh Young Kwon
Korean Journal of Medical Education.2015; 27(4): 243. CrossRef

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1 Scopus

Development of guide to clinical performance and basic clinical skills for medical students: HyeRin Roh, KeunMi Lee, Eunkyung Eo, Young Sun Hong, Hakseung Lee, Byung Woo Jang, Byoung Doo Rhee; Korean J Med Educ 2015;27(4):309-319.
Published online December 1, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.4.309

Abstract
PDF

The aim of this report was to discuss the development and content of a guide on clinical performance and basic clinical skills for medical students. We published the first edition of this guide in 2010 and will publish the second edition in 2016. Initially, we took a survey on important clinical presentations and fundamental clinical and technical skills in 41 medical schools in Korea. Ultimately, we chose 80 core clinical presentations and 56 clinical skills. In the guide to basic clinical skills, we described the physical examination and technical skills according to the preprocedural preparation, procedure, and postprocedural process. In the guide on clinical performance, we reviewed patient encounters—from history taking and the physical examination to patient education. We included communication skills, principles of patient safety, and clinical reasoning schemes into the guides. In total, 43 academic faculty members helped develop the basic clinical skills guide, 75 participated in establishing the clinical performance guide, and 16 advisors from 14 medical specialty societies contributed to the guide. These guides can help medical students approach patients holistically and safely.

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Jaehyun Byun, Hongik Kim, Jihan Lim, Junyeong Choi, Sangzin Ahn
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4 Scopus

Original Article

Medical students’ agenda-setting abilities during medical interviews: HyeRin Roh, Kyung Hye Park, Young-Jee Jeon, Seung Guk Park, Jungsun Lee; Korean J Med Educ 2015;27(2):77-86.
Published online May 26, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.2.77

Abstract
PDF

Purpose
Identifying patients’ agendas is important; however, the extent of Korean medical students’ agenda-setting abilities is unknown. The study aim was to investigate the patterns of Korean medical students’ agenda solicitation.
Methods
A total of 94 third-year medical students participated. One scenario involving a female patient with abdominal pain was created. Students were video-recorded as they interviewed the patient. To analyze whether students identify patients’ reasons for visiting, a checklist was developed based on a modified version of the Calgary-Cambridge Guide to the Medical Interview: Communication Process checklist. The duration of the patient’s initial statement of concerns was measured in seconds. The total number of patient concerns expressed before interruption and the types of interruption effected by the medical students were determined.
Results
The medical students did not explore the patients’ concerns and did not negotiate an agenda. Interruption of the patient’s opening statement occurred in 4.62±2.20 seconds. The most common type of initial interruption was a recompleter (79.8%). Closed-ended questions were the most common question type in the second and third interruptions.
Conclusion
Agenda setting should be emphasized in the communication skills curriculum of medical students. The Korean Clinical Skills Exam must assess medical students’ ability to set an agenda.

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Agenda-setting in the clinical encounter: A systematic review protocol
Ailyn Sierpe, Renata W. Yen, Gabrielle Stevens, Aricca D. Van Citters, Glyn Elwyn, Catherine H. Saunders, Yohannes Kebede
PLOS ONE.2024; 19(10): e0312613. CrossRef
Interrupted opening statements in clinical encounters: A scoping review
Amanda C. Coyle, Renata W. Yen, Glyn Elwyn
Patient Education and Counseling.2022; 105(8): 2653. CrossRef
Codebook for rating clinical communication skills based on the Calgary-Cambridge Guide
Else Dalsgaard Iversen, Maiken Overbeck Wolderslund, Poul-Erik Kofoed, Pål Gulbrandsen, Helle Poulsen, Søren Cold, Jette Ammentorp
BMC Medical Education.2020;[Epub] CrossRef
Assessing clinical reasoning abilities of medical students using clinical performance examination
Sunju Im, Do-Kyong Kim, Hyun-Hee Kong, Hye-Rin Roh, Young-Rim Oh, Ji-Hyun Seo
Korean Journal of Medical Education.2016; 28(1): 35. CrossRef
Educational Strategies for Clinical and Technical Skills Performance
HyeRin Roh
Korean Medical Education Review.2016; 18(3): 132. CrossRef

