Purpose This study examined the current status, perceptions, and educational needs of primary care education in medical and nursing schools to provide foundational data that can inform effective curriculum development.
Methods In total, 40 medical and 64 nursing schools were eligible for this study. Data were collected through an online survey using Google Forms, developed by the research team, from November 2024 to January 2025. Frequency analysis and independent t-tests were performed to compare perceptions on primary care education between the two schools types. Borich Needs Assessment and Locus-for-Focus model were used to identify and prioritize educational needs.
Results Responses from 21 medical and 24 nursing schools were analyzed. All medical schools primarily offered education in primary care clinics (100%), whereas most nursing schools offered it in community healthcare institutions (87.5%). Visits and observations were the most common educational methods (>80%). Reports, presentations, and discussions were the most used assessment methods (>60%). Multidisciplinary team-based practicums were limited in both medical (9.5%) and nursing (25.0%) schools. Both groups rated the need to expand primary care education and multidisciplinary team approach highly (>4.4/5). “Longitudinality” and “generalism” were educational priority needs across both groups, whereas other elements showed variations.
Conclusion This study identified the shared and distinct aspects of primary care education across schools. The findings highlight the importance of enhancing and tailoring primary care education to each school’s specific context and needs, while fostering interprofessional collaboration to strengthen community-based healthcare.
Purpose This study aimed to identify core shared competencies required for effective physician–nurse collaboration in primary care.
Methods A three-round Delphi survey was conducted from November 2024 to February 2025 with 30 experts (12 physicians, 18 nurses), including family medicine professors, primary care physicians, nursing professors, and practicing nurses. Experts evaluated the importance and roles of interprofessional team approaches using online questionnaires. Quantitative analyses included mean, standard deviation, and content validity ratio (CVR).
Results The first round confirmed the necessity of interprofessional teamwork in cases such as chronic disease management, rehabilitation, elderly care, and mental health. Essential team members were physicians, nurses, and social workers, with additional professionals engaged as needed. Through iterative consensus, six shared competencies were derived: (1) patient-centered integrated care, (2) treatment plan development and implementation, (3) communication and collaboration, (4) professional development as a team member, (5) Evaluation and feedback on service outcomes, and (6) disease prevention and health promotion. All items met consensus criteria (CVR ≥0.34).
Conclusion These findings clarify physician-nurse shared competencies in primary care and provide a foundation for developing competency-based interprofessional curricula and training programs to enhance collaborative care quality and patient outcomes.
Purpose This study aims to determine the impact of helicopter parenting and respectful parenting on medical students’ mindset, grit, self-directedness, and college adjustment.
Methods This study constructed a hypothetical model based on the relationship between helicopter parenting, respectful parenting, mindset, grit, self-directedness, and college adjustment. It set up a structural model to test the fit of the model based on empirical data. The significance of the mediating effects of the paths was tested using multiple mediation analysis.
Results The fit of the initial measurement model did not meet the goodness-of-fit acceptance criteria; therefore, revised models were established. The revised models all showed good fit indices, and the overall path coefficients were significant. Helicopter parenting and respectful parenting are inversely correlated and affect the mindset of medical students, which, in turn, affects their adjustment to college through grit and self-directedness. The results of the multimodal effects of each pathway showed that helicopter parenting negatively affects college adjustment, while respectful parenting has a positive mediating effect on college adjustment.
Conclusion Parenting attitudes have a significant impact on medical students’ mindset, grit, and self-direction, which affects their college adjustment. Parents need to respect their children’s autonomy and independence and avoid excessive interference.
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Purpose This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness.
Methods The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance.
Results Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program.
Conclusion A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.
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Purpose The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students’ motivation to enter medical school and their college adjustment, and to develop measures to help them adjust.
Methods A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups.
Results After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation.
Conclusion Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.
Purpose This study aimed to analyze the research trends of the Korean Journal of Medical Education (KJME) since it became an English-language journal.
Methods A total of 274 articles published in KJME from 2016 to 2023 were analyzed. All article types were included in the analysis. NetMiner ver. 4.0 (Cyram Inc., Korea) was used for the main keyword and topic modeling analysis.
Results Of the 274 articles, 170 (62%) and 104 (38%) were by domestic and international authors, respectively. The main keywords with high frequency were “students,” “learning,” “experience,” “pandemic,” and “perception.” Three topics were derived using topic matching analysis: “residents’ perception and attitude of the pandemic,” “assessment of learning and achievement,” and “learning experiences in the pandemic.”
Conclusion Since the shift to English-language journals, medical education research has witnessed an increase in the number of articles published by international authors. Research on postgraduate education has increased. Research topics are relevant to situations such as the coronavirus disease 2019 pandemic. These findings can help researchers select research topics and encourage them to submit their research to the journal.
Purpose The purpose of this study was to examine perceptions of global health education (GHE) among medical students and their involvement in global health activities and identify priorities of educational needs for developing GHE programs.
Methods This study was cross-sectional and conducted through an online survey for medical students. The participants were students attending medical schools nationwide, and the final analysis target was 678. The survey developed questionnaires necessary for research purposes regarding global health-related experiences and perceptions, level of awareness of global health competencies (GHC), and needs assessments. The data were analyzed using the frequency analysis, chi-square test, independent t-test, Borich Needs Assessment Model, and the Locus for Focus Model.
Results In total, 60.6% (411/678) agreed on the need for GHE, whereas 12.1% (82/678) agreed on the appropriateness of GHE in the current medical school curriculum, indicating a perception gap between the necessity and the status. At the current level of awareness of global health and GHC, we identified statistically significant differences according to gender, participation in global health activities, and GHE. In the analysis of the educational needs of GHC, all items of GHC had statistically significant differences between the importance level and the current level, and priorities were derived. The competency with the highest priority was domain A (Global Burden of Disease).