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Short Communication

Depressive symptoms in medical students: prevalence and related factors: Bomi Kim, Hyerin Roh; Korean J Med Educ 2014;26(1):53-58.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.53

Abstract
PDF

PURPOSE
This study was designed to estimate the prevalence of depression and the factors that influence it in Korean medical students.
METHODS
We evaluated depression in 122 first- and second-year medical students in December 2011 using the Korean Beck Depression Inventory (K-BDI). Sixteen potential factors were considered: gender, class year, grade point average, breakfast habits, residence type, leisure activity, sleep satisfaction, relationship status, a close friend or a significant other, finances, present health status, history of mood disorders, family history of mood disorders, religion, and self-esteem.
RESULTS
The average BDI score was 8.9. There were 80 (65.6%), 16 (13.1%), 15 (12.3%), and 11 (9.0%) students with minimal, mild, moderate, and severe depression, respectively. The group with depressive symptoms comprised males with a total BDI score > or =24 and females with total BDI > or =25 and constituted 9.0% of students. Students in the depressive symptom group had lower self-esteem and lower grade point averages and were more frequently ill, less likely to be in a relationship, and more likely to have a history of mood disorders (p<0.05 for all). In particular, low self-esteem score was an independent factor.
CONCLUSION
The BDI scores in our study were similar to those that have been reported in other countries but slightly higher than in other Korean medical and university students. Self-esteem, grade point average, health status, history of mood disorders, family history of mood disorders, and presence of a significant other correlated significantly with depression in medical students.

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Mario Ivo Serinolli, Marcia Cristina Zago Novaretti, Robert Stewart
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Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
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Ji-young Kim, Jea-hyok Lee
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Original Article

Peer assessment of small-group presentations by medical students and its implications: Sunmi Yoo, Kayoung Lee, Sang Heon Lee, Hyerin Roh, Jong Tae Lee, Byoung Doo Rhee, Ikseon Choi; Korean J Med Educ 2014;26(1):31-40.
Published online March 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.1.31

Abstract
PDF

PURPOSE
The purpose of this study was to explore the relationships among medical students' assessments on peers' group presentations, instructors' assessments of those presentations, and students' educational achievements in other assignments and tests.
METHODS
A total of 101 first-year students from a medical school participated in the study. The students' educational achievements in a 4-week long integrated curriculum were analyzed. Student's final grades were comprised of the following education criteria: two written tests (60%), 15 group reports (25%), one individual report (7%), and four group presentations (15%). We compared scores of the group presentation assessed by the peers and the two instructors. Furthermore, we compared peers' assessment scores with each component of the evaluation criteria.
RESULTS
Pearson correlation analysis showed significant correlaton for the assessments between peers and instructors (r=0.775, p<0.001). Peer assessment scores also correlated significantly with scores for the group assignments (r=0.777, p<0.001), final grades on the curriculum (r=0.345, p<0.001), and scores for individual assignments (r=0.334, p<0.001); however, no significant correlation was observed between the peer-assessed group presentation scores and the two written test scores.
CONCLUSION
Peer assessments may be a reliable and valid method for evaluating medical students' performances in an integrated curriculum, especially if the assessments are used to academic processes, such as presentations, with explicit evaluation and judgment criteria. Peer assessments on group presentations might assess different learning domains compared to written tests that primarily evaluate limited medical knowledge and clinical reasoning.

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Improving Peer Assessment Validity and Reliability Through a Fuzzy Coherence Measure
Mohamed El Alaoui
IEEE Transactions on Learning Technologies.2023; 16(6): 892. CrossRef
Validity and reliability assessment of a peer evaluation method in team-based learning classes
Hyun Bae Yoon, Wan Beom Park, Sun-Jung Myung, Sang Hui Moon, Jun-Bean Park
Korean Journal of Medical Education.2018; 30(1): 23. CrossRef
The Effect of Teaching Strategies and Students’ Cognitive Style on the Online Discussion Environment
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The Asia-Pacific Education Researcher.2016; 25(2): 267. CrossRef
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Development of Task-Based Learning Outcomes according to Clinical Presentations for Clinical Clerkships: HyeRin Roh, Byoung Doo Rhee, Jong Tae Lee, Sang Kyun Bae; Korean J Med Educ 2012;24(1):31-37.
Published online March 31, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.1.31

Abstract
PDF

PURPOSE
The aim of the study was to introduce our experience of establish task-based learning outcomes for core clinical clerkships.
METHODS
We first define our educational goal and objectives of the clinical clerkship curriculum according to knowledge, cognitive function and skill, and attitude. We selected clinical presentations and related diseases with expert panels and allocated them to core clinical departments. We classified doctor's tasks into 6 categories: history taking, physical examination, diagnostic plan, therapeutic plan, acute and emergent management, and prevention and patient education. We described learning outcomes by task using behavioral terms.
RESULTS
We established goals and objectives for students to achieve clinical competency on a primary care level. We selected 75 clinical presentations and described 377 learning outcomes.
CONCLUSION
Our process can benefit medical schools that offer outcome-based medical education, especially for clinical clerkships. To drive effective clerkships, a supportive system including assessment and faculty development should be implemented.

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Nana Kwame Safo-Kantanka, Jonathan Quartey, Samuel Koranteng Kwakye
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Bora Lee, Danbi Lee, Hyekyung Shin, Sohee Park, Eunbae B. Yang
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Survey for faculty on the current status and improvement needs of the clinical clerkship curriculum in one school of Korean medicine
Kyung-Ho Park, Sung-Uk Ma, Hye-Yoon Lee, Eui-Hyoung Hwang
Journal of Korean Medicine.2024; 45(4): 57. CrossRef
Preliminary Regulations for Effective Implementation of Integrative Education in Korean Medicine College
Gyoo-yong Chi
Journal of Physiology & Pathology in Korean Medicine.2023; 37(5): 93. CrossRef
Visualization of unstructured personal narratives of perterm birth using text network analysis
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What is the current orientation of undergraduate medical education in Korea?
Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee
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Developing Course Outcome to Achieve Exit Outcome: Applying Hauenstein's theory
Yoon Young Hwang, Sun Hee Kim, Min Sun Chu
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Development of a portfolio for competency-based assessment in a clinical clerkship curriculum
HyeRin Roh, Jong-Tae Lee, Yoo Sang Yoon, Byoung Doo Rhee
Korean Journal of Medical Education.2015; 27(4): 321. CrossRef
New Challenges for Korean Medical Education: Enhancing Students’ Abilities to Deal with Uncertain Ill‐Defined Problems
Ikseon Choi, Bo Young Yoon
Korean Medical Education Review.2014; 16(3): 111. CrossRef
Outcome-Based Curriculum Development at Inje University College of Medicine
Jong-Tae Lee, Byoung Doo Rhee, Hye Rin Roh
Korean Medical Education Review.2013; 15(1): 31. CrossRef
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Effect of Patient Safety Education in Surgical Clerkship to Develop Competencies for Managing and Preventing Medical Errors: HyeRin Roh, Kuhn Uk Lee, Yoon Seong Lee, Ock Joo Kim, Sun Whe Kim, Jae Woon Choi; Korean J Med Educ 2010;22(4):303-311.
Published online December 31, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.4.303

Abstract
PDF

PURPOSE
The aims of this study were to define the necessity and effectiveness of patient safety education during surgical clerkship to develop competency for managing and preventing medical errors.
METHODS
Fifty 3rd-year students participated in the patient safety education program during a 4-week surgical clerkship. The students were divided into 4 groups: control group, pretest-only group, education-only group, and pretest and education group. Students were assessed using short essays and an oral exam for reasoning skills, clinical performance exams for patient education and communication skills, and multisource feedback and direct observation of error reporting for real-world problem-solving skills. The results were analyzed with SPSS 14.0K. The reliability (Cronbach alpha) of the entire assessment was 0.893.
RESULTS
There was no difference in scores between early and late clerkship groups. Reasoning skills were improved by the pretest. Reasoning, patient education, and error reporting skills were much more developed by patient safety education. Real-world error identification, reporting, and communication did not change after the 4-week course.
CONCLUSIONS
Patient safety education during surgical clerkship is necessary and effective. Error prevention and competency management in the real world should developed.