Conclusion We expect the findings of this study to be used in Korean medical education as fundamental data to prepare a hereafter research foundation for GHE and discuss systematic GHE based on GHC.
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Purpose This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.
Methods A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.
Results As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett’s test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.
Conclusion The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student’s level of reflection in clinical clerkship.
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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.
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Purpose This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty.
Methods The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ2 analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE.
Results Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences.
Conclusion This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.
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Purpose The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.
Methods Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015–2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.
Results Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.
Conclusion Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student’s academic performance significantly.
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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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Purpose We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education.
Methods Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later.
Results The core words were “planning and execution,” “daily reviews” in the study schedule category; “focusing in class” and “taking notes” among class-related category; and “lecture notes,” “previous exams or papers,” and “textbooks” in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores.
Conclusion In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.
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PURPOSE Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students.
METHODS The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week.
Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA.
RESULTS PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness.
CONCLUSION Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.
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PURPOSE It has been well known that doctor-patient communication is a key to the better doctor-patient relationship. However, in Korea, there has not been much researches on the causal factors influencing the doctor-patient communication as well as on patient satisfaction and compliance. This study attempts to investigate the relationships between patient social styles and doctors' communication styles as well as patient outcomes. METHODS: Patient subjects were recruited from two mid-size local hospitals. The questionnaires consist of social styles, patient-perceived doctors' communication, and patient satisfaction/compliance measures. One hundred ninety useable data were analyzed. RESULTS: For those highly satisfied patients, patients with analytic style showed the highest percentage of viewing their doctors as highly empathic. On the other hand, for those patients with high compliance, expressive style patients showed the highest rates of regarding their doctors as highly affective. And amiable style patients are most likely to view their doctors as highly cognitive. For analytic style patients, cognitive empathy had positive effects on patient satisfaction. For amiable style patients, doctors' cognitive empathy had positive influence on patient compliance. For expressive style patients, doctors' affective empathic communication had positive effects on both patient satisfaction/compliance while cognitive had positive effects only on patient compliance. CONCLUSION: The results show that the different social styles of patients might influence on the fact how the patients perceive their doctors' communication as well as how much they are satisfied and compliant. Thus, when we as an medical educators need to realize the importance of this mechanism and bring this learning into classrooms.
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PURPOSE Delivering bad news is a task that occurs in most medical practices, rendering communication skills essential to competent patient care. The purpose of this study was to identify factors that are associated with scores on an assessment of medical students' communication skills in delivering bad news to help develop more effective curricula to enhance these essential skills. METHODS: One hundred fifty-four fourth-year medical students at Pusan National University were included. Skills for delivering bad news were assessed using the SPIKES protocol in the CPX. The students were categorized into three main groups according to total scores: 'Exceeds expectations (E)', 'Meets expectations (M)', and 'Needs development (N)'. Personal experiences with misfortune and attitudes toward breaking bad news were surveyed, and school records were collected.
The differences between the E and N groups were analyzed based on performance test and survey. RESULTS: Compared with students in the N group, E group students acquired significantlyhigher scores on the items of Perception, Invitation, a division of Knowledge, Empathy and Strategy, and Summary but not on Setting and a part of Knowledge. E group students had better records in classes and clerkships.
There were no differences in personal experiences and attitudes toward breaking bad news between the groups.
CONCLUSION Personal experience with delivering bad news does not guarantee better communication, and attitudes toward this task do not influence student performance. We expect that deliberate educational programs will have a positive impact on improving communication skills for delivering bad news.
PURPOSE This study was conducted to investigate the effect of direct verbal feedback from an expert during endotracheal intubation skills training using a mannequin compared to practice alone without feedback.
METHODS 154 fourth-year medical students at the Pusan National University were divided into control or feedback groups. Both groups were taught by experts using a mannequin at a clinical skills learning center. The feedback group (n=66) received verbal feedback from the expert throughout training. Skills acquisition was tested during a Clinical Performance Examination.
RESULTS There were no differences between the control and feedback groups in terms of prior experiences with endotracheal intubation, confidence level to perform the skill, and grades received from previous clinical clerkships. The average score of the feedback group was significantly higher than that of the control group (14.06 versus 11.98, p<0.05). When the students were divided into 'exceeds expectations', 'meets expectations' and 'needs development' groups according to a global rating, more students from the feedback group were in the 'exceeds expectations' group and less were in the 'needs development' group compared to the control group (p<0.05). The results showed no significant relation with training date.
CONCLUSION This study demonstrated that direct verbal feedback from an expert during training significantly improves the performance of endotracheal intubation skill.
Feedback acts as an essential component of clinical education; and its effect is prominent, especially in students who require further development.
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Korean J Med Educ 2007;19(3):251-255. Published online September 30, 2007
PURPOSE This study was performed to compare the characteristics and perceptions of medical school students and professional graduate medical school students.
METHODS Study subjects were 131 medical students from a national university and 113 applicants of a professional graduate medical school. We developed a self-reported questionnaire asking about socio-demographic characteristics; the level of satisfaction of educational environment; perception of missions of medical education and career plan and student activities during school.
RESULTS Students from the professional graduate medical school were significantly different from medical students in socio-demographic characteristics. They also showed higher satisfaction with their education, were more supportive of student union activities and were more anxious about economic and health problems than medical students. However, there was no difference between the two groups regarding perception of missions of medical education and career plan after graduation.
CONCLUSION Based on the above results, it is necessary to consider the characteristics and perceptions of professional graduate medical students when developing educational policies for these older students. The limitation of this study includes a restricted sample, and generalization of results should be done carefully. Thus, more extensive, wide-ranging studies would be useful.
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