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HyeRin Roh
Korean Medical Education Review.2019; 21(1): 1. CrossRef
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Multiple Mini-Interview in Selecting Medical Students: HyeRin Roh, Hee Jae Lee, Sung Bae Park, Jeong Hee Yang, Dae-Joong Kim, Sang Hyun Kim, Seung-Joon Lee, Gibong Chae; Korean J Med Educ 2009;21(2):103-115.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.103

Abstract
PDF

PURPOSE
Selecting medical students through interviews seems difficult and the reliability of the results is one of the major concerns. The purpose of this study was to investigate the reliability and acceptability of the Multiple Mini-Interview (MMI) in selecting medical students of Kangwon National University.
METHODS
Eighty-four applicants participated in the MMI which consists of 3 8-minute stations that have 9 checklist items and 3 global items. The 3 domains that we chose were motivation to become a doctor, communication and interpersonal skills, and ethical decision-making. We placed 2 interviewers in each room. The interviewers were chosen from our faculty. We analyzed the reliability of the MMI with urGENOVA for PC. We conducted a survey of these applicants and interviewers.
RESULTS
The reliability was 0.791. Students answered that the interview was impressive and enjoyable. Students were also satisfied with the level and quality of the MMI cases. They described that they were evaluated objectively. Interviewers also responded positively. They stated that more stations and more efforts to develop the cases were needed to improve the reliability and validity.
CONCLUSION
The MMI was acceptable to our applicants and faculty. It is reliable for assessing medical school applicants in Korea. We should develop more stations and better cases to increase the reliability and validity of the MMI.

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Using Multiple Mini-Interviews for Students’ Admissions in Pakistan: A Pilot Study

Sonia Ijaz Haider, Muhammad Furqan Bari, Shamaila Ijaz
Advances in Medical Education and Practice.2020; Volume 11: 179. CrossRef
The utility of multiple mini-interviews: experience of a medical school
Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon
Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school
Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae
BMC Research Notes.2016;[Epub] CrossRef
How different are premedical freshmen who enter after introducing a multiple mini-interview in a medical school?
Do-Hwan Kim, Jinyoung Hwang, Eun Jeong Kim, Hyun Bae Yoon, Jwa-Seop Shin, Seunghee Lee
Korean Journal of Medical Education.2014; 26(2): 87. CrossRef
Can the multiple mini-interview predict academic achievement in medical school?
Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang
Korean Journal of Medical Education.2014; 26(3): 223. CrossRef
How medical students perform academically by admission types?
Se-Hoon Kim, Keumho Lee, Yera Hur, Ji-Ha Kim
Korean Journal of Medical Education.2013; 25(3): 201. CrossRef
Differentiation Strategy of Graduate Entry Programme
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Communication Skills Improvement of Medial Students According to Length and Methods of Preclinical Training: Yang Hee Kim, Jeong Hee Yang, Sung Yeon Ahn, Seo-Young Song, HyeRin Roh; Korean J Med Educ 2009;21(1):3-16.
Published online March 31, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.1.3

Abstract
PDF

PURPOSE
The purpose of this study is to evaluate the changing pattern of communication skills of medical students according to length and methods of training.
METHODS
We evaluated a 1-week communications training course in 2003, a 1-year course in 2004, and a 1-semester course in 2005 during development of our curriculum. We have conducted the 10-minute CPX on abdominal pain annually since 2002 to assess the clinical performance of medical students who have completed the 3rd year clerkship. We selected CPX videos that were appropriate for assessment. One hundred sixty-four videos were available (1-week didactics: 42 cases, 1-week training: 28 cases, 1-semester training: 50 cases, 1-year training: 44 cases). We developed a 10-item global rating checklist to assess communication skills. A 5-point Likert scale was used to evaluate each item (4-very likely, 0-least likely). Two expert standardized patient (SP) raters evaluated the communication skills of students independently. We analyzed the outcomes based on the training length and methods. The reliability (G coefficient) was 0.825 with 2 SPs and 1 station.
RESULTS
The communication skills of students improved with practice and longer training, especially with regard to opening the interview, expressing empathy, understanding the patient's perspective, and preparing for the physical examination. Rapport-building, organization of the interview, understandable explanation, nonverbal communication, active listening and consideration during the physical examination was unchanged between durations of training. The scores for empathetic expression, active listening and understanding the patient's perspective were low across all groups.
CONCLUSION
We should concentrate our efforts to improve students' skills in empathetic expression, active listening and understanding the patient's perspective.

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